diff --git a/content/foundation/business-case-and-benefits.md b/content/foundation/business-case-and-benefits.md index 9e24c2f5c..0648dc21a 100644 --- a/content/foundation/business-case-and-benefits.md +++ b/content/foundation/business-case-and-benefits.md @@ -29,18 +29,18 @@ navigation: Courses based on this module should: -* Explore the rationale for organizations to address accessibility. -* Present examples of organizations addressing accessibility. +* explore the rationale for organizations to address accessibility +* present examples of organizations addressing accessibility ## Learning Outcomes for Module Students should be able to: -* Explain how accessibility can: - * Extend market reach. - * Demonstrate social responsibility. - * Drive innovation. - * Minimize legal risk. +* explain how accessibility can + * extend market reach + * demonstrate social responsibility + * drive innovation + * minimize legal risk ## Competencies @@ -76,13 +76,13 @@ Introduce business case benefits of accessibility. Provide examples of organizat Students should be able to: -* List examples of organizations that have adopted accessibility, and the benefits these organizations report. -* Explain how accessibility can: - * Benefit people with and without disabilities. - * Enhance brand reputation and help demonstrate social responsibility. - * Help reduce overall maintenance and remediation costs. - * Promote human-centered design approaches, which result in more usable products. -* Describe some potential risks of not addressing accessibility, such as possible lawsuits and costly litigations. +* list examples of organizations that have adopted accessibility, and the benefits these organizations report +* explain how accessibility can + * benefit people with and without disabilities + * enhance brand reputation and help demonstrate social responsibility + * help reduce overall maintenance and remediation costs + * promote human-centered design approaches, which result in more usable products +* describe some potential risks of not addressing accessibility, such as possible lawsuits and costly litigations #### Teaching Ideas for Topic @@ -101,7 +101,7 @@ Optional ideas to teach the learning outcomes: Optional ideas to support assessment: -* Practice — Students perform a specific task with the virtual assistant in their mobile phones. For example, students read the news, query the weather, or check items into a shopping cart. Assess students' capacity to recognize innovation behind features originally designed for accessibility that many people use nowadays. +* Practical — Students perform a specific task with the virtual assistant in their mobile phones. For example, students read the news, query the weather, or check items into a shopping cart. Assess students' capacity to recognize innovation behind features originally designed for accessibility that many people use nowadays. * Portfolio — Students research how an organization could benefit from improving accessibility. Assess students' capacity to outline business opportunities gained from taking this approach. * Presentation — Students research and describe different mainstream accessibility features that they are already using, for example on their mobile phone, or accessibility features that they may want to use in the future. Assess students' capacity to identify accessibility features that others can enjoy. * Report — Students write a report about publicly-available accessibility testimonials and business case arguments from different organizations. Advise students that testimonials are often not easy to verify and may require further analysis. Assess students' capacity to identify business case arguments that others are using to implement accessibility. @@ -114,9 +114,9 @@ Optional ideas to support assessment: Optional ideas to support assessment: -* Guided Quiz — From a list of business case arguments, students describe the benefits that match the corresponding business case arguments. Assess students' capacity to relate business case arguments to benefits. -* Presentation — Students present business case arguments that are applicable to an organization of their choice. Assess students' capacity to explain the rationale for each argument. -* Open Book Exam — Students answer questions about the scope and applicability of specific policies from [Web Accessibility Laws & Policies](/policies/). Assess students' capacity to identify how laws and policies impact a particular organization. +* Guided Quiz — From a list of business case arguments, students describe the benefits that match the corresponding business case arguments. Assess how students relate business case arguments to benefits. +* Presentation — Students present business case arguments that are applicable to an organization of their choice. Assess how students explain the rationale for each argument. +* Open Book Exam — Students answer questions about the scope and applicability of specific policies from [Web Accessibility Laws & Policies](/policies/). Assess students' understanding of how laws and policies impact a particular organization. ## Teaching Resources diff --git a/content/foundation/foundation-modules.md b/content/foundation/foundation-modules.md index 967e56da8..99549e016 100644 --- a/content/foundation/foundation-modules.md +++ b/content/foundation/foundation-modules.md @@ -27,7 +27,7 @@ navigation: This curriculum provides a general introduction to web accessibility. It is designed for any students with a basic understanding of computers and the Web. -Its aims are to: +This curriculum results in courses that: * Explain how people with disabilities use the Web. * Define the scope and relevance of web accessibility. diff --git a/content/foundation/getting-started-with-accessibility.md b/content/foundation/getting-started-with-accessibility.md index b19e38bb9..d89cc70c5 100644 --- a/content/foundation/getting-started-with-accessibility.md +++ b/content/foundation/getting-started-with-accessibility.md @@ -29,18 +29,18 @@ navigation: Courses based on this module should: -* Introduce different strategies on how to plan, apply, manage, and sustain accessibility. -* Introduce roles and responsibilities related to implementing accessibility. +* introduces different strategies on how to plan, apply, manage, and sustain accessibility +* introduces roles and responsibilities related to implementing accessibility ## Learning Outcomes for Module Students should be able to: -* Explain different organizational strategies to plan and manage accessibility. -* Describe how to develop accessibility policies for organizations and statements for products. -* Describe ways to explore the accessibility environment in organizations. -* Distinguish different roles and responsibilities for applying accessibility. -* Explain how to start addressing accessibility in an existing project. +* explain different organizational strategies to plan and manage accessibility +* describe how to develop accessibility policies for organizations and statements for products +* describe ways to explore the accessibility environment in organizations +* distinguish different roles and responsibilities for applying accessibility +* explain how to start addressing accessibility in an existing project ## Competencies @@ -80,11 +80,11 @@ Introduce different approaches for integrating accessibility throughout the desi Students should be able to: -* Explain that accessibility implementation needs involvement from a wide range of roles. -* Recognize the need of technical and financial resources for accessibility. -* Identify some roles to ensure a consistent implementation of accessibility, such as those from Quality Assurance or Executive Management Teams. -* Describe how to involve people with disabilities throughout projects. -* Describe some accessibility case studies from organizations. +* explain that accessibility implementation needs involvement from a wide range of roles +* recognize the need of technical and financial resources for accessibility +* identify some roles to ensure a consistent implementation of accessibility, such as those from Quality Assurance or Executive Management Teams +* describe how to involve people with disabilities throughout projects +* describe some accessibility case studies from organizations #### Teaching Ideas for Topic @@ -98,9 +98,9 @@ Optional ideas to teach the learning outcomes: Optional ideas to support assessment: -* Reflective Journal — Students identify accessibility related processes based on what they have learned, and research how to update them to better integrate accessibility. Assess students' capacity to identify strengths and weaknesses in an overall accessibility strategy. -* Guided Quiz — From a given set of roles, students list main responsibilities associated to each of these roles. Assess students' capacity to identify roles and attribute responsibilities. -* Portfolio — Students select a product of their choice and develop strategies to efficiently plan and manage accessibility. Assess students' capacity to identify key actions for accessibility to be maintained throughout time. +* Reflective Journal — Students identify accessibility related processes based on what they have learned, and research how to update them to better integrate accessibility. Assess how students identify strengths and weaknesses in an overall accessibility strategy. +* Guided Quiz — From a given set of roles, students list main responsibilities associated to each of these roles. Assess how students identify roles and attribute responsibilities. +* Portfolio — Students select a product of their choice and develop strategies to efficiently plan and manage accessibility. Assess how students identify key actions for accessibility to be maintained throughout time. {% include excol.html type="end" %} @@ -116,9 +116,9 @@ Introduce students to accessibility policies for organizations and accessibility Students should be able to: -* Describe accessibility policies as a mechanism to reinforce commitment among the organization members. -* Recognize the role of accessibility statements as a way of documenting the current accessibility status and of defining future steps and commitments. -* Explain some current accessibility approaches from well-known organizations. +* describe accessibility policies as a mechanism to reinforce commitment among the organization members +* recognize the role of accessibility statements as a way of documenting the current accessibility status and of defining future steps and commitments +* explain some current accessibility approaches from well-known organizations #### Teaching Ideas for Topic @@ -129,10 +129,10 @@ Optional ideas to teach the learning outcomes: #### Ideas to Assess Knowledge for Topic -Optional ideas to support assessment: +Optional ideas to support your teaching: -* Report — Students draft an accessibility policy based on an organization of their choice. Assess students' capacity to define the scope of the policy, and to reference current standards. -* Presentation — Students draft an accessibility statement for a product of their choice and present it to their peers. Assess students' capacity to reflect on current status of the product and to demonstrate commitment to accessibility. +* Report — Students draft an accessibility policy based on an organization of their choice. Assess how students define the scope of the policy and reference current standards. +* Presentation — Students draft an accessibility statement for a product of their choice and present it to their peers. Assess how students reflect on current status of the product and demonstrate commitment to accessibility. {% include excol.html type="end" %} @@ -148,12 +148,12 @@ Introduce roles and responsibilities for accessibility. See [Accessibility Roles Students should be able to: -* Explain how accessibility responsibilities are shared among different roles within the team. -* Describe some accessibility features and map them to specific roles. +* explain how accessibility responsibilities are shared among different roles within the team +* describe some accessibility features and map them to specific roles #### Teaching Ideas for Topic -Optional ideas to teach the learning outcomes. +Optional ideas to teach the learning outcomes: * Explain the different types of roles involved in implementing web accessibility. For reference, use [Accessibility Roles and Responsibilities](https://w3.org/WAI/EO/wiki/Role_definition_document). * Introduce the scope of their responsibilities throughout. Emphasize that sometimes a particular accessibility feature needs involvement from several roles. @@ -179,8 +179,8 @@ Introduce some strategies to address accessibility in an existing project. Use e Students should be able to: -* Explain how to identify potential accessibility issues in projects. -* Describe some strategies to scope, prioritize, and repair accessibility issues in an existing project. +* explain how to identify potential accessibility issues in projects +* describe some strategies to scope, prioritize, and repair accessibility issues in an existing project #### Teaching Ideas for Topic @@ -196,7 +196,7 @@ Optional ideas to teach the learning outcomes: Optional ideas to support assessment: * Presentation — Students identify accessibility issues in a website or application and share their findings with their peers. Assess students' accuracy when performing first checks. -* Debate — Students prioritize the issues found and elaborate on how to fix them. Assess students' capacity to identify key tasks and contents and to consider the impact of issues. +* Debate — Students prioritize the issues found and elaborate on how to fix them. Assess how students identify key tasks and contents and consider the impact of issues. {% include excol.html type="end" %} @@ -205,8 +205,8 @@ Optional ideas to support assessment: Optional ideas to support assessment: * Multiple Choice Questions — From a list with all accessibility planning and managing strategies, students select those they consider relevant for their particular situation. -* Presentation — Students present different roles and responsibilities involved in web accessibility and describe their associated tasks. Assess students' capacity to identify responsibilities and map them to their corresponding roles. -* Report — Students describe some strategies to integrate accessibility in any existing project. Assess students' capacity to communicate and prioritize strategies. +* Presentation — Students present different roles and responsibilities involved in web accessibility and describe their associated tasks. Assess how students identify responsibilities and map them to their corresponding roles. +* Report — Students describe some strategies to integrate accessibility in any existing project. Assess how students communicate and prioritize strategies. ## Teaching Resources diff --git a/content/foundation/people-and-digital-technology.md b/content/foundation/people-and-digital-technology.md index a6015a6b4..99dde0fdf 100644 --- a/content/foundation/people-and-digital-technology.md +++ b/content/foundation/people-and-digital-technology.md @@ -29,17 +29,17 @@ navigation: Courses based on this module should: -* Explore assistive technologies, adaptive strategies, and accessible design principles in more detail. -* Study the links between components of web accessibility (web browsers, authoring tools, web designers and developers, accessibility platforms, and operating systems). +* explore assistive technologies, adaptive strategies, and accessible design principles in more detail +* study the links between components of web accessibility (web browsers, authoring tools, web designers and developers, accessibility platforms, and operating systems) ## Learning Outcomes for Module Students should be able to: -* Recognize the broad diversity of people with disabilities. -* List different types of assistive technologies and adaptive strategies. -* Recognize the impact of design decisions on accessibility for people. -* Explain some of the links between components of web accessibility. +* recognize the broad diversity of people with disabilities +* list different types of assistive technologies and adaptive strategies +* recognize the impact of design decisions on accessibility for people +* explain some of the links between components of web accessibility ## Competencies @@ -66,16 +66,16 @@ Optional topics to achieve the learning outcomes. {% include excol.html type="middle" %} -Introduce the wide range of people with disabilities, including auditory, cognitive, neurological, physical, speech, and visual disabilities. Explain the variety of abilities, assistive technologies and adaptive strategies, even among people with the same type of disability. Introduce some assistive technologies and adaptive strategies. Examples are provided in [How People with Disabilities Use the Web](/people-use-web/). +Introduce the wide range of people with disabilities, including auditory, cognitive, neurological, physical, speech, and visual disabilities. Explain the variety of abilities, assistive technologies, and adaptive strategies, even among people with the same type of disability. Introduce some assistive technologies and adaptive strategies. Examples are provided in [How People with Disabilities Use the Web](/people-use-web/). #### Learning Outcomes for Topic Students should be able to: -* List types of disabilities and related accessibility needs. -* Define the terms "assistive technology" and "adaptive strategies". -* List some examples of assistive technologies and adaptive strategies. -* Describe some accessibility design features and barriers. +* list types of disabilities and related accessibility needs +* define the terms "assistive technology" and "adaptive strategies" +* list some examples of assistive technologies and adaptive strategies +* describe some accessibility design features and barriers #### Teaching Ideas for Topic @@ -94,9 +94,9 @@ Optional ideas to teach the learning outcomes: Optional ideas to support assessment: -* Report — Students write a report describing some of the design features that one of the assistive technologies they learned about relies on to function. Assess students' capacity to identify how people with disabilities rely on specific features to use the Web. -* Practice — Students go to three different types of websites (e.g., shopping site, banking site, or entertainment site) and identify accessibility features from those they learned about. Assess students' capacity to recognize accessibility features. -* Interview — Students contact a person with a disability and interview them. Explore what accessibility features and barriers they encounter when trying to access digital content or applications, as well as how up-to-date they are with technology. Assess students' capacity to identify such features and barriers and link them to the knowledge they acquired. +* Report — Students write a report describing some of the design features that one of the assistive technologies they learned about relies on to function. Assess how students identify that people with disabilities rely on specific features to use the Web. +* Practical — Students go to three different types of websites (e.g., shopping site, banking site, or entertainment site) and identify accessibility features from those they learned about. Assess how students recognize accessibility features. +* Interview — Students contact a person with a disability and interview them. Explore what accessibility features and barriers they encounter when trying to access digital content or applications, as well as how up-to-date they are with technology. Assess how students identify such features and barriers and link them to the knowledge they acquired. {% include excol.html type="end" %} @@ -112,10 +112,10 @@ Explain that web accessibility depends on several components working together: c Students should be able to: -* Describe the components that contribute to accessibility. -* Explain some of the links between the components. -* Describe the impact that some Web technologies have on digital accessibility. -* Identify W3C standards that address the components. +* describe the components that contribute to accessibility +* explain some of the links between the components +* describe the impact that some Web technologies have on digital accessibility +* identify W3C standards that address the components #### Teaching Ideas for Topic @@ -131,9 +131,9 @@ Optional ideas to teach the learning outcomes: Optional ideas to support assessment: -* Reflective Journal — Students reflect on specific types of accessibility features and barriers, and how they relate to the different components of web accessibility. Assess students' capacity to recognize how components work together to improve accessibility. -* Guided Quiz — Students identify three websites where one accessibility feature in Web technology is being used. For example, Where are ordered and unordered lists used effectively? Where is heading structure in place? Assess students' capacity to identify instances of content that promote accessibility features. -* Presentation — Students use a variety of websites with three different browsers and assistive technologies. Students explain any differences between accessing the content with the different browsers and assistive technologies. Students share with others which browser they think works best and why. Assess students' capacity to identify the way user agents and assistive technologies render content has an impact on accessibility. +* Reflective Journal — Students reflect on specific types of accessibility features and barriers, and how they relate to the different components of web accessibility. Assess students' acknowledgment that components work together to improve accessibility. +* Guided Quiz — Students identify three websites where one accessibility feature in Web technology is being used. For example, Where are ordered and unordered lists used effectively? Where is heading structure in place? Assess how students identify content that promotes accessibility features. +* Presentation — Students use a variety of websites with three different browsers and assistive technologies. Students explain any differences between accessing the content with the different browsers and assistive technologies. Students share with others which browser they think works best and why. Assess how students identify that the way user agents and assistive technologies render content has an impact on accessibility. {% include excol.html type="end" %} @@ -141,9 +141,9 @@ Optional ideas to support assessment: Optional ideas to support assessment: -* Practice — Students perform basic tasks with assistive technologies, such as using the tab key to navigate different interfaces or using screen readers' navigation quick keys. Assess students' capacity to interact with assistive technologies. -* Multiple Choice Questions — From a list of 10 - 15 accessibility barriers. Students decide for each of them if they are related to the content, the underlying technology, the user agent, and/or assistive technology. Assess students' capacity to relate the different components of web accessibility. -* Presentation — Students describe how some adaptive strategies may benefit other users as well, such as older adults. Assess students' capacity to identify some patterns of use and relate them to different user groups, regardless of disability. +* Practical — Students perform basic tasks with assistive technologies, such as using the tab key to navigate different interfaces or using screen readers' navigation quick keys. Assess how students interact with assistive technologies. +* Multiple Choice Questions — From a list of 10 - 15 accessibility barriers. Students decide for each of them if they are related to the content, the underlying technology, the user agent, and/or assistive technology. Assess students understanding of the different components of web accessibility. +* Presentation — Students describe how some adaptive strategies may benefit other users as well, such as older adults. Assess how students identify some patterns of use and relate them to different user groups, regardless of disability. * Report — Students identify the components of web accessibility and explain how they relate to each other to create an accessible experience. For example, students reflect on how a content creator provides a text alternative that is properly coded, supported by the browser, and rendered to the user via their assistive technology. ## Teaching Resources diff --git a/content/foundation/principles-standards-and-checks.md b/content/foundation/principles-standards-and-checks.md index aef160d3f..c13b5c14d 100644 --- a/content/foundation/principles-standards-and-checks.md +++ b/content/foundation/principles-standards-and-checks.md @@ -29,23 +29,23 @@ navigation: Courses based on this module should: -* Introduce the accessibility principles: Perceivable, Operable, Understandable, and Robust. -* Introduce W3C accessibility standards, and their supporting resources. -* Provide hands-on experience checking how web pages have implemented the standards. +* introduce the accessibility principles: Perceivable, Operable, Understandable, and Robust +* introduce W3C accessibility standards, and their supporting resources +* provide hands-on experience checking how web pages have implemented the standards ## Learning Outcomes for Module Students should be able to: -* Explain the web accessibility concepts Perceivable, Operable, Understandable, and Robust (POUR), and give examples of each. -* Define the scope of the W3C accessibility standards: - * Web Content Accessibility Guidelines (WCAG), - * Authoring Tools Accessibility Guidelines (ATAG), - * User Agent Accessibility Guidelines (UAAG), and - * Accessible Rich Internet Applications (WAI-ARIA). -* Explain how W3C accessibility standards are developed. -* List examples of WCAG adoption in policies internationally. -* Check web pages to identify potential accessibility features and barriers and explain how they fit under principle(s) and success criteria. +* explain the web accessibility concepts Perceivable, Operable, Understandable, and Robust (POUR), and give examples of each +* define the scope of the W3C accessibility standards + * Web Content Accessibility Guidelines (WCAG) + * Authoring Tools Accessibility Guidelines (ATAG) + * User Agent Accessibility Guidelines (UAAG), + * Accessible Rich Internet Applications (WAI-ARIA) +* explain how W3C accessibility standards are developed +* list examples of WCAG adoption in policies internationally +* check web pages to identify potential accessibility features and barriers and explain how they fit under principle(s) and success criteria ## Competencies @@ -81,14 +81,12 @@ Optional topics to achieve the learning outcomes. Introduce the web accessibility concepts Perceivable, Operable, Understandable, and Robust (POUR). For an explanation of these concepts, see [Understanding the Four Principles of Accessibility](https://www.w3.org/WAI/WCAG21/Understanding/intro#understanding-the-four-principles-of-accessibility). For an introduction to some web accessibility requirements belonging to each principle, refer to [Accessibility Principles](/fundamentals/accessibility-principles/). -Introduce the web accessibility concepts Perceivable, Operable, Understandable, and Robust (POUR). Refer to [Accessibility Principles](/fundamentals/accessibility-principles/). - #### Learning Outcomes for Topic Students should be able to: -* Explain the concepts of Perceivable, Operable, Understandable, and Robust as principles of web accessibility. -* List requirements of each of the principles. +* explain the concepts of Perceivable, Operable, Understandable, and Robust as principles of web accessibility +* list requirements of each of the principles #### Teaching Ideas for Topic @@ -102,9 +100,9 @@ Optional ideas to teach the learning outcomes: Optional ideas to support assessment: -* Report — Students write a summary describing the four principles of web accessibility. Assess students' capacity to provide examples, such as Captions and Other Alternatives for Multimedia under the principle Perceivable. -* Debate — Students provide and discuss with others further examples of each principle (beyond what is in the W3C "Accessibility Principles" resource). Assess students' capacity to expand the applicability of the principles. -* Presentation — Students choose a principle and explain why it is essential for people with disabilities, and how it benefits many people. Assess students' capacity to relate the accessibility principles to specific examples of how people with disabilities use the web. +* Report — Students write a summary describing the four principles of web accessibility. Assess how students provide examples, such as Captions and Other Alternatives for Multimedia under the principle Perceivable. +* Debate — Students provide and discuss with others further examples of each principle (beyond what is in the W3C "Accessibility Principles" resource). Assess how students expand the applicability of the principles. +* Presentation — Students choose a principle and explain why it is essential for people with disabilities, and how it benefits many people. Assess how students relate the accessibility principles to specific examples of how people with disabilities use the web. {% include excol.html type="end" %} @@ -116,15 +114,15 @@ Optional ideas to support assessment: Introduce the scope of the W3C accessibility standards. It includes desktop and mobile websites and applications, authoring tools (like Content Management Systems, CMS), and user agents (like web browsers). Refer to [W3C Accessibility Standards Overview](/standards-guidelines/). -#### Learning Outcomes +#### Learning Outcomes for Topic Students should be able to: -* List the W3C accessibility standards: WCAG, ATAG, UAAG, and WAI-ARIA. -* Describe their structure, principles, guidelines, success criteria, and the type of audience and components they address. -* Explain how these standards, web technologies, and accessibility components are related. -* Explain the role that consistent standards play in increasing the accessibility of the Web for people with disabilities. -* Describe how and why the public approach of standards development involves people with disabilities, industry, public bodies, and other individuals. +* list the W3C accessibility standards: WCAG, ATAG, UAAG, and WAI-ARIA +* describe their structure, principles, guidelines, success criteria, and the type of audience and components they address +* explain how these standards, web technologies, and accessibility components are related +* explain the role that consistent standards play in increasing the accessibility of the Web for people with disabilities +* describe how and why the public approach of standards development involves people with disabilities, industry, public bodies, and other individuals #### Teaching Ideas @@ -141,10 +139,10 @@ Milestones and Opportunities to Contribute page, [Community Collaboration sectio Optional ideas to support assessment: -* Report — Students write a short report about each standard, focusing on their scope and overall structure. Assess students' capacity to elaborate on the web technologies and components these standards address. -* Debate — From a given set of accessibility issues, students discuss and decide which standard and specific section covers each issue. Assess students' capacity to apply knowledge of accessibility standards to real accessibility issues. -* Presentation — Students present accessibility laws and policies in their region, if any. Students specify if they have been adopted from W3C standards. If not, students give a brief overview of similarities and differences to the W3C accessibility standards. Assess students' capacity to identify aspects of accessibility standards such as scope, applicability, normative / non-normative sections, etc. -* Portfolio — Students research if there are further technical guidelines for accessibility in a given organization. Students specify if they diverge from W3C accessibility standards. Assess student's capacity to outline overall differences and similarities between the chosen guidelines. +* Report — Students write a short report about each standard, focusing on their scope and overall structure. Assess how students elaborate on the web technologies and components these standards address. +* Debate — From a given set of accessibility issues, students discuss and decide which standard and specific section covers each issue. Assess how students apply knowledge of accessibility standards to real accessibility issues. +* Presentation — Students present accessibility laws and policies in their region, if any. Students specify if they have been adopted from W3C standards. If not, students give a brief overview of similarities and differences to the W3C accessibility standards. Assess how students identify aspects of accessibility standards such as scope, applicability, normative / non-normative sections, etc. +* Portfolio — Students research if there are further technical guidelines for accessibility in a given organization. Students specify if they diverge from W3C accessibility standards. Assess how students outline overall differences and similarities between the chosen guidelines. {% include excol.html type="end" %} @@ -162,12 +160,12 @@ Give students hands-on experience checking how web pages have implemented access Students should be able to: -* Identify potential accessibility barriers. -* Relate their findings to the relevant WCAG success criteria. +* identify potential accessibility barriers +* relate their findings to the relevant WCAG success criteria #### Teaching Ideas -Optional ideas to teach the learning outcomes. +Optional ideas to teach the learning outcomes: * Introduce students to basic accessibility checks. Anyone using the web can perform these checks. Note that the tools listed in Easy Checks are advisable but not required to perform the checks. * Ask students to check different types of web pages and relate their findings to the accessibility principles and standards. @@ -176,8 +174,8 @@ Optional ideas to teach the learning outcomes. Optional ideas to support assessment: -* Guided Quiz — From a given set of accessibility checks, students explain which principle(s) and success criteria they belong to. For example, students select the check Page Titles and attach it to the principle Operable. Assess students' capacity to relate some checks with their corresponding principle(s). -* Practice — Students choose three accessibility checks from [Easy Checks](/test-evaluate/preliminary/). Students try the checks on several web pages and report results. Assess students' capacity to relate the checks to specific groups of users and point to solutions for the problems they found in the analyzed websites. +* Guided Quiz — From a given set of accessibility checks, students explain which principle(s) and success criteria they belong to. For example, students select the check Page Titles and attach it to the principle Operable. Assess how students relate some checks with their corresponding principle(s). +* Practice — Students choose three accessibility checks from [Easy Checks](/test-evaluate/preliminary/). Students try the checks on several web pages and report results. Assess how students relate the checks to specific groups of users and point to solutions for the problems they found in the analyzed websites. {% include excol.html type="end" %} diff --git a/content/foundation/what-is-web-accessibility.md b/content/foundation/what-is-web-accessibility.md index d5cb9185e..4156dfb36 100644 --- a/content/foundation/what-is-web-accessibility.md +++ b/content/foundation/what-is-web-accessibility.md @@ -29,18 +29,18 @@ navigation: Courses based on this module should: -* Raise awareness of how people with disabilities use websites and applications. -* Introduce core concepts of digital accessibility. -* Explain related terms such as usability, user experience, and inclusive design. +* raise awareness of how people with disabilities use websites and applications +* introduce core concepts of digital accessibility +* explain related terms such as usability, user experience, and inclusive design ## Learning Outcomes for Module Students should be able to: -* Describe examples of how people with disabilities use the Web. -* Define web accessibility for people with disabilities. -* Describe how the Web is used on devices such as mobile phones, smart TVs, watches, and home appliances. -* Define key terms in web and digital accessibility. +* describe examples of how people with disabilities use the Web +* define web accessibility for people with disabilities +* describe how the Web is used on devices such as mobile phones, smart TVs, watches, and home gadgets +* define key terms in web and digital accessibility ## Competencies @@ -68,23 +68,23 @@ Optional topics to achieve the learning outcomes. {% include excol.html type="middle" %} -Introduce real stories of how people with disabilities interact with web pages and applications. If you can, invite people with disabilities to demonstrate assistive technologies and adaptive strategies they use. Include time for students to ask questions. If you cannot bring real people, refer to [Web Accessibility Perspectives Videos](/perspective-videos/) and [How People with Disabilities Use the Web](/people-use-web/). Mention examples like structured versus unstructured text and complex versus simple language, as potential barriers for everybody. +Introduce real stories of how people with disabilities interact with web pages and applications. If you can, invite people with disabilities to show assistive technologies and adaptive strategies they use. Include time for students to ask questions. If you cannot bring real people, refer to [Web Accessibility Perspectives Videos](/perspective-videos/) and [How People with Disabilities Use the Web](/people-use-web/). Mention examples like structured versus unstructured text and complex versus simple language, as potential barriers for everybody. #### Learning Outcomes for Topic Students should be able to: -* Describe how some people with disabilities use the Web. -* List some design features that benefit people with disabilities. -* List some design barriers that exclude people with disabilities. -* Recognize the impact of accessible versus inaccessible design. +* describe how some people with disabilities use the Web +* list some design features that benefit people with and without disabilities +* list some design barriers that exclude people with disabilities +* recognize the impact of accessible versus inaccessible design #### Teaching Ideas for Topic Optional ideas to teach the learning outcomes: -* Point out how design features can enhance people's quality of life by teaching the social model of disability. Refer to Introduction to Web Accessibility page, [Accessibility in Context section](/fundamentals/accessibility-intro/#context). -* Invite expert users with disabilities to show the assistive technologies and adaptive strategies they use when interacting with online banking, online shopping or eGovernment. Ask these users to explain how technology and the Web benefits them. +* Point out how accessibility enhances people's quality of life by teaching the social model of disability. Refer to Introduction to Web Accessibility page, [Accessibility in Context section](/fundamentals/accessibility-intro/#context). +* Invite expert users with disabilities to show how they interact with online banking, online shopping, or eGovernment. Ask these users to explain how technology and the Web benefits them. * Coach students in trying out assistive technologies and adaptive strategies by themselves. For example, invite them to follow advanced users and experiment with text to speech, speech recognition, and other accessibility features built into their mobile phones. Ask students to reflect on their experiences. * Explain how different accessibility features and barriers affect use of the content with assistive technologies and adaptive strategies. For an introduction to certain assistive tools and adaptive strategies, refer to [Tools and Techniques](/people-use-web/tools-techniques/). @@ -94,11 +94,11 @@ Optional ideas to teach the learning outcomes: #### Ideas to Assess Knowledge for Topic -Optional ideas to support assessment: +Optional ideas to support Assessment: -* Practice — Students explore the use of assistive technologies to perform a task, such as reading the news, making a purchase, or interacting in social networks. Assess students' capacity to understand how the assistive technology functions and interact with it. -* Presentation — Students present digital life and most important use cases for a particular type of disability they are interested in. Assess students' capacity to reflect on the benefits of computers and the Web for people with disabilities. -* Portfolio — Students research about how technology helped popular people with disabilities in their daily lives. Examples: Frida Kahlo, Stephen Hawking, or Stevie Wonder. Assess students' capacity to identify how people with disabilities use technology. +* Practical — Students explore the use of assistive technologies to perform tasks. For example, reading the news, making a purchase, or interacting in social networks. Assess students' understanding of how assistive technologies work. +* Presentation — Students present digital life and use cases for a particular type of disability they are interested in. Assess students' understanding of the benefits of computers and the Web for people with disabilities. +* Portfolio — Students research about how technology helped popular people with disabilities in their daily lives. Examples: Frida Kahlo, Stephen Hawking, or Stevie Wonder. Assess students' acknowledgment of how people with disabilities use technology. {% include excol.html type="end" %} @@ -116,22 +116,22 @@ Explain the overlaps between accessibility and usability. Emphasize how accessib Students should be able to: -* Define web accessibility for people with disabilities. -* Identify the relevance of web accessibility in a growing number of devices and contexts. -* Explain key terms in web accessibility. -* Outline the scope of accessibility, usability, and inclusion, and describe some of the overlaps between them. -* Identify the social dimension of accessibility. +* define web accessibility for people with disabilities +* identify the relevance of web accessibility in a growing number of devices and contexts +* explain key terms in web accessibility +* outline the scope of accessibility, usability, and inclusion, and describe some of the overlaps between them +* identify the social dimension of accessibility #### Teaching Ideas for Topic Optional ideas to teach the learning outcomes: * Define web accessibility as the ability for people with disabilities to use web content, tools, and technology equally. -* Guide students through a reflection on the relevance of web accessibility. Focus on the widespread use of web content and applications across different types of devices (desktop, mobile, television, etc.). Emphasize that accessibility favors social participation (for education, employment, commerce, healthcare, entertainment, etc.). Encourage students to participate in the discussion by adding any previous experiences of access barriers and exposure to accessibility. +* Reflect with students on the widespread use of web content and applications across different types of devices. For example, desktop, mobile, television, etc. Emphasize that accessibility favors social participation (for education, employment, commerce, healthcare, entertainment, etc.). Ask students if they have any previous experiences of access barriers and exposure to accessibility. * Engage students in a conversation about the relationship between accessibility for people with disabilities and other people: older people, people not fluent in a language, people new to technology or with lower digital skills, and others. * Explain that accessibility is part of overall inclusion, since accessibility features benefit all users as well as those with disabilities. * Define usability as the discipline of designing products to be effective, efficient, and satisfying. Describe some overlaps in usability -and accessibility. Explain that accessibility is needed to cover those aspects from the perspective of people with disabilities. +and accessibility. Explain that accessibility is often needed to cover usability needs of people with disabilities. * Introduce examples of accessibility in urban environments, buildings, transportation, etc. Explain how these relate to the digital context. Use ramps and high-contrast features to illustrate how accessibility characteristics are also beneficial for all users. * Refer to accessibility as a social right for people with disabilities under the United Nations [Convention on the Rights of Persons with Disabilities (UN CRPD)](https://www.un.org/development/desa/disabilities/convention-on-the-rights-of-persons-with-disabilities.html). @@ -139,9 +139,9 @@ and accessibility. Explain that accessibility is needed to cover those aspects f Optional ideas to support assessment: -* Debate — From a given set of accessibility features in buildings, transportation, education, or healthcare, students draw analogies to web accessibility and share with their peers. Assess students' capacity to recognize how some features help make digital products accessible. -* Presentation — Students select a device (e.g., computer, smartphone, smartwatch, television, etc.) and describe the accessibility features and settings that are available on that device. Assess students' capacity to identify accessibility features in a given product. -* Presentation — Students describe a feature or setting and elaborate on how it benefits many people. Assess students' capacity to identify use cases where people enjoys these features regardless of disability. +* Debate — From a given set of accessibility features in buildings, transportation, education, or healthcare, students draw analogies to web accessibility and share with their peers. Assess students' acknowledgment of how some features help make digital products accessible. +* Presentation — Students select a device (e.g., computer, smartphone, smartwatch, television, etc.) and describe the accessibility features that are available on that device. Assess how students identify accessibility features in a given product. +* Presentation — Students describe a feature and elaborate on how it benefits many people with and without disabilities. Assess how students identify use cases where people enjoys features originally thought for accessibility. {% include excol.html type="end" %} @@ -149,10 +149,10 @@ Optional ideas to support assessment: Optional ideas to support assessment: -* Reflective Journal — Students reflect on how accessible technology benefits people, regardless of disability. Assess students' capacity to identify how accessibility can promote overall inclusion. -* Short Answer Questions — Students describe in their own words terms such as web accessibility, usability, and inclusion. Assess students' capacity to describe these terms clearly and succinctly. -* Report — Students explain the role of web accessibility in other technologies beyond web pages and applications. Assess students' capacity to describe how accessibility features apply to different types of content. -* Presentation — Students describe some features and barriers that people with disabilities encounter when using technology. Assess students' capacity to identify instances and describe the impact that they have on people with disabilities. +* Reflective Journal — Students reflect on how accessible technology benefits people, regardless of disability. Assess how students identify accessibility to promote overall inclusion. +* Short Answer Questions — Students describe in their own words terms such as web accessibility, usability, and inclusion. Assess how students describe these terms clearly and succinctly. +* Report — Students explain the role of web accessibility in other technologies beyond web pages and applications. Assess how students describe that accessibility features apply to different types of content. +* Presentation — Students describe some features and barriers that people with disabilities encounter when using technology. Assess how students identify such features and barriers and their impact on people with disabilities. ## Teaching Resources