From 7f4412518bc210fdd28e49a10115cf4f76d5329f Mon Sep 17 00:00:00 2001 From: daniel-montalvo Date: Thu, 28 Nov 2019 17:31:19 +0100 Subject: [PATCH 01/23] Addressing #146 -- iteration. --- content/1-1.md | 10 +++++----- content/1-2.md | 10 +++++----- content/1-3.md | 6 +++--- content/1-4.md | 12 ++++++------ content/1-5.md | 16 ++++++++-------- 5 files changed, 27 insertions(+), 27 deletions(-) diff --git a/content/1-1.md b/content/1-1.md index 048f86743..9434c4f2f 100644 --- a/content/1-1.md +++ b/content/1-1.md @@ -72,7 +72,7 @@ Students should be able to: #### Teaching Ideas -Optional ideas to teach the learning outcomes: +Include the most appropriate to deliver 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. @@ -85,7 +85,7 @@ Optional ideas to teach the learning outcomes: #### Ideas to Assess Knowledge -Optional ideas to support assessment: +Include the most appropriate to assess the learning outcomes. * 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. @@ -115,7 +115,7 @@ Students should be able to: #### Teaching Ideas -Optional ideas to teach the learning outcomes: +Include the most appropriate to deliver 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. @@ -128,7 +128,7 @@ and accessibility. Explain that accessibility is needed to cover those aspects f #### Ideas to Assess Knowledge -Optional ideas to support assessment: +Include the most appropriate to assess the learning outcomes. * 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. @@ -138,7 +138,7 @@ Optional ideas to support assessment: ## Ideas to Assess Knowledge -Optional ideas to support assessment: +Include the most appropriate to assess the learning outcomes. * 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. diff --git a/content/1-2.md b/content/1-2.md index 7857991e9..fbd1fa03e 100644 --- a/content/1-2.md +++ b/content/1-2.md @@ -70,7 +70,7 @@ Students should be able to: #### Teaching Ideas -Optional ideas to teach the learning outcomes: +Include the most appropriate to deliver the learning outcomes. * Ask students to engage with people with disabilities, such as relatives, friends, or colleagues. Ask students to gather information on the assistive technologies and/or adaptive strategies used to interact with digital technology. Help students classify the tools they learn about. * Guide students to focus on the abilities of people with disabilities and on how technology is part of their everyday life. Coach students towards thinking about people first and promote an inclusive approach. For further information, refer to [Interacting with People with Disabilities](http://www.uiaccess.com/accessucd/interact.html). @@ -83,7 +83,7 @@ Optional ideas to teach the learning outcomes: #### Ideas to Assess Knowledge -Optional ideas to support assessment: +Include the most appropriate to assess the learning outcomes. * 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. @@ -110,7 +110,7 @@ Students should be able to: #### Teaching Ideas -Optional ideas to teach the learning outcomes: +Include the most appropriate to deliver the learning outcomes. * Based on the previously taught topics, reflect with students on the links between assistive technologies, adaptive strategies, and digital content. Guide them through how one relies on the other and how using different combinations of tools may yield different user experiences. * Explore with students some of the accessibility features built into Web technologies. For example, HTML headings and lists. Ask students to reflect on how these relate to prior observations they made. @@ -120,7 +120,7 @@ Optional ideas to teach the learning outcomes: #### Ideas to Assess Knowledge -Optional ideas to support assessment: +Include the most appropriate to assess the learning outcomes. * 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. @@ -130,7 +130,7 @@ Optional ideas to support assessment: ## Ideas to Assess Knowledge -Optional ideas to support assessment: +Include the most appropriate to assess the learning outcomes. * 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. diff --git a/content/1-3.md b/content/1-3.md index ee8b05620..a9d2295f7 100644 --- a/content/1-3.md +++ b/content/1-3.md @@ -77,7 +77,7 @@ Students should be able to: #### Teaching Ideas -Optional ideas to teach the learning outcomes: +Include the most appropriate to deliver the learning outcomes. * Introduce case studies of organizations who have adopted accessibility. Explain the resulting benefits, such as improved brand reputation or improved search results ranking. * Compare the cost and effectiveness of integrating accessibility requirements into a project from the start versus integrating accessibility later. Discuss the need to integrate accessibility requirements and standards into procurement as well as development processes. @@ -90,7 +90,7 @@ Optional ideas to teach the learning outcomes: #### Ideas to Assess Knowledge -Optional ideas to support assessment: +Include the most appropriate to assess the learning outcomes. * 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 design 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. @@ -103,7 +103,7 @@ Optional ideas to support assessment: ## Ideas to Assess Knowledge -Optional ideas to support assessment: +Include the most appropriate to assess the learning outcomes. * 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. diff --git a/content/1-4.md b/content/1-4.md index 12f2f27b7..3074fe23c 100644 --- a/content/1-4.md +++ b/content/1-4.md @@ -83,7 +83,7 @@ Students should be able to: #### Teaching Ideas -Optional ideas to teach the learning outcomes: +Include the most appropriate to deliver the learning outcomes. * Explain the web accessibility concepts: Perceivable information and user interface, Operable user interface and navigation, Understandable information and user interface, and Robust content and reliable interpretation. * Provide examples of each of the principles. @@ -91,7 +91,7 @@ Optional ideas to teach the learning outcomes: #### Ideas to Assess Knowledge -Optional ideas to support assessment: +Include the most appropriate to assess the learning outcomes. * 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. @@ -121,7 +121,7 @@ Students should be able to: #### Teaching Ideas -Optional ideas to teach the learning outcomes: +Include the most appropriate to deliver the learning outcomes. * Explain the overall structure and sections of the standards. Relate them to web technologies and components such as HTML, authoring tools, web browsers, assistive tools, and media players. Refer to [Essential Components of Web Accessibility](/fundamentals/components/). * Highlight that W3C updates standards periodically. Underline that updates respond to changes in technologies, components, and user needs. @@ -131,7 +131,7 @@ Optional ideas to teach the learning outcomes: #### Ideas to Assess Knowledge -Optional ideas to support assessment: +Include the most appropriate to assess the learning outcomes. * 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. @@ -166,7 +166,7 @@ Optional ideas to teach the learning outcomes. #### Ideas to Assess Knowledge -Optional ideas to support assessment: +Include the most appropriate to assess the learning outcomes. * 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. @@ -175,7 +175,7 @@ Optional ideas to support assessment: ## Ideas to Assess Knowledge -Optional ideas to support assessment: +Include the most appropriate to assess the learning outcomes. * Presentation — Students explain the POUR principles of web accessibility and refer to specifics. For example, students elaborate on setting the language of a web page, under the principle Understandable. * Short Answer questions — From specific examples of accessibility features, students identify which principle they belong to and which users it helps. For example, Functionality Available from the Keyboard belongs to the principle Operable and helps keyboard users as well as people using voice recognition software. diff --git a/content/1-5.md b/content/1-5.md index 43c1fbe2d..7765345d8 100644 --- a/content/1-5.md +++ b/content/1-5.md @@ -78,7 +78,7 @@ Students should be able to: #### Teaching Ideas -Optional ideas to teach the learning outcomes: +Include the most appropriate to deliver the learning outcomes. * Introduce specific considerations to integrate accessibility based on your particular students. See [Planning and Managing Web Accessibility](/planning-and-managing/). * Emphasize the importance of involving real users with disabilities early, and throughout projects. See [Involving Users with Disabilities](/planning/involving-users/). @@ -86,7 +86,7 @@ Optional ideas to teach the learning outcomes: #### Ideas to Assess Knowledge -Optional ideas to support assessment: +Include the most appropriate to assess the learning outcomes. * 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. @@ -112,14 +112,14 @@ Students should be able to: #### Teaching Ideas -Optional ideas to teach the learning outcomes: +Include the most appropriate to deliver the learning outcomes. * If possible, bring in some examples of accessibility policies you are aware of or may have access to. Explain that they serve to document organizational commitments, to encourage implementation, and to define processes. If you do not have such documents, walk students through the different elements that are needed for an effective accessibility policy. Refer to [Accessibility Policies](/planning/org-policies). * Explore publicly-available accessibility statements and reflect with students on some of the aspects they include. #### Ideas to Assess Knowledge -Optional ideas to support assessment: +Include the most appropriate to assess the learning outcomes. * 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. @@ -151,7 +151,7 @@ Optional ideas to teach the learning outcomes. #### Ideas to Assess Knowledge -Optional ideas to support assessment: +Include the most appropriate to assess the learning outcomes. * Multiple Choice Questions — From a given set of product features, students assign their corresponding roles and responsibilities. For example, if an alternative text is required for an image, who would provide that text? Who would implement it? @@ -174,7 +174,7 @@ Students should be able to: #### Teaching Ideas -Optional ideas to teach the learning outcomes: +Include the most appropriate to deliver the learning outcomes. * Introduce some of the methods to gain an understanding of the current accessibility status in the project, e.g., performing a first review or carrying out a detailed accessibility evaluation. Refer to [Web Accessibility First Aid](/planning/interim-repairs/). * Introduce some of the strategies that can be used to prioritize issues. @@ -183,7 +183,7 @@ Optional ideas to teach the learning outcomes: #### Ideas to Assess Knowledge -Optional ideas to support assessment: +Include the most appropriate to assess the learning outcomes. * 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. @@ -192,7 +192,7 @@ Optional ideas to support assessment: ## Ideas to Assess Knowledge -Optional ideas to support assessment: +Include the most appropriate to assess the learning outcomes. * 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. From 3600d2ae364d3796375eeef6656ed8c6eef32da4 Mon Sep 17 00:00:00 2001 From: daniel-montalvo Date: Thu, 28 Nov 2019 17:43:32 +0100 Subject: [PATCH 02/23] =?UTF-8?q?Addressing=20#146=20--=20iteration=20(the?= =?UTF-8?q?re=20were=202=20instances=20missing.=20=C2=B7=20w3c/wai-curricu?= =?UTF-8?q?la@7f44125=20-=20Google=20Chrome?= MIME-Version: 1.0 Content-Type: text/plain; charset=UTF-8 Content-Transfer-Encoding: 8bit --- content/1-4.md | 2 +- content/1-5.md | 2 +- 2 files changed, 2 insertions(+), 2 deletions(-) diff --git a/content/1-4.md b/content/1-4.md index 3074fe23c..79393f34e 100644 --- a/content/1-4.md +++ b/content/1-4.md @@ -159,7 +159,7 @@ Students should be able to: #### Teaching Ideas -Optional ideas to teach the learning outcomes. +Include the most appropriate to deliver 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. diff --git a/content/1-5.md b/content/1-5.md index 7765345d8..fa35a86fe 100644 --- a/content/1-5.md +++ b/content/1-5.md @@ -143,7 +143,7 @@ Students should be able to: #### Teaching Ideas -Optional ideas to teach the learning outcomes. +Include the most appropriate to deliver the learning outcomes. * Explain the different types of roles involved in implementing web accessibility. For reference, use [Accessibility Roles and Responsibilities](/EO/wiki/Role_definition_document). * Introduce the scope of their responsibilities throughout. Emphasize that sometimes a particular accessibility feature needs involvement from several roles. From 425cc91eb4711c5c44f5bfea1dafeadbf696b33e Mon Sep 17 00:00:00 2001 From: daniel-montalvo Date: Sun, 1 Dec 2019 23:17:32 +0100 Subject: [PATCH 03/23] Possible changes --- content/1-1.md | 2 +- content/1-4.md | 2 +- 2 files changed, 2 insertions(+), 2 deletions(-) diff --git a/content/1-1.md b/content/1-1.md index f66adac9d..07101ad8b 100644 --- a/content/1-1.md +++ b/content/1-1.md @@ -66,7 +66,7 @@ Introduce real stories of how people with disabilities interact with web pages a 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 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. diff --git a/content/1-4.md b/content/1-4.md index 64869b87c..850ce3015 100644 --- a/content/1-4.md +++ b/content/1-4.md @@ -126,7 +126,7 @@ Optional ideas to teach the learning outcomes: * Explain the overall structure and sections of the standards. Relate them to web technologies and components such as HTML, authoring tools, web browsers, assistive tools, and media players. Refer to [Essential Components of Web Accessibility](/fundamentals/components/). * Highlight that W3C updates standards periodically. Underline that updates respond to changes in technologies, components, and user needs. * Refer to the inclusion of W3C accessibility standards in different policies and standards internationally. -* Explain that WAI develops these standards following the W3C process, with involvement of people with disabilities, industry, public, and research bodies, and individual experts. Discuss with students why this approach is important. +* Explain that WAI develops these standards following the W3C process, with involvement of people with disabilities, industry, public, research bodies, and individual experts. * Discuss with students the specific role of each of the standards mentioned and compare them with other relevant technical guidelines (if any). Refer to [Why Standards Harmonization is Essential to Web Accessibility](/standards-guidelines/harmonization/) #### Ideas to Assess Knowledge From 8801a1542da181e9f853ae65e49d8e7127bb9fc7 Mon Sep 17 00:00:00 2001 From: daniel-montalvo Date: Tue, 3 Dec 2019 13:55:58 +0100 Subject: [PATCH 04/23] Optional -> Base on the below Fixes #146 --- content/1-1.md | 10 +++++----- content/1-2.md | 10 +++++----- content/1-3.md | 6 +++--- content/1-4.md | 14 +++++++------- content/1-5.md | 18 +++++++++--------- 5 files changed, 29 insertions(+), 29 deletions(-) diff --git a/content/1-1.md b/content/1-1.md index 811bb9567..54a97948e 100644 --- a/content/1-1.md +++ b/content/1-1.md @@ -73,7 +73,7 @@ Students should be able to: #### Teaching Ideas -Include the most appropriate to deliver the learning outcomes. +Base on the below to deliver 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. @@ -86,7 +86,7 @@ Include the most appropriate to deliver the learning outcomes. #### Ideas to Assess Knowledge -Include the most appropriate to assess the learning outcomes. +Base on the below to deliver the learning outcomes. * 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. @@ -116,7 +116,7 @@ Students should be able to: #### Teaching Ideas -Include the most appropriate to deliver the learning outcomes. +Base on the below to deliver 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. @@ -129,7 +129,7 @@ and accessibility. Explain that accessibility is needed to cover those aspects f #### Ideas to Assess Knowledge -Include the most appropriate to assess the learning outcomes. +Base on the below to deliver the learning outcomes. * 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. @@ -139,7 +139,7 @@ Include the most appropriate to assess the learning outcomes. ## Ideas to Assess Knowledge -Include the most appropriate to assess the learning outcomes. +Base on the below to deliver the learning outcomes. * 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. diff --git a/content/1-2.md b/content/1-2.md index c02591173..dbdb93150 100644 --- a/content/1-2.md +++ b/content/1-2.md @@ -71,7 +71,7 @@ Students should be able to: #### Teaching Ideas -Include the most appropriate to deliver the learning outcomes. +Base on the below to deliver the learning outcomes. * Ask students to engage with people with disabilities, such as relatives, friends, or colleagues. Ask students to gather information on the assistive technologies and/or adaptive strategies used to interact with digital technology. Help students classify the tools they learn about. * Guide students to focus on the abilities of people with disabilities and on how technology is part of their everyday life. Coach students towards thinking about people first and promote an inclusive approach. For further information, refer to [Interacting with People with Disabilities](http://www.uiaccess.com/accessucd/interact.html). @@ -84,7 +84,7 @@ Include the most appropriate to deliver the learning outcomes. #### Ideas to Assess Knowledge -Include the most appropriate to assess the learning outcomes. +Base on the below to deliver the learning outcomes. * 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. @@ -111,7 +111,7 @@ Students should be able to: #### Teaching Ideas -Include the most appropriate to deliver the learning outcomes. +Base on the below to deliver the learning outcomes. * Based on the previously taught topics, reflect with students on the links between assistive technologies, adaptive strategies, and digital content. Guide them through how one relies on the other and how using different combinations of tools may yield different user experiences. * Explore with students some of the accessibility features built into Web technologies. For example, HTML headings and lists. Ask students to reflect on how these relate to prior observations they made. @@ -121,7 +121,7 @@ Include the most appropriate to deliver the learning outcomes. #### Ideas to Assess Knowledge -Include the most appropriate to assess the learning outcomes. +Base on the below to deliver the learning outcomes. * 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. @@ -131,7 +131,7 @@ Include the most appropriate to assess the learning outcomes. ## Ideas to Assess Knowledge -Include the most appropriate to assess the learning outcomes. +Base on the below to deliver the learning outcomes. * 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. diff --git a/content/1-3.md b/content/1-3.md index 3f2bb7c7c..7db151271 100644 --- a/content/1-3.md +++ b/content/1-3.md @@ -78,7 +78,7 @@ Students should be able to: #### Teaching Ideas -Include the most appropriate to deliver the learning outcomes. +Base on the below to deliver the learning outcomes. * Introduce case studies of organizations who have adopted accessibility. Explain the resulting benefits, such as improved brand reputation or improved search results ranking. * Compare the cost and effectiveness of integrating accessibility requirements into a project from the start versus integrating accessibility later. Discuss the need to integrate accessibility requirements and standards into procurement as well as development processes. @@ -91,7 +91,7 @@ Include the most appropriate to deliver the learning outcomes. #### Ideas to Assess Knowledge -Include the most appropriate to assess the learning outcomes. +Base on the below to deliver the learning outcomes. * 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 design 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. @@ -104,7 +104,7 @@ Include the most appropriate to assess the learning outcomes. ## Ideas to Assess Knowledge -Include the most appropriate to assess the learning outcomes. +Base on the below to deliver the learning outcomes. * 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. diff --git a/content/1-4.md b/content/1-4.md index fa8ce6cd7..6f45c62af 100644 --- a/content/1-4.md +++ b/content/1-4.md @@ -84,7 +84,7 @@ Students should be able to: #### Teaching Ideas -Include the most appropriate to deliver the learning outcomes. +Base on the below to deliver the learning outcomes. * Explain the web accessibility concepts: Perceivable information and user interface, Operable user interface and navigation, Understandable information and user interface, and Robust content and reliable interpretation. * Provide examples of each of the principles. @@ -92,7 +92,7 @@ Include the most appropriate to deliver the learning outcomes. #### Ideas to Assess Knowledge -Include the most appropriate to assess the learning outcomes. +Base on the below to assess the learning outcomes. * 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. @@ -120,7 +120,7 @@ Students should be able to: #### Teaching Ideas -Include the most appropriate to deliver the learning outcomes. +Base on the below to deliver the learning outcomes. * Explain the overall structure and sections of the standards. Relate them to web technologies and components such as HTML, authoring tools, web browsers, assistive tools, and media players. Refer to [Essential Components of Web Accessibility](/fundamentals/components/). * Highlight that W3C updates standards periodically. Underline that updates respond to changes in technologies, components, and user needs. @@ -131,7 +131,7 @@ Milestones and Opportunities to Contribute page, [Community Collaboration sectio #### Ideas to Assess Knowledge -Include the most appropriate to assess the learning outcomes. +Base on the below to assess the learning outcomes. * 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. @@ -159,14 +159,14 @@ Students should be able to: #### Teaching Ideas -Include the most appropriate to deliver the learning outcomes. +Base on the below to deliver 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. #### Ideas to Assess Knowledge -Include the most appropriate to assess the learning outcomes. +Base on the below to assess the learning outcomes. * 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. @@ -175,7 +175,7 @@ Include the most appropriate to assess the learning outcomes. ## Ideas to Assess Knowledge -Include the most appropriate to assess the learning outcomes. +Base on the below to assess the learning outcomes. * Presentation — Students explain the POUR principles of web accessibility and refer to specifics. For example, students elaborate on setting the language of a web page, under the principle Understandable. * Short Answer questions — From specific examples of accessibility features, students identify which principle they belong to and which users it helps. For example, Functionality Available from the Keyboard belongs to the principle Operable and helps keyboard users as well as people using voice recognition software. diff --git a/content/1-5.md b/content/1-5.md index 8ffb1bf5c..c3c6c3aca 100644 --- a/content/1-5.md +++ b/content/1-5.md @@ -79,7 +79,7 @@ Students should be able to: #### Teaching Ideas -Include the most appropriate to deliver the learning outcomes. +Base on the below to deliver the learning outcomes. * Introduce specific considerations to integrate accessibility based on your particular students. See [Planning and Managing Web Accessibility](/planning-and-managing/). * Emphasize the importance of involving real users with disabilities early, and throughout projects. See [Involving Users with Disabilities](/planning/involving-users/). @@ -87,7 +87,7 @@ Include the most appropriate to deliver the learning outcomes. #### Ideas to Assess Knowledge -Include the most appropriate to assess the learning outcomes. +Base on the below to assess the learning outcomes. * 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. @@ -113,14 +113,14 @@ Students should be able to: #### Teaching Ideas -Include the most appropriate to deliver the learning outcomes. +Base on the below to deliver the learning outcomes. * If possible, bring in some examples of accessibility policies you are aware of or may have access to. Explain that they serve to document organizational commitments, to encourage implementation, and to define processes. If you do not have such documents, walk students through the different elements that are needed for an effective accessibility policy. Refer to [Accessibility Policies](/planning/org-policies/). * Explore publicly-available accessibility statements and reflect with students on some of the aspects they include. #### Ideas to Assess Knowledge -Include the most appropriate to assess the learning outcomes. +Base on the below to assess the learning outcomes. * 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. @@ -144,7 +144,7 @@ Students should be able to: #### Teaching Ideas -Include the most appropriate to deliver the learning outcomes. +Base on the below to deliver 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. @@ -152,7 +152,7 @@ Include the most appropriate to deliver the learning outcomes. #### Ideas to Assess Knowledge -Include the most appropriate to assess the learning outcomes. +Base on the below to assess the learning outcomes. * Multiple Choice Questions — From a given set of product features, students assign their corresponding roles and responsibilities. For example, if an alternative text is required for an image, who would provide that text? Who would implement it? @@ -175,7 +175,7 @@ Students should be able to: #### Teaching Ideas -Include the most appropriate to deliver the learning outcomes. +Base on the below to deliver the learning outcomes. * Introduce some of the methods to gain an understanding of the current accessibility status in the project, e.g., performing a first review or carrying out a detailed accessibility evaluation. Refer to [Web Accessibility First Aid](/planning/interim-repairs/). * Introduce some of the strategies that can be used to prioritize issues. @@ -184,7 +184,7 @@ Include the most appropriate to deliver the learning outcomes. #### Ideas to Assess Knowledge -Include the most appropriate to assess the learning outcomes. +Base on the below to assess the learning outcomes. * 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. @@ -193,7 +193,7 @@ Include the most appropriate to assess the learning outcomes. ## Ideas to Assess Knowledge -Include the most appropriate to assess the learning outcomes. +Base on the below to assess the learning outcomes. * 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. From e867e11d642bdb5c7cbef8b78ff2018fccfbfb70 Mon Sep 17 00:00:00 2001 From: daniel-montalvo Date: Mon, 9 Dec 2019 13:43:34 +0100 Subject: [PATCH 05/23] Deliver -> Assess in some instances and clean up of ideas to assess knowledge --- content/1-1.md | 26 +++++++++++++------------- content/1-2.md | 24 ++++++++++++------------ content/1-3.md | 18 +++++++++--------- 3 files changed, 34 insertions(+), 34 deletions(-) diff --git a/content/1-1.md b/content/1-1.md index 54a97948e..279c47ce9 100644 --- a/content/1-1.md +++ b/content/1-1.md @@ -86,11 +86,11 @@ Base on the below to deliver the learning outcomes. #### Ideas to Assess Knowledge -Base on the below to deliver the learning outcomes. +Base on the below to assess the learning outcomes. -* 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. +* 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' 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 ofthe 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" %} @@ -129,22 +129,22 @@ and accessibility. Explain that accessibility is needed to cover those aspects f #### Ideas to Assess Knowledge -Base on the below to deliver the learning outcomes. +Base on the below to assess the learning outcomes. -* 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' acknowledgement 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" %} ## Ideas to Assess Knowledge -Base on the below to deliver the learning outcomes. +Base on the below to assess the learning outcomes. -* 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 diff --git a/content/1-2.md b/content/1-2.md index dbdb93150..904b28fe4 100644 --- a/content/1-2.md +++ b/content/1-2.md @@ -84,11 +84,11 @@ Base on the below to deliver the learning outcomes. #### Ideas to Assess Knowledge -Base on the below to deliver the learning outcomes. +Base on the below to assess the learning outcomes. -* 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. +* 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 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" %} @@ -121,21 +121,21 @@ Base on the below to deliver the learning outcomes. #### Ideas to Assess Knowledge -Base on the below to deliver the learning outcomes. +Base on the below to assess the learning outcomes. -* 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" %} ## Ideas to Assess Knowledge -Base on the below to deliver the learning outcomes. +Base on the below to assess the learning outcomes. -* 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. +* 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 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/1-3.md b/content/1-3.md index 7db151271..e0970595c 100644 --- a/content/1-3.md +++ b/content/1-3.md @@ -91,12 +91,12 @@ Base on the below to deliver the learning outcomes. #### Ideas to Assess Knowledge -Base on the below to deliver the learning outcomes. +Base on the below to assess the learning outcomes. -* 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 design 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. +* 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 acknowledgment of the innovation behind features originally design for accessibility that many people use nowadays. +* Portfolio — Students research how an organization could benefit from improving accessibility. Assess how students 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 how students 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 how students identify business case arguments that others are using to implement accessibility. * Reflective Journal — Students study article 9 of the [Convention on the Rights of Persons with Disabilities (CRPD)](https://www.un.org/development/desa/disabilities/convention-on-the-rights-of-persons-with-disabilities.html) and share their understanding of the core concepts of it. Assess students' understanding of the core concepts of article 9. * Portfolio — Students research if there are accessibility laws and policies applicable to an organization of their choice. Assess students' understanding of implications of legal requirements depending on business sector, size, and nature of organizations. @@ -104,11 +104,11 @@ Base on the below to deliver the learning outcomes. ## Ideas to Assess Knowledge -Base on the below to deliver the learning outcomes. +Base on the below to assess the learning outcomes. -* 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 From d7955211a1ac1a3ae7a5056ca9b89ecdbf9b2c62 Mon Sep 17 00:00:00 2001 From: daniel-montalvo Date: Mon, 9 Dec 2019 13:46:43 +0100 Subject: [PATCH 06/23] Typos --- content/1-1.md | 4 ++-- 1 file changed, 2 insertions(+), 2 deletions(-) diff --git a/content/1-1.md b/content/1-1.md index 279c47ce9..f7187df43 100644 --- a/content/1-1.md +++ b/content/1-1.md @@ -89,7 +89,7 @@ Base on the below to deliver the learning outcomes. Base on the below to assess the learning outcomes. * 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' 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 ofthe benefits of computers and the Web for people with disabilities. +* 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" %} @@ -131,7 +131,7 @@ and accessibility. Explain that accessibility is needed to cover those aspects f Base on the below to assess the learning outcomes. -* 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' acknowledgement of how some features help make digital products accessible. +* 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. From ac8aa4a9cd7ef7d8764271edaef886b78ffaf5f6 Mon Sep 17 00:00:00 2001 From: daniel-montalvo Date: Tue, 10 Dec 2019 17:09:10 +0100 Subject: [PATCH 07/23] Major changes to the outline table of the WAI Curricula. --- content/index.md | 226 ++++++++++++++++++++++++++++++++--------------- 1 file changed, 156 insertions(+), 70 deletions(-) diff --git a/content/index.md b/content/index.md index 3036ca738..a819f11bf 100755 --- a/content/index.md +++ b/content/index.md @@ -10,8 +10,8 @@ github: license: creative-commons footer: >

Date: First published 3 December 2019

-

Editors: Daniel Montalvo and Shadi Abou-Zahra. Contributors: EOWG Participants.

-

Developed by the Education and Outreach Working Group (EOWG). Developed with support from the WAI-Guide Project funded by the European Commission (EC) under the Horizon 2020 program (Grant Agreement 822245).

+

Editors: Daniel Montalvo and http://www.w3.org/People/shadi/">Shadi Abou-Zahra. Contributors: https://www.w3.org/WAI/EO/EOWG-members">EOWG Participants.

+

Developed by the Education and Outreach Working Group (http://www.w3.org/WAI/EO/">EOWG). Developed with support from the https://www.w3.org/WAI/about/projects/wai-guide/">WAI-Guide Project funded by the European Commission (EC) under the Horizon 2020 program (Grant Agreement 822245).

navigation: next: /curricula/introduction-to-web-accessibility/ --- @@ -48,9 +48,9 @@ The curricula define: Each curriculum also specifies competencies that students are expected to have prior to taking a course, and the competences that instructors are expected to have to deliver it. -## Future Outline +## Outline -The table below shows ideas for future curricula. When completed, they will be linked from here. Currently only the first curriculum "Introduction to Web Accessibility" is available. +The table below shows ideas for future curricula. When completed, they will be linked from here. Currently only the basic curriculum is available. @@ -63,93 +63,179 @@ The table below shows ideas for future curricula. When completed, they will be l - - + + +
Tester
Basic -

Introduction to Web Accessibility

- -
Basic +

General introduction to web accessibility.

+
Intermediate -
    -
  • Structure and Semantics
    • -
  • Navigation and Menus
    • -
  • Forms and Input Elements
    • -
  • Widgets and Interaction
    • -
  • Testing Your Content
    • -
+

To be developed -- Intermediate curriculum for developers.

 -
    -
  • Use of Color
    • -
  • Typography
    • -
  • Navigation and Orientation
    • -
  • Instructions and Feedback
    • -
  • Widgets and Interaction
    • -
  • Testing Your Content
    • -
+

To be developed -- Intermediate curriculum for designers.

 -
    -
  • Headings and Structure
    • -
  • Text Alternatives for Images
    • -
  • Alternatives for Media
    • -
  • Document Accessibility
    • -
  • Tables and Data Representation
    • -
  • Testing Your Content
    • -
+

To be developed -- Intermediate curriculum for authors.

 -
    -
  • Accessibility Quick Check
    • -
  • Business Opportunities
    • -
  • Capacity and Capability
    • -
  • Tools and Processes
    • -
  • Policies and Procurement
    • -
+

To be developed -- Intermediate and Advancedcurriculum for managers

 -
    -
  • Understanding Conformance
    • -
  • Accessibility Testing Tools
    • -
  • Using Assistive Technologies
    • -
  • Prioritizing Issues and Repair
    • -
  • Maintaining Accessibility
    • -
+

To be developed -- Intermediate and Advancedcurriculum for testers
Advanced -
    -
  • Mobile Applications
    • -
  • Transactions and Timing
    • -
  • Games Accessibility
    • -
  • Immersive Environments
    • -
  • Testing Your Content
    • -
+

To be developed -- Advancedcurriculum for developers.

 -
    -
  • Responsive Accessibility
    • -
  • Pop-Ups and Dialogs
    • -
  • Multi-Page Processes
    • -
  • Testing Your Content
    • -
+

To be developed -- Advancedcurriculum for designers.

 -
    -
  • SVG Accessibility
    • -
  • MathML Accessibility
    • -
  • Testing Your Content
    • -
+

To be developed -- Advancedcurriculum for content authors.
+ +The following shows possible modules for each outlined curriculum. + +{% include excol.html type="all" %} + +{% include excol.html type="start" %} + +### Developers, Designers, Authors, Managers, and Testers {#introduction-to-web-accessibility} + +{% include excol.html type="middle" %} + +Basic -- [Introduction to Web Accessibility]({{ '/curricula/introduction-to-web-accessibility/' | relative_url }}) + + +- [Module 1: What is Web Accessibility]({{ '/curricula/introduction-to-web-accessibility/what-is-web-accessibility/' | relative_url }}) +- [Module 2: People and Digital Technology]({{ '/curricula/introduction-to-web-accessibility/people-and-digital-technology/' | relative_url }}) +- [Module 3: Business Case and Benefits]({{ '/curricula/introduction-to-web-accessibility/business-case-and-benefits/' | relative_url }}) +- [Module 4: Principles, Standards, and Checks]({{ '/curricula/introduction-to-web-accessibility/principles-standards-and-checks/' | relative_url }}) +- [Module 5: Getting Started with Accessibility]({{ '/curricula/introduction-to-web-accessibility/getting-started-with-accessibility/' | relative_url }}) + +{% include excol.html type="end" %} + +{% include excol.html type="start" %} + +### Developers + +{% include excol.html type="middle" %} + +#### Intermediate + + +- Structure and Semantics +- Navigation and Menus +- Forms and Input Elements +- Widgets and Interaction +- Testing Your Content + + +#### Advanced + + +- Mobile Applications +- Transactions and Timing +- Games Accessibility +- Immersive Environments +- Testing Your Content + + +{% include excol.html type="end" %} + +{% include excol.html type="start" %} + +### Designers + +{% include excol.html type="middle" %} + +#### Intermediate + + +- Use of Color +- Typography +- Navigation and Orientation +- Instructions and Feedback +- Widgets and Interaction +- Testing Your Content + + +#### Advanced + + + - Responsive Accessibility + - Pop-Ups and Dialogs + - Multi-Page Processes + - Testing Your Content + + +{% include excol.html type="end" %} + +{% include excol.html type="start" %} + +### Authors + +{% include excol.html type="middle" %} + +#### Intermediate + + + - Headings and Structure + - Text Alternatives for Images + - Alternatives for Media + - Document Accessibility + - Tables and Data Representation + - Testing Your Content + + +#### Advanced + + + - SVG Accessibility + - MathML Accessibility + - Testing Your Content + + +{% include excol.html type="end" %} + +{% include excol.html type="start" %} + +### Managers + +{% include excol.html type="middle" %} + + + - Accessibility Quick Check + - Business Opportunities + - Capacity and Capability + - Tools and Processes + - Policies and Procurement + + +{% include excol.html type="end" %} + +{% include excol.html type="start" %} + +### Testers + +{% include excol.html type="middle" %} + + + - Understanding Conformance + - Accessibility Testing Tools + - Using Assistive Technologies + - Prioritizing Issues and Repair + - Maintaining Accessibility + + +{% include excol.html type="end" %} + +{% include excol.html type="all" %} + From b6552abb9686d1f76ed45d97e28aa65a4e6ab250 Mon Sep 17 00:00:00 2001 From: daniel-montalvo Date: Tue, 10 Dec 2019 17:10:43 +0100 Subject: [PATCH 08/23] Wording adjustments for ideas to assess knowledge. --- content/1-4.md | 18 +++++++++--------- 1 file changed, 9 insertions(+), 9 deletions(-) diff --git a/content/1-4.md b/content/1-4.md index 6f45c62af..86ec75870 100644 --- a/content/1-4.md +++ b/content/1-4.md @@ -94,9 +94,9 @@ Base on the below to deliver the learning outcomes. Base on the below to assess the learning outcomes. -* 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" %} @@ -133,10 +133,10 @@ Milestones and Opportunities to Contribute page, [Community Collaboration sectio Base on the below to assess the learning outcomes. -* 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" %} @@ -168,8 +168,8 @@ Base on the below to deliver the learning outcomes. Base on the below to assess the learning outcomes. -* 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" %} From 7bf3ff0b3726dda1f76a31d4de6cd4346d310d84 Mon Sep 17 00:00:00 2001 From: daniel-montalvo Date: Tue, 10 Dec 2019 17:10:52 +0100 Subject: [PATCH 09/23] Wording adjustments for ideas to assess knowledge. --- content/1-5.md | 16 ++++++++-------- 1 file changed, 8 insertions(+), 8 deletions(-) diff --git a/content/1-5.md b/content/1-5.md index c3c6c3aca..6fdeeb106 100644 --- a/content/1-5.md +++ b/content/1-5.md @@ -89,9 +89,9 @@ Base on the below to deliver the learning outcomes. Base on the below to assess the learning outcomes. -* 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" %} @@ -122,8 +122,8 @@ Base on the below to deliver the learning outcomes. Base on the below to assess the learning outcomes. -* 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 to 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 to demonstrate commitment to accessibility. {% include excol.html type="end" %} @@ -187,7 +187,7 @@ Base on the below to deliver the learning outcomes. Base on the below to assess the learning outcomes. * 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" %} @@ -196,8 +196,8 @@ Base on the below to assess the learning outcomes. Base on the below to assess the learning outcomes. * 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 students communicate and prioritize strategies. ## Teaching Resources From 3b8ffd0d85bb498cf44b9519b2e32e38e67daa35 Mon Sep 17 00:00:00 2001 From: daniel-montalvo Date: Wed, 11 Dec 2019 09:55:53 +0100 Subject: [PATCH 10/23] Adding spaces. --- content/index.md | 10 +++++----- 1 file changed, 5 insertions(+), 5 deletions(-) diff --git a/content/index.md b/content/index.md index a819f11bf..f7d5c8102 100755 --- a/content/index.md +++ b/content/index.md @@ -80,22 +80,22 @@ The table below shows ideas for future curricula. When completed, they will be l

To be developed -- Intermediate curriculum for authors.

-

To be developed -- Intermediate and Advancedcurriculum for managers

+

To be developed -- Intermediate and Advanced curriculum for managers

-

To be developed -- Intermediate and Advancedcurriculum for testers

+

To be developed -- Intermediate and Advanced curriculum for testers

Advanced -

To be developed -- Advancedcurriculum for developers.

+

To be developed -- Advanced curriculum for developers.

-

To be developed -- Advancedcurriculum for designers.

+

To be developed -- Advanced curriculum for designers.

-

To be developed -- Advancedcurriculum for content authors.

+

To be developed -- Advanced curriculum for content authors.

From 387fe585acbeceefb48201c4b93bdc747909810c Mon Sep 17 00:00:00 2001 From: daniel-montalvo Date: Wed, 11 Dec 2019 10:13:16 +0100 Subject: [PATCH 11/23] Fixing lists. --- content/index.md | 60 +++++++++++++++++++----------------------------- 1 file changed, 24 insertions(+), 36 deletions(-) diff --git a/content/index.md b/content/index.md index f7d5c8102..f16a4286a 100755 --- a/content/index.md +++ b/content/index.md @@ -158,23 +158,19 @@ Basic -- [Introduction to Web Accessibility]({{ '/curricula/introduction-to-web- #### Intermediate - - Use of Color - Typography - Navigation and Orientation - Instructions and Feedback - Widgets and Interaction - Testing Your Content - -#### Advanced +#### Advanced - - - Responsive Accessibility - - Pop-Ups and Dialogs - - Multi-Page Processes - - Testing Your Content - +- Responsive Accessibility +- Pop-Ups and Dialogs +- Multi-Page Processes +- Testing Your Content {% include excol.html type="end" %} @@ -186,22 +182,18 @@ Basic -- [Introduction to Web Accessibility]({{ '/curricula/introduction-to-web- #### Intermediate - - - Headings and Structure - - Text Alternatives for Images - - Alternatives for Media - - Document Accessibility - - Tables and Data Representation - - Testing Your Content - +- Headings and Structure +- Text Alternatives for Images +- Alternatives for Media +- Document Accessibility +- Tables and Data Representation +- Testing Your Content #### Advanced - - - SVG Accessibility - - MathML Accessibility - - Testing Your Content - +- SVG Accessibility +- MathML Accessibility +- Testing Your Content {% include excol.html type="end" %} @@ -211,13 +203,11 @@ Basic -- [Introduction to Web Accessibility]({{ '/curricula/introduction-to-web- {% include excol.html type="middle" %} - - - Accessibility Quick Check - - Business Opportunities - - Capacity and Capability - - Tools and Processes - - Policies and Procurement - +- Accessibility Quick Check +- Business Opportunities +- Capacity and Capability +- Tools and Processes +- Policies and Procurement {% include excol.html type="end" %} @@ -227,13 +217,11 @@ Basic -- [Introduction to Web Accessibility]({{ '/curricula/introduction-to-web- {% include excol.html type="middle" %} - - - Understanding Conformance - - Accessibility Testing Tools - - Using Assistive Technologies - - Prioritizing Issues and Repair - - Maintaining Accessibility - +- Understanding Conformance +- Accessibility Testing Tools +- Using Assistive Technologies +- Prioritizing Issues and Repair +- Maintaining Accessibility {% include excol.html type="end" %} From 25298777e39a93202bf7515188db4b1a0d16ce4d Mon Sep 17 00:00:00 2001 From: daniel-montalvo Date: Wed, 11 Dec 2019 12:11:04 +0100 Subject: [PATCH 12/23] Minor changes to paragraph in outline section. --- content/index.md | 4 ++-- 1 file changed, 2 insertions(+), 2 deletions(-) diff --git a/content/index.md b/content/index.md index f16a4286a..263e4c43b 100755 --- a/content/index.md +++ b/content/index.md @@ -50,7 +50,7 @@ Each curriculum also specifies competencies that students are expected to have p ## Outline -The table below shows ideas for future curricula. When completed, they will be linked from here. Currently only the basic curriculum is available. +The below shows ideas for future curricula. When completed, they will be linked from here. Currently only the basic curriculum is available. @@ -95,7 +95,7 @@ The table below shows ideas for future curricula. When completed, they will be l

To be developed -- Advanced curriculum for designers.

From 5b185c790fc94d4ca32bc89cc2bae0a5c10f35ea Mon Sep 17 00:00:00 2001 From: daniel-montalvo Date: Wed, 11 Dec 2019 13:02:12 +0100 Subject: [PATCH 13/23] Courses based on this module -> This module --- content/1-1.md | 8 ++++---- content/1-2.md | 6 +++--- content/1-3.md | 6 +++--- content/1-4.md | 8 ++++---- content/1-5.md | 6 +++--- content/index.md | 2 +- 6 files changed, 18 insertions(+), 18 deletions(-) diff --git a/content/1-1.md b/content/1-1.md index f7187df43..31618fdab 100644 --- a/content/1-1.md +++ b/content/1-1.md @@ -19,11 +19,11 @@ navigation: ## Introduction {:.no-display} -Courses based on this module: +This module: -* 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. +* Raises awareness of how people with disabilities use websites and applications. +* Introduces core concepts of digital accessibility. +* Explains related terms such as usability, user experience, and inclusive design. ## Learning Outcomes diff --git a/content/1-2.md b/content/1-2.md index 904b28fe4..c7ecfd8ad 100644 --- a/content/1-2.md +++ b/content/1-2.md @@ -19,10 +19,10 @@ navigation: ## Introduction {:.no-display} -Courses based on this module: +This module: -* 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). +* Explores assistive technologies, adaptive strategies, and accessible design principles in more detail. +* Studies the links between components of web accessibility (web browsers, authoring tools, web designers and developers, accessibility platforms, and operating systems). ## Learning Outcomes diff --git a/content/1-3.md b/content/1-3.md index e0970595c..a9084ca58 100644 --- a/content/1-3.md +++ b/content/1-3.md @@ -19,10 +19,10 @@ navigation: ## Introduction {:.no-display} -Courses based on this module: +This module: -* Explore the rationale for organizations to address accessibility. -* Present examples of organizations addressing accessibility. +* Explores the rationale for organizations to address accessibility. +* Presents examples of organizations addressing accessibility. ## Learning Outcomes diff --git a/content/1-4.md b/content/1-4.md index 86ec75870..012106d0b 100644 --- a/content/1-4.md +++ b/content/1-4.md @@ -19,11 +19,11 @@ navigation: ## Introduction {:.no-display} -Courses based on this module: +This module: -* 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. +* Introduces the accessibility principles: Perceivable, Operable, Understandable, and Robust. +* Introduces W3C accessibility standards, and their supporting resources. +* Provides hands-on experience checking how web pages have implemented the standards. ## Learning Outcomes diff --git a/content/1-5.md b/content/1-5.md index 6fdeeb106..2179e4169 100644 --- a/content/1-5.md +++ b/content/1-5.md @@ -18,10 +18,10 @@ navigation: ## Introduction {:.no-display} -Courses based on this module: +This module: -* 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 diff --git a/content/index.md b/content/index.md index 263e4c43b..149608df4 100755 --- a/content/index.md +++ b/content/index.md @@ -50,7 +50,7 @@ Each curriculum also specifies competencies that students are expected to have p ## Outline -The below shows ideas for future curricula. When completed, they will be linked from here. Currently only the basic curriculum is available. +The below shows ideas for future curricula. When completed, they will be linked from here. Currently only the first curriculum, "Introduction to Web Accessibility" is available.
-

To be developed -- Advanced curriculum for content authors.

+

To be developed -- Advanced curriculum for authors.
From 9d9ca71824b50211b05af5b24098e10001969828 Mon Sep 17 00:00:00 2001 From: daniel-montalvo Date: Wed, 11 Dec 2019 14:50:06 +0100 Subject: [PATCH 14/23] Changes to module 1 --- content/1-1.md | 10 +++++----- 1 file changed, 5 insertions(+), 5 deletions(-) diff --git a/content/1-1.md b/content/1-1.md index 31618fdab..57e83e3ff 100644 --- a/content/1-1.md +++ b/content/1-1.md @@ -31,7 +31,7 @@ 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. +* 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 @@ -60,7 +60,7 @@ 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 @@ -75,8 +75,8 @@ Students should be able to: Base on the below to deliver 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/). @@ -88,7 +88,7 @@ Base on the below to deliver the learning outcomes. Base on the below to assess the learning outcomes. -* 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' understanding of how assistive technologies work. +* Practice — 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. From e2c2023c179ebe1ea4bc6a7f6ee5a6264fa25764 Mon Sep 17 00:00:00 2001 From: daniel-montalvo Date: Wed, 11 Dec 2019 14:51:42 +0100 Subject: [PATCH 15/23] Adding "Future" to section title --- content/index.md | 2 +- 1 file changed, 1 insertion(+), 1 deletion(-) diff --git a/content/index.md b/content/index.md index 149608df4..c5c4dfbff 100755 --- a/content/index.md +++ b/content/index.md @@ -48,7 +48,7 @@ The curricula define: Each curriculum also specifies competencies that students are expected to have prior to taking a course, and the competences that instructors are expected to have to deliver it. -## Outline +## Future Outline The below shows ideas for future curricula. When completed, they will be linked from here. Currently only the first curriculum, "Introduction to Web Accessibility" is available. From 3cfa901090a3e6d9a396fac8963c539f5f08a989 Mon Sep 17 00:00:00 2001 From: daniel-montalvo Date: Thu, 12 Dec 2019 09:16:10 +0100 Subject: [PATCH 16/23] Updates. --- content/index.md | 4 ++-- 1 file changed, 2 insertions(+), 2 deletions(-) diff --git a/content/index.md b/content/index.md index c5c4dfbff..cd21131ea 100755 --- a/content/index.md +++ b/content/index.md @@ -80,10 +80,10 @@ The below shows ideas for future curricula. When completed, they will be linked

To be developed -- Intermediate curriculum for authors.

 From 17a05984f29aa17ea72cd4d49bcd3eb2e835d64f Mon Sep 17 00:00:00 2001 From: daniel-montalvo Date: Fri, 13 Dec 2019 16:53:52 +0100 Subject: [PATCH 17/23] Possible changes to unit 1 --- content/1-1.md | 4 ++-- 1 file changed, 2 insertions(+), 2 deletions(-) diff --git a/content/1-1.md b/content/1-1.md index 57e83e3ff..406f2d0c5 100644 --- a/content/1-1.md +++ b/content/1-1.md @@ -119,11 +119,11 @@ Students should be able to: Base on the below to deliver 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). From 6438aa3a7c9bf8c86f1dc496284590d19c407b7a Mon Sep 17 00:00:00 2001 From: daniel-montalvo Date: Mon, 9 Mar 2020 18:24:42 +0100 Subject: [PATCH 18/23] Updating possible changes --- content/1-1.md | 4 ++-- content/1-2.md | 2 +- content/1-3.md | 2 +- content/1-4.md | 4 ++-- content/1-5.md | 8 ++++---- 5 files changed, 10 insertions(+), 10 deletions(-) diff --git a/content/1-1.md b/content/1-1.md index 37c2c9dfa..35e476bb2 100644 --- a/content/1-1.md +++ b/content/1-1.md @@ -76,7 +76,7 @@ Students should be able to: Base on the below to deliver the learning outcomes. * 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. +* 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/). @@ -148,7 +148,7 @@ Base on the below to assess the learning outcomes. ## Teaching Resources -Suggested resources to support your teaching: +Base on the below to prepare your teaching. * [How People with Disabilities Use the Web](/people-use-web/) — Provides stories of people with disabilities using the Web; describes types of disabilities and some of the barriers that people encounter using the Web; and introduces types of assistive technologies and adaptive strategies that some people use. * [Web Accessibility Perspectives (videos)](/perspective-videos/) — Is a series of 1-minute videos that demonstrate that web accessibility is essential for people with disabilities and useful for all. They show accessibility features, how they impact people with disabilities, and how they benefit everyone in a variety of situations. diff --git a/content/1-2.md b/content/1-2.md index 120c0237d..925d52e35 100644 --- a/content/1-2.md +++ b/content/1-2.md @@ -140,7 +140,7 @@ Base on the below to assess the learning outcomes. ## Teaching Resources -Suggested resources to support your teaching: +Base on the below to prepare your teaching. * [How People with Disabilities Use the Web](/people-use-web/) — Provides stories of people with disabilities using the Web; describes types of disabilities and some of the barriers that people encounter using the Web; and introduces types of assistive technologies and adaptive strategies that some people use. * [Web Accessibility Perspectives (videos)](/perspective-videos/) — Is a series of 1-minute videos that demonstrate that web accessibility is essential for people with disabilities and useful for all. They show accessibility features, how they impact people with disabilities, and how they benefit everyone in a variety of situations. diff --git a/content/1-3.md b/content/1-3.md index c62015fbf..fab9f768f 100644 --- a/content/1-3.md +++ b/content/1-3.md @@ -112,7 +112,7 @@ Base on the below to assess the learning outcomes. ## Teaching Resources -Suggested resources to support your teaching: +Base on the below to prepare your teaching. * [The Business Case for Digital Accessibility](/business-case/) — Explains the rationale for organizations to pursue digital accessibility for people with disabilities. This includes driving innovation, enhancing brand, extending market reach, and minimizing legal risk. It includes case studies from different organizations. * [Developing an Accessibility Business Case for your Organization (Archived)](/business-case/archive/). diff --git a/content/1-4.md b/content/1-4.md index a2eff0f6f..0482202fd 100644 --- a/content/1-4.md +++ b/content/1-4.md @@ -133,7 +133,7 @@ Milestones and Opportunities to Contribute page, [Community Collaboration sectio Base on the below to assess the learning outcomes. -* 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. +* 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. @@ -185,7 +185,7 @@ Base on the below to assess the learning outcomes. ## Teaching Resources -Suggested resources to support your teaching: +Base on the below to prepare your teaching. * [Accessibility Principles](/fundamentals/accessibility-principles/) — Introduces accessibility concepts for websites, web applications, browsers, and other tools. * [W3C Accessibility Standards Overview](/standards-guidelines/) — Introduces standards related to web accessibility for W3C. Links to: diff --git a/content/1-5.md b/content/1-5.md index 34de29d1c..3ead035bf 100644 --- a/content/1-5.md +++ b/content/1-5.md @@ -122,8 +122,8 @@ Base on the below to deliver the learning outcomes. Base on the below to assess the learning outcomes. -* Report — Students draft an accessibility policy based on an organization of their choice. Assess how students 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 how students 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" %} @@ -197,11 +197,11 @@ Base on the below to assess the learning outcomes. * 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 how students identify responsibilities and map them to their corresponding roles. -* Report — Students describe some strategies to integrate accessibility in any existing project. Assess students communicate and prioritize strategies. +* Report — Students describe some strategies to integrate accessibility in any existing project. Assess how students communicate and prioritize strategies. ## Teaching Resources -Suggested resources to support your teaching: +Base on the below to prepare your teaching. * [Planning and Managing Web Accessibility](/planning-and-managing/) — Introduces activities to help you integrate accessibility throughout the web production process. These are organized according to web project management stages of “Initiate”, “Plan”, “Implement”, and “Sustain”. * [Developing Organizational Policies on Web Accessibility](/planning/org-policies/) — Provides step-by-step guidance on developing organizational policies relating to web accessibility. It is part of the broader "Planning and Managing Web Accessibility" resource, to help guide through this particular organizational step. From f12c5c6ccd047a836df97a0d8c115e53e5e2dfed Mon Sep 17 00:00:00 2001 From: daniel-montalvo Date: Wed, 29 Apr 2020 10:51:27 +0200 Subject: [PATCH 19/23] Adding periods at the end of the list to be consistent with the otherlist items --- content/index.md | 8 ++++---- 1 file changed, 4 insertions(+), 4 deletions(-) diff --git a/content/index.md b/content/index.md index dfcfc99e3..e87de97a8 100755 --- a/content/index.md +++ b/content/index.md @@ -25,10 +25,10 @@ This resource provides a set of role-based curricula to help you create courses You can use these curricula in different contexts, including: -* Online and in-class teaching -* Formal and informal teaching -* Guided and non-guided teaching -* Academic and vocational education +* Online and in-class teaching. +* Formal and informal teaching. +* Guided and non-guided teaching. +* Academic and vocational education. You can also use these curricula to compare different course offerings. From 4f690e5794f861787ab456b1fa091d5ba7cd2992 Mon Sep 17 00:00:00 2001 From: daniel-montalvo Date: Wed, 29 Apr 2020 12:28:51 +0200 Subject: [PATCH 20/23] Caption as first child of the table element --- content/index.md | 3 ++- 1 file changed, 2 insertions(+), 1 deletion(-) diff --git a/content/index.md b/content/index.md index e87de97a8..311f57622 100755 --- a/content/index.md +++ b/content/index.md @@ -52,7 +52,8 @@ Each curriculum also specifies competencies that students are expected to have p The below shows ideas for future curricula. When completed, they will be linked from here. Currently only the first curriculum, "Introduction to Web Accessibility" is available. -
-

To be developed -- Intermediate and Advanced curriculum for managers

+

To be developed -- Intermediate and advanced curriculum for managers

 -

To be developed -- Intermediate and Advanced curriculum for testers

+

To be developed -- Intermediate and advanced curriculum for testers
+
+ From 30a4a7aabfe5643d37bba77f91a06585be894dc4 Mon Sep 17 00:00:00 2001 From: daniel-montalvo Date: Thu, 28 May 2020 13:28:57 +0200 Subject: [PATCH 21/23] Comma before and --- content/1-2.md | 2 +- 1 file changed, 1 insertion(+), 1 deletion(-) diff --git a/content/1-2.md b/content/1-2.md index 925d52e35..be4262c71 100644 --- a/content/1-2.md +++ b/content/1-2.md @@ -58,7 +58,7 @@ 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 From c3dc1c08393e09aa9f0ca2ef15fedce48b7466c9 Mon Sep 17 00:00:00 2001 From: daniel-montalvo Date: Mon, 22 Jun 2020 11:40:55 +0200 Subject: [PATCH 22/23] Addresses #180 --- content/intro.md | 2 +- 1 file changed, 1 insertion(+), 1 deletion(-) diff --git a/content/intro.md b/content/intro.md index c3182d360..5372de801 100644 --- a/content/intro.md +++ b/content/intro.md @@ -21,7 +21,7 @@ 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. From 22bdc1c0a1513959e13ae0894b998f09079c20ef Mon Sep 17 00:00:00 2001 From: daniel-montalvo Date: Fri, 9 Jul 2021 12:01:59 +0200 Subject: [PATCH 23/23] Fixing caps, typos, and wrong phrasing --- .../foundation/business-case-and-benefits.md | 38 ++++++------ .../getting-started-with-accessibility.md | 58 ++++++++--------- .../people-and-digital-technology.md | 44 ++++++------- .../principles-standards-and-checks.md | 62 +++++++++---------- .../foundation/what-is-web-accessibility.md | 46 +++++++------- 5 files changed, 123 insertions(+), 125 deletions(-) diff --git a/content/foundation/business-case-and-benefits.md b/content/foundation/business-case-and-benefits.md index 9f7d48d60..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 @@ -76,17 +76,17 @@ 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 -Base on the below to deliver the learning outcomes. +Optional ideas to teach the learning outcomes: * Introduce case studies of organizations which have adopted accessibility. Explain the resulting benefits, such as improved brand reputation or improved search results ranking. * Compare the cost and effectiveness of integrating accessibility requirements into a project from the start versus integrating accessibility later. Discuss the need to integrate accessibility requirements and standards into procurement as well as development processes. @@ -99,9 +99,9 @@ Base on the below to deliver the learning outcomes. #### Ideas to Assess Knowledge for Topic -Base on the below to assess 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. @@ -112,7 +112,7 @@ Base on the below to assess the learning outcomes. ## Ideas to Assess Knowledge for Module -Base on the below to assess the learning outcomes. +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 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. @@ -120,7 +120,7 @@ Base on the below to assess the learning outcomes. ## Teaching Resources -Base on the below to prepare your teaching. +Suggested resources to support your teaching: * [The Business Case for Digital Accessibility](/business-case/) — Explains the rationale for organizations to pursue digital accessibility for people with disabilities. This includes driving innovation, enhancing brand, extending market reach, and minimizing legal risk. It includes case studies from different organizations. * [Developing an Accessibility Business Case for your Organization (Archived)](/business-case/archive/). diff --git a/content/foundation/getting-started-with-accessibility.md b/content/foundation/getting-started-with-accessibility.md index c91bc54d3..b1a787ae7 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: -* Introduces different strategies on how to plan, apply, manage, and sustain accessibility. -* Introduces 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 @@ -80,15 +80,15 @@ 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 -Base on the below to deliver the learning outcomes. +Optional ideas to teach the learning outcomes: * Introduce specific considerations to integrate accessibility based on your particular students. See [Planning and Managing Web Accessibility](/planning-and-managing/). * Emphasize the importance of involving real users with disabilities early, and throughout projects. See [Involving Users with Disabilities](/planning/involving-users/). @@ -96,7 +96,7 @@ Base on the below to deliver the learning outcomes. #### Ideas to Assess Knowledge for Topic -Base on the below to assess 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 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. @@ -116,20 +116,20 @@ 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 -Base on the below to deliver the learning outcomes. +Optional ideas to teach the learning outcomes: * If possible, bring in some examples of accessibility policies you are aware of or may have access to. Explain that they serve to document organizational commitments, to encourage implementation, and to define processes. If you do not have such documents, walk students through the different elements that are needed for an effective accessibility policy. Refer to [Accessibility Policies](/planning/org-policies/). * Explore publicly-available accessibility statements and reflect with students on some of the aspects they include. #### Ideas to Assess Knowledge for Topic -Base on the below to assess the learning outcomes. +Optional ideas to support your teaching: * 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. @@ -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 -Base on the below to deliver 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. @@ -161,7 +161,7 @@ Base on the below to deliver the learning outcomes. #### Ideas to Assess Knowledge for Topic -Base on the below to assess the learning outcomes. +Optional ideas to support assessment: * Multiple Choice Questions — From a given set of product features, students assign their corresponding roles and responsibilities. For example, if an alternative text is required for an image, who would provide that text? Who would implement it? @@ -179,12 +179,12 @@ 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 -Base on the below to deliver the learning outcomes. +Optional ideas to teach the learning outcomes: * Introduce some of the methods to gain an understanding of the current accessibility status in the project, e.g., performing a first review or carrying out a detailed accessibility evaluation. Refer to [Web Accessibility First Aid](/planning/interim-repairs/). * Introduce some of the strategies that can be used to prioritize issues. @@ -193,7 +193,7 @@ Base on the below to deliver the learning outcomes. #### Ideas to Assess Knowledge for Topic -Base on the below to assess 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 how students identify key tasks and contents and consider the impact of issues. @@ -202,7 +202,7 @@ Base on the below to assess the learning outcomes. ## Ideas to Assess Knowledge for Module -Base on the below to assess the learning outcomes. +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 how students identify responsibilities and map them to their corresponding roles. @@ -210,7 +210,7 @@ Base on the below to assess the learning outcomes. ## Teaching Resources -Base on the below to prepare your teaching. +Suggested resources to support your teaching: * [Planning and Managing Web Accessibility](/planning-and-managing/) — Introduces activities to help you integrate accessibility throughout the web production process. These are organized according to web project management stages of “Initiate”, “Plan”, “Implement”, and “Sustain”. * [Developing Organizational Policies on Web Accessibility](/planning/org-policies/) — Provides step-by-step guidance on developing organizational policies relating to web accessibility. It is part of the broader "Planning and Managing Web Accessibility" resource, to help guide through this particular organizational step. diff --git a/content/foundation/people-and-digital-technology.md b/content/foundation/people-and-digital-technology.md index 1fce4218c..edc65daa6 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. -* Studie 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 @@ -72,14 +72,14 @@ Introduce the wide range of people with disabilities, including auditory, cognit 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 -Base on the below to deliver the learning outcomes. +Optional ideas to teach the learning outcomes: * Ask students to engage with people with disabilities, such as relatives, friends, or colleagues. Ask students to gather information on the assistive technologies and/or adaptive strategies used to interact with digital technology. Help students classify the tools they learn about. * Guide students to focus on the abilities of people with disabilities and on how technology is part of their everyday life. Coach students towards thinking about people first and promote an inclusive approach. For further information, refer to [Interacting with People with Disabilities](http://www.uiaccess.com/accessucd/interact.html). @@ -92,10 +92,10 @@ Base on the below to deliver the learning outcomes. #### Ideas to Assess Knowledge for Topic -Base on the below to assess 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 how students identify that 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 how students recognize accessibility features. +* 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" %} @@ -112,14 +112,14 @@ 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 -Base on the below to deliver the learning outcomes. +Optional ideas to teach the learning outcomes: * Based on the previously taught topics, reflect with students on the links between assistive technologies, adaptive strategies, and digital content. Guide them through how one relies on the other and how using different combinations of tools may yield different user experiences. * Explore with students some of the accessibility features built into Web technologies. For example, HTML headings and lists. Ask students to reflect on how these relate to prior observations they made. @@ -129,7 +129,7 @@ Base on the below to deliver the learning outcomes. #### Ideas to Assess Knowledge for Topic -Base on the below to assess 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' 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. @@ -139,16 +139,16 @@ Base on the below to assess the learning outcomes. ## Ideas to Assess Knowledge for Module -Base on the below to assess the learning outcomes. +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 how students interact with assistive technologies. +* 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 -Base on the below to prepare your teaching. +Suggested resources to support your teaching: * [How People with Disabilities Use the Web](/people-use-web/) — Provides stories of people with disabilities using the Web; describes types of disabilities and some of the barriers that people encounter using the Web; and introduces types of assistive technologies and adaptive strategies that some people use. * [Web Accessibility Perspectives (videos)](/perspective-videos/) — Is a series of 1-minute videos that demonstrate that web accessibility is essential for people with disabilities and useful for all. They show accessibility features, how they impact people with disabilities, and how they benefit everyone in a variety of situations. diff --git a/content/foundation/principles-standards-and-checks.md b/content/foundation/principles-standards-and-checks.md index 94d4205f2..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 @@ -81,18 +81,16 @@ 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 -Base on the below to deliver the learning outcomes. +Optional ideas to teach the learning outcomes: * Explain the web accessibility concepts: Perceivable information and user interface, Operable user interface and navigation, Understandable information and user interface, and Robust content and reliable interpretation. * Provide examples of each of the principles. @@ -100,7 +98,7 @@ Base on the below to deliver the learning outcomes. #### Ideas to Assess Knowledge for Topic -Base on the below to assess the learning outcomes. +Optional ideas to support assessment: * 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. @@ -116,19 +114,19 @@ Base on the below to assess the learning outcomes. 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 -Base on the below to deliver the learning outcomes. +Optional ideas to teach the learning outcomes: * Explain the overall structure and sections of the standards. Relate them to web technologies and components such as HTML, authoring tools, web browsers, assistive tools, and media players. Refer to [Essential Components of Web Accessibility](/fundamentals/components/). * Highlight that W3C updates standards periodically. Underline that updates respond to changes in technologies, components, and user needs. @@ -139,7 +137,7 @@ Milestones and Opportunities to Contribute page, [Community Collaboration sectio #### Ideas to Assess Knowledge -Base on the below to assess the learning outcomes. +Optional ideas to support assessment: * 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. @@ -162,19 +160,19 @@ 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 -Base on the below to deliver 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. #### Ideas to Assess Knowledge -Base on the below to assess 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 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. @@ -183,7 +181,7 @@ Base on the below to assess the learning outcomes. ## Ideas to Assess Knowledge -Base on the below to assess the learning outcomes. +Optional ideas to support assessment: * Presentation — Students explain the POUR principles of web accessibility and refer to specifics. For example, students elaborate on setting the language of a web page, under the principle Understandable. * Short Answer questions — From specific examples of accessibility features, students identify which principle they belong to and which users it helps. For example, "functionality is available from the keyboard" belongs to the principle Operable and helps keyboard users as well as people using speech recognition software. @@ -193,7 +191,7 @@ Base on the below to assess the learning outcomes. ## Teaching Resources -Base on the below to prepare your teaching. +Suggested resources to support your teaching: * [Accessibility Principles](/fundamentals/accessibility-principles/) — Introduces accessibility concepts for websites, web applications, browsers, and other tools. * [W3C Accessibility Standards Overview](/standards-guidelines/) — Introduces standards related to web accessibility for W3C. Links to: diff --git a/content/foundation/what-is-web-accessibility.md b/content/foundation/what-is-web-accessibility.md index 466cba3ec..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 gadgets. -* 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 @@ -74,14 +74,14 @@ Introduce real stories of how people with disabilities interact with web pages a Students should be able to: -* 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. +* 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 -Base on the below to deliver the learning outcomes. +Optional ideas to teach the learning outcomes: * 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. @@ -94,9 +94,9 @@ Base on the below to deliver the learning outcomes. #### Ideas to Assess Knowledge for Topic -Base on the below to assess the learning outcomes. +Optional ideas to support Assessment: -* Practice — 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. +* 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. @@ -116,15 +116,15 @@ 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 -Base on the below to deliver the learning outcomes. +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. * 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. @@ -137,7 +137,7 @@ and accessibility. Explain that accessibility is often needed to cover usability #### Ideas to Assess Knowledge for Topic -Base on the below to assess the learning outcomes. +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' 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. @@ -147,7 +147,7 @@ Base on the below to assess the learning outcomes. ## Ideas to Assess Knowledge for Module -Base on the below to assess the learning outcomes. +Optional ideas to support assessment: * 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. @@ -156,7 +156,7 @@ Base on the below to assess the learning outcomes. ## Teaching Resources -Base on the below to prepare your teaching. +Suggested resources to support your teaching: * [How People with Disabilities Use the Web](/people-use-web/) — Provides stories of people with disabilities using the Web; describes types of disabilities and some of the barriers that people encounter using the Web; and introduces types of assistive technologies and adaptive strategies that some people use. * [Web Accessibility Perspectives (videos)](/perspective-videos/) — Is a series of 1-minute videos that demonstrate that web accessibility is essential for people with disabilities and useful for all. They show accessibility features, how they impact people with disabilities, and how they benefit everyone in a variety of situations.
Tentative Outline