KA: Was interviewed for ZDNet on the subject of [ed: at least] pop-up windows. They are annoying. Can cause loss of control of desktop.
JB: Every Friday at 8:30 a.m. EST (617-252-7000.) But, no EOWG meetings March 2 and March 23
JB: Face to Face all day Sunday March 25, after CSUN in Los Angeles.
JB: see my email 08 Feb 2001, for later during this call.
WL: Entertainment/Instruction as title
JB: Day-care participant, is there an alternative?
JB: Adult pre-reader browsing web
KA: Now she's a non-reader.
AC: Adult non-reader who browses for entertainment.
CV: Adult with reading difficulties.
KA: Adult non-reader using web for entertainment.
WL: Non-reading adult seeking alternative to literacy.
AC: Browsing has implication of independence.
HB: Illiterate?
JB: Too broad a term.
WL: Illiterate is pejorative.
CV: Non-reading vs. reading difficulty, functionally illiteracy.
HB: Near-non-reader
JB: Pre-reader suggests some recognition, not concern with speed.
SS: Reading below grade level.
JB: Working title: Adult with limited reading ability or skill using web
SS: Why "knows numbers but cannot do addition."?
WL: Clarifies condition.
HB: Click on images.
JB: Can recognize and select among symbols.
SS: Can process images, including icons and images, better than written language.
JB: Drop description of numbers.
SS: Difficulty navigating on complex page.
AC: Bothered by complexity.
WL: The Wayfinding ideas have implications:
[ed: A pertinent link: http://www.scope.gmd.de/info/www6/technical/paper180/paper180.html. Wayfinding is defined as the "purposeful, oriented movement during navigation" [Darken, R. P. and Siebert, J. L., "Wayfinding Strategies and Behaviors in Large Virtual Worlds", SIGCHI '96 Proceedings, p. 142. 6.
It asks four basic questions:
Where am I?
Where do I want to go?
Am I on the right path?
Am I there yet?]
JB: Gets lost in complexity.
WL: Drop the word "only."
JB: speech synthesis realistically?
WL: Highlight word being spoken useful for well-organized pages.
SS: Synthesized speech confuses when disorganized.
AC: Text-to-speech as screen reader.
JB: Home-page-reader and Kurzweill readers do highlight word being read.
SS: More than talking browser. pwWebspeak doesn't highlight. A program that doesn't give user control is problematic, particularly for complex layout.
JB: Describe using voice browser with highlighting on well-designed pages.
WL: Can be confusing
HB: Tabular data may be a problem for her.
AC: Unlikely to have tables for her.
WL: Could have icons in cells, used for layout.
SS: Layout tables are problematic, as they may not linearize well.
AC: On pages coded so reading technologies jump around, she has problems.
WL: We are describing how people use web, not how they are aided.
SS: Poor layout, vs complex layout
JB: The highlighting jumps around too much, and can confuse.
JB: Needn't keep bookmarks. Drop material about layout.
AC: People can send her bookmark URLs of sites she might like, so she can bookmark them to return to them.
KA: How differentiate clickable links. Trainable to save bookmarks. More than one URL in an email could be confusing. Hard to go back to the email.
WL: "sometimes she copies words from pages that interest her." How?
JB: ... and paste them into a search engine.
AC: Typing seems too complex for her, for example, Forms timing out.
JB: Title: Adult with limited abilities using web...
SS: This may not be part of the arbitrary author's audienced. This helps with awareness that there is a broader audience.
JB: Move this scenario up.
WL: Miss indication. Some sites with metadata can help finding such sites.
JB: Teen-ager with deaf blindness. We left out IR kiosk.
JB: No metadata for "reading level".
WL: Search engines find stuff in meta. Way to get irrelevant hits.
CV: Include this
HB: Get "reading level" as part of Dublin Core.
JB: ACTION: Talk to Ralph Swick about that.
JB: Summary: Close the set of scenarios. Send it out with this case.
HB: Send to Jim Rebman for critique.
http://www.w3.org/WAI/EO/Drafts/bcase/
WL: Moving to "how to build a business case
JB: Simplify the first paragraph.
JB: Reworked the Contents.
JB: Some policies are not attached to laws. The government of Canada accessibility requirements are not attached to laws.
WL: Legality is more than just laws.
KA: Connecticut it isn't law, it is policy.
JB: Joint tasks. Need volunteers for detail.
JB: Need top page: how to use the resource set. "a construction set" Need a corporate one, a government one, an enducational one. We should develop a skeleton, then rework for the individual ones.
JB: Originally the demographics was a business case. Also auxiliary information. Also legal requirements. Also costs of implemention.
WL: This should be extensible. The bullets under sample case might grow.
AC: Need to do pure business case and split out the refernces. For example, some demographics. May need to localize for country.
WL: Or level of your educational institution.
AC: We to provide links to where data may exist. Or how to find information for themselves.
CV: Who will compile this info?
WL: ACTION: Interest in developing sourcing factors affecting cost.
KA: ACTION: Legal requirements and policy linkset development.
CV: ACTION: Implementation for web design business.
JB: Would like these for next week.
JB: ACTION: Will do "resources to support implementation" appendix.
[editorial: no other volunteers for next week.]
AC: Saturated next few months, not volunteering.
SS: ACTION: Implementation plan for educational institutions.
GL: ACTION: Will work with SS on education, dealing with universities.
HB: ACTION: Web design business: learn what a sample business case can do.
WL: ACTION: Will examine Lots of cost guestimates. IBM Olympics, NIST, GSA, and others.
KA: ACTION: Resource link on CT list for state information.
WL: Does Cynthia Waddell have a database on this?
CV: ACTION: Corporate web design business. Did one several years ago for Telephonica.
JB: Education has many issues, including distance learning, faculty resistance, accessible lectures, turnover, retraining, technical resources, etc.
GL: ACTION: Will work the higher education.
SS: ACTION Will work K-12 education.
WL: We are developing a business case, vs implementation plan.
JB: We agreed last time to separate these.
JB: Might be two separate implementation plans. Share developing the short educational institution business case.
SS: Harder to do business case.
WL: Business case is "why." Implementation plan is "how."
JB: Can someone have one for next week?
GL: ACTION: Aim for 21st to do education.
SS: ACTION: Ok for then.
HB: I note that few books about Web Design consider accessibility. I checked a dozen in the local bookstore: accessibility isn't in many of their indexes. I have permission of the store owner to more formally capture these results. I'd like to post these to EO.
WL: Suspect that few universities giving courses on writing for the web are including accessibility.
AC: Web design training misses on accessibility.
JB: Subject for future meeting.
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