VERSION: 1.00
LAST REVISED: August 30, 2001
EVALUATOR: Jan Richards <jan.richards@utoronto.ca>
DRAFT EVALUATED AGAINST: <http://www.w3.org/TR/2000/REC-ATAG10-20000203/>
This evaluation was performed on Blackboard v5.5 by Jan Richards and Greg Gay of the ATRC at the University of Toronto.
Blackboard is a courseware tool that is intended for use by teachers and other educators to create on-line courses.
This evaluation is the first attempt to assess the conformance of this tool and may be somewhat limited in some areas. Future revisions may incorporate feedback provided by the general public, members of the Authoring Tool Guidelines Working Group, and the manufacturer of the tool evaluated.
This assessment concludes that Blackboard has not reached any of the levels of compliance with the Authoring Tool Accessibility Guidelines 1.0.
Despite the apparently large number of failed Level A checkpoints, the tool is not necessarily very far from achieving Level A compliance. For example, the relatively simple addition of a checking utility for WCAG Level A problems that could check (and suggest corrections to) the HTML content as it is authored or linked in to the site, would help the tool to meet ATAG 4.1 (Level A), ATAG 4.2 (Level A), ATAG 3.1 (Level A) and ATAG 3.2 (Level A).
- : The Priority of the checkpoint is too low to be required for this ATAG compliance level.
Yes: This checkpoint has been met.
Yes (Qualified): This checkpoint has been met, for the most part.
No: This checkpoint has not been met.
N/A: This checkpoint is not relevant to the tool (counts as a Yes when determining compliance).
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ATAG Checkpoints
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Level-A Status
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Level-AA Status
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Level-AAA Status
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Yes
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Yes
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Yes
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Yes
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Yes
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Yes
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No
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No
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No
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N/A
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N/A
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N/A
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-
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Yes
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Yes
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No
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No
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No
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-
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-
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No
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No
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No
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No
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No
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No
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No
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N/A
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N/A
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N/A
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Yes
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Yes
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Yes
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-
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-
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No
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No
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No
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No
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No
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No
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No
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-
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Yes
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Yes
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-
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-
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No
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-
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-
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No
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-
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No
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No
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-
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No
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No
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Yes
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Yes
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Yes
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-
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Yes (Qualified)
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Yes (Qualified)
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-
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-
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Yes
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No
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No
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No
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Yes
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Yes
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Yes
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Yes
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Yes
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Yes
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No
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No
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No
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-
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Yes
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Yes
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-
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Yes
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Yes
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1.1 Ensure that the author can produce accessible content in the markup languages supported by the tool [Priority 1]
Yes. Authors who are already familiar with Web accessibility should be able to use Blackboard to produce accessible course content. These authors will need to avoid several of the tools offered by Blackboard, including the whiteboard and the chat.
1.2 Ensure that the tool preserves all accessibility content during authoring, transformation, and conversions [Priority 1]
Yes. Blackboard does preserve the accessibility content in material that it uploads.
1.3 Ensure that when the tool automatically generates markup it conforms to the W3C's Web Content Accessibility Guidelines 1.0 [Relative Priority]
No (Does not meet Level A). Blackboard meets most of the WCAG Priority 1 checkpoints required to meet this Relative Priority ATAG checkpoint at level A. However, the following WCAG 1.0 checkpoints still remain to be met in order for Blackboard to meet the compliance levels listed:
Outstanding WCAG Priority 1 checkpoints
(Required to meet Relative Priority Levels A, AA, and AAA)WCAG 1.1 Provide a text equivalent for every non-text element ...: Blackboard uses graphical Submit buttons. CSS should be used instead to create attractive form buttons). Also, there is no way for a student to add alt text to an image they have included using "Edit Your Homepage".
WCAG 6.3 Ensure that pages are usable when scripts, applets, or other programmatic objects are turned off or not supported. If this is not possible, provide equivalent information on an alternative accessible page: Blackboard is a dynamic, Javascript-based tool that does not operate when Javascript is turned off or not supported. In addition, the virtual classroom function is implemented with an applet. Note: it is possible that the WCAG guidelines group will modify this requirement for WCAG 2.0.
Outstanding WCAG Priority 2 checkpoints
(Required to meet Relative Priority Levels AA and AAA)WCAG 3.1 When an appropriate markup language exists, use markup rather than images to convey information. Avoid using images to represent text – use text and style sheets where possible. The display option links on the discussion board (e.g. view unread messages, Expand all,...) will be difficult to read for a user with low vision. These images should be replaced with actual text so that low vision users will be able to increase the font size
WCAG 3.2 Create documents that validate to published formal grammars: See ATAG checkpoint 2.2.
WCAG 11.2 Avoid deprecated features of W3C technologies: Do not use elements (i.e. FONT, CENTER, APPLET) or attributes (i.e. “align”, “valign”, “nowrap”) that are deprecated in HTML 4.01. Use style sheets instead to control layout and presentation. For Netscape, use SPAN sheets instead.
WCAG 10.1 Until user agents allow users to turn off spawned windows, do not cause pop-ups or other windows to appear and do not change the current window without informing the user: Blackboard launches several new windows including "Report a Bug" and "General Information..." from links on the My Blackboard page. The course map opens into a new window without warning..
WCAG 13.4 Use navigation mechanisms in a consistent manner: The navigation tools on the left side of the My Blackboard page are not consistent with the navigation tools found throughout the course pages. The text link navigation on the My Blackboard page is preferred over the button style navigation throughout the rest of the course site because low vision users have the option to increase the size of the links to better see them. This is not possible for image buttons without a screen enhancement software such as ZoomText.
Outstanding WCAG Priority 3 checkpoints
(Required to meet Relative Priority Level AAA)WCAG 4.3 Identify the primary natural language of a document: The primary language does not seem to be identified in the generated content. The "lang" attribute must be added to the opening HTML tag (i.e. Lang=en). By identifying a document's primary language, clients can automatically retrieve web pages in the language of their own choosing. This attribute also assists the browser when checking a document's syntax.
WCAG 5.5 Provide summaries for tables: At least some of the tables do not contain summaries. If a table is used for layout purposes, the summary might simply state "layout table." For tables that contain data, the layout of the table and a summary of the data should be described in the summary attribute.
WCAG 10.4 Until user agents handle empty controls correctly, include default, place-holding characters in edit boxes and text areas: Blackboard includes empty edit boxes and text controls ("Add File", etc.).
1.4 Ensure that templates provided by the tool conform to the Web Content Accessibility Guidelines 1.0 [Relative Priority]
Not Applicable. Blackboard does not include stand-alone templates for use by the author. Instead, content is generated from built-in templates, the output of which have already been reviewed in the previous checkpoint.
Yes. Blackboard generates HTML 4.0. Blackboard also allows the author to insert documents in non-W3C formats.
2.2: Ensure that the tool automatically generates valid markup [Priority 1]
No. In general, Blackboard generates valid HTML 4.0. However, checking the markup with the W3C validator (http://validator.w3.org) revealed problems related to JavaScript, improper element nesting, deprecated elements, etc..
2.3 If markup produced by the tool does not conform to W3C specifications, inform the author [Priority 3]
No. Blackboard does not inform the author of the HTML 4.0 validity problems listed in the last checkpoint.
3.1 Prompt for the author to provide equivalent alternative information (e.g., captions, auditory descriptions, and collated text transcripts for video) [Relative Priority]
No (Does not meet Level A). When content is produced by using the built-in templates, the checkpoint is not satisfied because the the user is not prompted for "alt"-text or long descriptions for images.
When content is produced by the user by way of the direct markup editing, the checkpoint is not met because there is no prompting if the user adds a non-text element.
As a result, the following WCAG 1.0 checkpoints related to equivalent alternatives still remain to be prompted for within the Blackboard interface in order to meet the compliance levels listed:
Outstanding WCAG Priority 1 checkpoints
(Required to meet Relative Priority Levels A, AA, and AAA)WCAG 1.1 Provide a text equivalent for every non-text element ...
WCAG 1.2 Provide redundant text links for each active region of a server-side image map.
WCAG 1.3 Until user agents can automatically read aloud the text equivalent of a visual track, provide an auditory description of the important information of the visual track of a multimedia presentation.
WCAG 1.4 For any time-based multimedia presentation (e.g., a movie or animation), synchronize equivalent alternatives (e.g., captions or auditory descriptions of the visual track) with the presentation.
WCAG 6.3 Ensure that pages are usable when scripts, applets, or other programmatic objects are turned off or not supported. If this is not possible, provide equivalent information on an alternative accessible page.
Outstanding WCAG Priority 2 checkpoints
(Required to meet Relative Priority Levels AA and AAA)WCAG 6.5 Ensure that dynamic content is accessible or provide an alternative presentation or page.
Outstanding WCAG Priority 3 checkpoints
(Required to meet Relative Priority Level AAA)WCAG 1.5 Until user agents render text equivalents for client-side image map links, provide redundant text links for each active region of a client-side image map.
WCAG 5.5 Provide summaries for tables.
3.2 Help the author create structured content and separate information from its presentation. [Relative Priority]
No (Does not meet Level A). Blackboard does not meet this Relative Priority ATAG checkpoint, since it allows the author to enter markup or upload external documents regardless of whether content is structured and separate from presentation. Furthermore, there is no guidance in the Help or elsewhere regarding proper separation of structure from presentation. As a result, the following WCAG 1.0 checkpoints related to the separation of structured content from its presentation still remain to be addressed within the Blackboard interface in order to meet the compliance levels listed:
Outstanding WCAG Priority 1 checkpoints
(Required to meet Relative Priority Levels A, AA, and AAA)WCAG 2.1 Ensure that all information conveyed with color is also available without color, for example from context or markup.
WCAG 4.1 Clearly identify changes in the natural language of a document's text and any text equivalents (e.g., captions).
WCAG 5.1 For data tables, identify row and column headers.
WCAG 5.2 For data tables that have two or more logical levels of row or column headers, use markup to associate data cells and header cells.
WCAG 6.1 Organize documents so they may be read without style sheets. For example, when an HTML document is rendered without associated style sheets, it must still be possible to read the document.
WCAG 6.2 Ensure that equivalents for dynamic content are updated when the dynamic content changes.
WCAG 12.1 Title each frame to facilitate frame identification and navigation.
Outstanding WCAG Priority 2 checkpoints
(Required to meet Relative Priority Levels AA and AAA)WCAG 3.1 When an appropriate markup language exists, use markup rather than images to convey information.
WCAG 3.4 Use relative rather than absolute units in markup language attribute values and style sheet property values.
WCAG 3.5 Use header elements to convey document structure and use them according to specification.
WCAG 3.6 Mark up lists and list items properly.
WCAG 3.7 Mark up quotations. Do not use quotation markup for formatting effects such as indentation.
WCAG 5.3 Do not use tables for layout unless the table makes sense when linearized. Otherwise, if the table does not make sense, provide an alternative equivalent (which may be a linearized version).
WCAG 5.4 If a table is used for layout, do not use any structural markup for the purpose of visual formatting.
WCAG 10.2 Until user agents support explicit associations between labels and form controls, for all form controls with implicitly associated labels, ensure that the label is properly positioned.
WCAG 12.2 Describe the purpose of frames and how frames relate to each other if it is not obvious by frame titles alone.
WCAG 12.3 Divide large blocks of information into more manageable groups where natural and appropriate.
WCAG 12.4 Associate labels explicitly with their controls.
WCAG 13.2 Provide metadata to add semantic information to pages and sites.
WCAG 13.3 Provide information about the general layout of a site (e.g., a site map or table of contents).
WCAG 13.4 Use navigation mechanisms in a consistent manner.
Outstanding WCAG Priority 3 checkpoints
(Required to meet Relative Priority Levels AAA)WCAG 4.2 Specify the expansion of each abbreviation or acronym in a document where it first occurs.
WCAG 4.3 Identify the primary natural language of a document.
WCAG 5.5 Provide summaries for tables.
WCAG 9.4 Create a logical tab order through links, form controls, and objects.
WCAG 9.5 Provide keyboard shortcuts to important links (including those in client-side image maps), form controls, and groups of form controls.
WCAG 11.3 Provide information so that users may receive documents according to their preferences (e.g., language, content type, etc.)
WCAG 13.5 Provide navigation bars to highlight and give access to the navigation mechanism.
WCAG 13.6 Group related links, identify the group (for user agents), and, until user agents do so, provide a way to bypass the group.
WCAG 13.8 Place distinguishing information at the beginning of headings, paragraphs, lists, etc.
WCAG 13.9 Provide information about document collections (i.e., documents comprising multiple pages.).
3.3 Ensure that prepackaged content conforms to the Web Content Accessibility Guidelines 1.0 [WCAG10] [Relative Priority]
Not Applicable. Blackboard does not include pre-packaged freely-available content that would require equivalent alternatives.
3.4 Do not automatically generate equivalent alternatives. Do not reuse previously authored alternatives without author confirmation, except when the function is known with certainty [Priority 1]
Yes. Blackboard does not automatically generate alternate equivalents for non-text elements.
3.5 Provide functionality for managing, editing, and reusing alternative equivalents for multimedia objects [Priority 3]
No. Blackboard does not include such an alternative equivalent management facility.
4.1 Check for and inform the author of accessibility problems [Relative Priority]
No (Does not meet Level A). Blackboard does not include any accessibility checking facility.
4.2 Assist authors in correcting accessibility problems [Relative Priority]
No (Does not meet Level A). Blackboard does not include any accessibility correction facility.
4.3 Allow the author to preserve markup not recognized by the tool [Priority 2]
Yes. Blackboard preserves novel markup that is pasted in by the author.
4.4 Provide the author with a summary of the document's accessibility status [Priority 3]
No. Blackboard does not include any accessibility status facility.
4.5 Allow the author to transform presentation markup that is misused to convey structure into structural markup and to transform presentation markup for style into style sheets [Priority 3]
No. Blackboard does not include any facility to perform these types of transformations.
5.1 Ensure that functionality related to accessible authoring practices is naturally integrated into the overall look and feel of the tool [Priority 2]
No. Blackboard does not generally have accessible authoring practices integrated into its interface.
5.2 Ensure that accessible authoring practices supporting WCAG 1.0 Priority 1 checkpoints are among the most obvious and easily initiated by the author [Priority 2]
No. Blackboard does not generally have accessible authoring practices integrated into its interface.
6.1 Document all features that promote the production of accessible content [Priority 1]
Yes. Blackboard's "Knowledge Base" documentation does include a section entitled "Using Blackboard 5.5 Under Section 508" that explains how to use the product to produce markup that meets the U.S. Rehabilitation Act, Section 508. While Section 508 differs somewhat from WCAG 1.0, the requirement here is to document the tool's current features and that has been done.
6.2 Ensure that creating accessible content is a naturally integrated part of the documentation, including examples [Priority 2]
Yes (Qualified). Blackboard does integrate mention of accessibility authoring practices into some relevant documentation materials (including inserting images), although not all (HTML tips).
6.3 In a dedicated section, document all features of the tool that promote the production of accessible content [Priority 3]
Yes. The "Using Blackboard 5.5 Under Section 508" documentation is in a dedicated section.
7.1 Use all applicable operating system and accessibility standards and conventions [Relative Priority]
No (See 1.3). Since the authoring (teacher) interface is almost identical in nature (if not in functionality) to the student interface, the same accessibility concerns discussed in Checkpoint 1.3 apply here.
7.2 Allow the author to change the presentation of editing views without affecting the document markup [Priority 1]
Yes. Blackboard is intended to be used with browsers that support system display settings.
7.3 Allow the author to edit all properties of each element and object in an accessible fashion [Priority 1]
Yes. All of Blackboard's property editing appears to be done by accessible means.
7.4 Ensure that the editing view allows navigation via the structure of the document in an accessible fashion [Priority 1]
No. Blackboard provides no means of navigating via the structure (such as next element, previous element, etc.)
7.5 Enable editing of the structure of the document [Priority 2]
Yes. Blackboard is a content management tool, but it does include the ability to author markup directly into a text boxes. It is then possible for informed authors to add structural markup.
7.6 Allow the author to search within editing views [Priority 2]
Yes. Blackboard is a content management tool, but it does include the ability to author markup directly into a text boxes. It is possible to search the content of these boxes using the built-in "Find" feature of the browser.