[note from scribe -- some attributions of Alan's & Geoff's comments may be reversed]
JB: Previous minutes just received, will post after reviewing. CSUN face-to-face - Peoples reaction?
AC: Did accomplish a lot, 10 levels below exhausted, Ended before 5:30
SS: been to past two, This was the most fatiguing, Accomplished a lot, Next time not have it as a full day?, More breaks?
AC: identify what worked well, More breaks, Variety of activities small groups?
WL: was my 11th day on the road, Hard to maintain a flow with 23 people waiting to speak
JB: outreach updates
WL: outreach at CSUN, Attended all sessions on cognitive disabilities, that I could find many people have e-mail but make little use of the web; publishing, guidelines
AC: William did you attending a learning disability session?
KA: still working with the city of Hartford
JB: small group today back to LA meeting, in depth
JB: Curriculum promotion brainstorming specific direction Web design courses -universities , Getting started page training resources?
AC: do we have to do this? Would an instructor want a curriculum defined for them?
JB: we get asked for many more presentations than we can deliver. We are also producing materials for people that are new to the topic. People have little idea how to take advantage of the resources that DO exist. WCAG instructors read the slides line-by-line. Need to rehearse the path to show the richness in the curriculum. Fair amount of inaccurate content in some presentations. How to frame the intro to the material?
??: Overview. Auxiliary materials. Interactive exercises
WL: agree with both of you
AC: sounds like whats needed not heres the resources not good if theyre not going to use them, Need a concise introduction, examples, and pointer to other resources.
JB: people in this field have diverse backgrounds, found people who are seeking ideas, open to input on how to use the materials, what if there were a "getting Started on Training" page?
WL: teach them to fish.
JB: we get calls training in the Midwest give me a few ideas on where to start.
AC: been teaching for 20 years
JB: a lot of people in the field have no teaching experience
//Geoff joins//
JB: Jeff how much teaching had you done in other settings before you became involved in this field?
GF: none
GF: break it down into 2 hour, 4 hour and 8 sessions here are the main things. Most organizations want something at lunch.
AC: the structure for all the sessions would be identical longer sessions have more time for practice
Alan will send curriculum by e-mail, "The 10 commandments of HTML", examples of exemplary inaccessible and accessible sites
JB: where does WCAG curriculum fit in to this?
AC: part 2 understanding the principles
JB: other resources?
AC: thats it never time to redesign their own sites, fascination
JB: SS generic web accessibility presentation
SS: never done a complete curriculum. Generally show Quick tips card, Run sites through Bobby, legislation, lobby for electronic content, acts for disability access, concrete tools that they can take away, my thoughts
AC: another curriculum for executives business case was front and center,
JB: Geoff, do you have a general training
GF: half day sessions, 1 or 2 hours cover a lot of ground, accessible multi media, alt text tags, tables, columns, contrast, 15 minutes of questions, confusion, multimedia, comparisons multimedia on web and broadcast and movies. Also talk about the law and legislation, whirlwind stuff, never done more than 3 hours, more corporations come in for training
KA: session with JAWS
JB: before and after demo
??: Can we make a video?
JB: Yes, we have one in fact. Some things on it that need to be finished.
MS video how applicable is to the web - Not at all
JB: training approach? What would you recommend? "Equipment needed: screen reader or voice browser available to demonstrate inaccessibility"
GF: Ive recorded JAWS or Outspoken reading a companys site into a .wav file and send it to the company
KA: I hold my phone up to the speakers
JB: training scenarios are so diverse, core understandings are different, focus on efficiencies
SS: will mock up something for the group
JB: helpful to start with an intro to the issues, resources, principles, Section on demonstration, handy to have equipment ready. Hands-on,
AC: another way to frame it people need to know options on what it is they are trying to get across
JB: know your goals
AC: objectives: you will know the business case. You will be aware of key concepts, Assistive technologies, and key principles
JB: The "How to do a training" page is not intended as a policing action, just to provide suggestions and to promote WCAG in a consistent way. Give examples on how to pre-memorize paths and example levels in the curriculum. Reminder that it is important to have a screen reader demo available.
WL: most points are contained in the cirriculum
JB: curr says how to use these slides, not how to do a Web accessibility training.
WL: Policy page and business case will become increasing important as
JB: agenda question: standards drop discussion of review process for this week, 10-15 minutes at the end of todays meeting for standards coordination, Leaves 15 minutes now to continue the education discussion.
WL: know your audiences
SS: know your audiences need, needs and goals
WL: preparation
JB: needs, goals, expectations, find out what your audience needs are, what the goals of host are, set clear expectations on what they will learn
AC: incredible course on curriculum planning 20 years ago the greatest lesson most important thing is to know what your aim (or goal) is. Say what you want to say in a sentence or two gets decomposed in a set of objectives
JB: we are not trying to save the world on this one page
SS: how they need to use our materials effectively
JB: arrange equipment, order hard copy resources in advance, What to download on your computer if no connection, pre-whack web sites
WL: preparations
SS: never done a screen reader demo, richer way of demonstrating a point, pull it together for a training session, outreach more cohesive, a lot of value
AC: curriculum for Rather than doing something general
JB: thats where Id like to head, start with generic, then branch out from there, every training request is a little bit different. Basic, then build from that. Combine more personalized, pages that are linked from this, this is what Alan Cantor might do talking to managers, this is another approach, 40 sentence outline, favorite trainings
//Karl joins://
JB: If you have someone who does flat-out web design, what would you want to have in their training? [drafting a sentence heres some ideas .]
//SS leaves.//
JB: Title: Id like to lace it with some examples of learning objectives
AC: Overall goals
JB: keep it specific to web access, not how to teach. Next: select said core sections of curricula. Intro to issues, overview of guidelines, etc
AC: choose core objectives, depending on the audience, List of 8 or 10 objectives, people would end up choosing 5 of them
JB: devils advocate: 4 chunk sections.
AC: myth that is a curriculum about accessible web design. Means to fulfilling objectives, rather than the method. Demo of screen readers not an objective, it is the means.
WL: avoid duh items, the most beautiful sound is the sound of your name on the lips of another use their own web sites as examples
GF: show them what their page looks like now and with some changes
AC: get to know the clients web site
JB: did anybody look at the standards coordination draft page yet? Have any comments on the introductory section? Purpose? Pull together coordination w/ various standards activities regarding accessibility in any way. Next meeting Friday April 14th maybe meeting next week Thursday.
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