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Why and How to Create an Accessible Online Learning Environment

Why and How to Create an Accessible Online Learning Environment. Sheryl Burgstahler Terry Thompson AccessIT, University of Washington. National Center on Accessible Information Technology in Education Co-sponsored by: DO-IT UWCTDS www.washington.edu/accessit. AccessIT.

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Why and How to Create an Accessible Online Learning Environment

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  1. Why and Howto Create an Accessible Online Learning Environment Sheryl Burgstahler Terry Thompson AccessIT, University of Washington

  2. National Center on Accessible Information Technology in Education Co-sponsored by: DO-IT UWCTDS www.washington.edu/accessit AccessIT

  3. One of ten regional U.S. technical assistance centers www.pacdbtac.org 800-949-4232 Pacific ADA & IT Center

  4. Why? How? Resources Agenda

  5. Why Create an Accessible Online Learning Environment?

  6. It’s the Right Thing to Do • Sheryl and Norm • Randy • Katie

  7. Legal Framework • Rehabilitation Act of 1973 • Americans with Disabilities Act • Section 508 • State laws, policies and standards

  8. Universal design benefits all, including people… • with disabilities • with situational limitations • in noisy or noiseless environments • where English is a second language • learning to read • who need hands-free computing • using older technology • with different learning styles

  9. A Foundation for Advanced Technology • Separation of content from presentation • Ubiquitous support for the full spectrum of input and output devices • Closed Captions • Full text archival and searching capabilities • Search results can link to specific keyframes within a video presentation

  10. Reduced cost of accommodation • Including accessibility in the design saves $ over expensive time-sensitive retrofits • Providing accessible online learning saves $ over hiring human readers and scribes

  11. Approaches to Access Accommodation UniversalDesign vs. Reactive vs. Proactive

  12. How to Create an Accessible Online Learning Environment

  13. Examples of Distance Learning • Print Media • Video • Audio & video conferencing • Web • Courseware • Email • Webcasts • Instructional Software

  14. Draft WCAG 2.0 Guidelines • Perceivable • Operable • Understandable • Robust

  15. Standards and Guidelines • World Wide Web Consortium (W3C)Web Content Accessibility Guidelines(WCAG 1.0) • 14 guidelines • 65 checkpoints (Priority 1 – 3) • http://w3.org/TR/wcag10

  16. Standards and Guidelines • Access Board Standards (Section 508) • Software Applications & Operating Systems • Web-based Intranet and Internet Information and Applications • Telecommunications Products • Video and Multimedia Products • Self Contained, Closed Products • Desktop and Portable Computers

  17. Standards and Guidelines • Access Board Standards for Web Accessibility • Based in part on WCAG Priority 1 • 16 standards • http://www.access-board.gov

  18. Standards and Guidelines • State & Institutional Standards and Guidelines • Examples: • California Community Colleges Distance Learning Guidelineswww.washington.edu/accessit/articles?185 • University of Wisconsin – MadisonWeb Accessibility Guidelineswww.washington.edu/accessit/articles?140

  19. Draft WCAG 2.0 Guidelines • Perceivable • Operable • Understandable • Robust

  20. An Evolving Web: Beyond HTML

  21. Client Scripting • Use onfocus with onmouseover • Use onblur with onmouseout • Use onkeydown with onmousedown • Use onkeyup with onmouseup • Use onkeypress with onclick • Avoid ondblclick and onmousemove

  22. Java • Java Accessibility API • User must have supporting assistive technology • www.washington.edu/accessit/articles?24

  23. Flash • Flash MX Accessibility Panel • User must have supporting assistive technology • www.washington.edu/accessit/articles?23

  24. XML • In itself is an accessibility solution: MathML, CML, SVG, SMILVoiceXML, MusicXML, DAISY • New languages must include accessibility provisions • W3C XML Accessibility Guidelines • www.washington.edu/accessit/articles?26

  25. PDF • An open standard = various implementations • Three general types: • Unstructured • Structured • Tagged

  26. Tagged PDF • Supports alternate text for graphics • Allows explicit control of read order • Supports text reflow when content doesn’t fit in window • Built or updated with Acrobat 5.0 or higher. • Few authoring tools support tagged PDF. • User must have supporting assistive technology

  27. Courseware • Most major courseware vendors provide an accessible standard interface • Content accessibility is the responsibility of the course instructor • Some features create accessibility problems, e.g., chat and whiteboard • Assessment instruments can create barriers • www.washington.edu/accessit/articles?63

  28. How to Learn More • AccessIT www.washington.edu/accessit • Disability and Business Technical Assistance Centers (DBTACs) http://www.adata.org/dbtac.html

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