<Andrew> http://www.w3.org/WAI/EO/Drafts/training/2009/topics.html
Andrew: declares meeting
open
... update from EO
... reminder that we can all join EOWG teleconfs on Fridays
... the EO Agenda is always online
<Andrew> EOWG teleconfs
andrew: restructuring of topics - start from outline
andrew: section 18 sets out the structure including learning objectives for audience
Andrew: starting from opening
paragraph at top of document
... refers to conversation with Judy Brewer that topics list is
too close to existing EO documents.
helle: likes the way this topic list builds on underlying documents - is a benefit
darren: not so familiar with previous WAI documents but titles seem appropriate - sensible headings to have
suzette: agrees with helle and darren but asks about ageing and social issues of inclusion in opening introduction
helle: queries existing title - on disabled people and relationship with ageing
andrew: should this be rephrased
helle: re item 14 on ageing - draws a distinction between disability and ageing
andrew: how to retitle?
darren: how people with disabilities and impairments using the web
<darren> #14 - Web accessibility and age-related impairments
andrew: lets look at topic
titles
... will check that titles are inclusive of impairments and
ageing
... goal
... description
helle: end of last section 'tools' what kind of tools
andrew: thinking of the things
you use to access the web
... drop 'web from "web information and tools"?
helle: could it also be web services
andrew: yes
... what the audience will learn
helle: in translation would need to add people with disabilities
darren: last bullet - how to get involved - should this go at end (in promoting) and not in introduction?
helle: previously had introduction to WAI
andrew: is happy to reconsider where 'get involved' goes
Suzette: suggested benefit of starting from the experiences of an AT user - as a video, still image or scenario
andrew: confirmed moving analogy
from build environment to later
... how people with disabilities use the web
suzette: goal, could turn sentence around to mention barriers first
helle: need to bring accessing
the web nearer front of sentence
... try - To help
people understand common barriers when accessing the Web faced
by people with disabilities and older users
suzette: maybe a little ungainly!
andrew: reworked
<Andrew> To provide an understanding of common barriers experienced when accessing the Web by people with disabilities and older users.
<Andrew> To provide an understanding of common barriers experienced by people with disabilities and older users when accessing the Web
darren: sounds better
helle: OK
andrew: 5 heads better than 1
darren: asking about the audience: everyone, general public
andrew: perhaps should be general public again
<Andrew> http://www.w3.org/WAI/EO/changelogs/cl-training.html#who
darren: prefer general public to everyone
andrew: agree to change
helle: probably mean someone without specific prior knowledge
andrew: i.e. non-technical audiences
helle: agrees not aimed at technical audience - 'how to do'
andrew: don't require technical knowledge at this stage
helle: also people not familiar with terms disability and accessibility
andrew: tips for speakers to avoid technical jargon like assistive technology or users agent
helle: could bring this to EO
suzette: re Appreciate the
importance of the WAI guidelines in creating an accessible
web
... can we ensure that we see how this element is developed in
this section
<Andrew> Interplay of user agents with web content in delivering web accessibility and role of WAI guidelines
andrew: (key points for speakers) interplay
michael: maybe abstract - needs an example?
helle: what is difference between first and second key point
andrew: one is people, the other is technology
helle: maybe suggest an example - suing a screen reader and example of barrier is lack of alt text
andrew: any other thoughts on key points?
andrew: move onto examples page
<Andrew> http://www.w3.org/WAI/EO/Drafts/training/2009/scenarios.html
andrew: start with introductory para
helle: queries the language style - is it easy enough
agree to come back to this para to simplify
<Andrew> http://www.w3.org/WAI/EO/changelogs/cl-training.html#exampleslist
andrew: look at types of training events
michael: if talking to managers needs to be short, advantages ... through to workflow
andrew: ... how long
... nothing else for purchasers owners
... and michael procurement of web services
michael: pick out specific
examples: two disabilities, two examples of barriers
... move advantages (bus case) to end
... plus include temp disabilities, and don't talk about 'blind people'
... illustrate some barriers and simple solutions
andrew: next time will go through
examples
... is this good material or are we missing something else
Darren: seems useful structure
No Actions recorded
[End of minutes]This is scribe.perl Revision: 1.135 of Date: 2009/03/02 03:52:20 Check for newer version at http://dev.w3.org/cvsweb/~checkout~/2002/scribe/ Guessing input format: RRSAgent_Text_Format (score 1.00) Succeeded: s/14: Web/#14 - Web/ Succeeded: s/ web information and tools/ drop 'web from "web information and tools"/ Succeeded: s/at end an/at end (in promoting) an/ Succeeded: s/connection/introduction/ Succeeded: s/where it/where 'get involved'/ Succeeded: s/jargon/jargon like assistive technology or users agent/ Succeeded: s/first and second/first and second key point/ Found Scribe: suzette Inferring ScribeNick: suzette Present: Andrew Suzette Darren Helle Michael Regrets: Alan Jack Pierre Shadi William Agenda: http://lists.w3.org/Archives/Public/public-wai-age/2010JanMar/0009.html Got date from IRC log name: 10 Feb 2010 Guessing minutes URL: http://www.w3.org/2010/02/10-waiage-minutes.html People with action items: WARNING: Input appears to use implicit continuation lines. You may need the "-implicitContinuations" option.[End of scribe.perl diagnostic output]