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Results of Questionnaire Content Authors Curricula Starfish Review

The results of this questionnaire are available to anybody. In addition, answers are sent to the following email address: dmontalvo@w3.org

This questionnaire was open from 2022-04-25 to 2022-05-13.

13 answers have been received.

Jump to results for question:

  1. Introduction
  2. Review level
  3. Content Authors Overview Page
  4. Module 1: Clear Content
  5. Module 2: Structure
  6. Module 3: Forms
  7. Module 4: Images
  8. Module 5: Data Tables
  9. Module 6: Multimedia

1. Introduction

This is a Starfish Review survey for the WAI Curricula Content Author Modules.

What you're reviewing is a complete draft. Estimated review time is medium-large. Please note that some sections will be developed later, including:

  • Intro paragraphs for several topics
  • Ideas for teaching and assessment in "Module 6: Multimedia"

During this review:

  • Are all points covered - is anything missing?
  • Is there anything in there that should not be in there?
  • Try to catch all significant issues in this review. (if you bring up big issues later, they could be disruptive)
  • Please provide high-level word-smithing suggestions if you have the time via GitHub Issues or Pull Requests (indicated below per module).

Details

Responder Comments
Laura Keen
Andrew Arch
Carlos Duarte
Brent Bakken
Brian Elton
Kris Anne Kinney
Jade Matos Carew
Vicki Menezes Miller
Estella Oncins
Sarah Lewthwaite Most of my observations are relatively minor.
Howard Kramer
Michele Williams Coming together nicely, team - great job!
Sharron Rush

2. Review level

summary | by responder | by choice

Summary

ChoiceAll responders
Results
I reviewed it thoroughly. 8
I skimmed it. 1
I pass on this review and will not raise big issues later. 2
I need more time, and will complete this by the date in the comment field below. 2

Skip to view by choice.

View by responder

Details

Responder Review levelComments
Laura Keen
  • I pass on this review and will not raise big issues later.
 I just found out that a family member in Boston is near death. I am traveling to Boston and won't be back until sometime next week.
Andrew Arch
  • I skimmed it.
Carlos Duarte
  • I reviewed it thoroughly.
Brent Bakken
  • I pass on this review and will not raise big issues later.
Brian Elton
  • I need more time, and will complete this by the date in the comment field below.
 I am saving my progress and will return to this when I can.
Kris Anne Kinney
  • I reviewed it thoroughly.
Jade Matos Carew
  • I need more time, and will complete this by the date in the comment field below.
 If I could have another week with this, that'd be great.
Vicki Menezes Miller
  • I reviewed it thoroughly.
Estella Oncins
  • I reviewed it thoroughly.
Sarah Lewthwaite
  • I reviewed it thoroughly.
 -
Howard Kramer
  • I reviewed it thoroughly.
 Except for multimedia which I have not reviewed yet.
Michele Williams
  • I reviewed it thoroughly.
 Thank you for giving us more time!
Sharron Rush
  • I reviewed it thoroughly.

View by choice

ChoiceResponders
I reviewed it thoroughly.
  • Carlos Duarte
  • Kris Anne Kinney
  • Vicki Menezes Miller
  • Estella Oncins
  • Sarah Lewthwaite
  • Howard Kramer
  • Michele Williams
  • Sharron Rush
I skimmed it.
  • Andrew Arch
I pass on this review and will not raise big issues later.
  • Laura Keen
  • Brent Bakken
I need more time, and will complete this by the date in the comment field below.
  • Brian Elton
  • Jade Matos Carew

3. Content Authors Overview Page

Please review Content Author Modules Overview Page

  • Are all points covered - is anything missing?
  • Is there anything in there that should not be in there?

Please provide your comments in the below box or via:

Details

Responder Comments
Laura Keen
Andrew Arch Should 'content designers' be included in the audience? see https://www.dta.gov.au/blogs/what-does-content-designer-do
Carlos Duarte
Brent Bakken
Brian Elton I don't see any issues.
Kris Anne Kinney
Jade Matos Carew
Vicki Menezes Miller Looks complete.
Estella Oncins
Sarah Lewthwaite Are there students who could complete the content authoring modules separately from our Foundation prerequisites? Should we consider whether this module will have appeal to non-technical learners, studying content authoring as a standalone? The answer may be 'no', but I wanted to raise this earlier rather than later.
Howard Kramer Looks good to me. Interested to see how topics such as 'table headers' are discussed.
Michele Williams Looks good
Sharron Rush Clarity and readability are a big part of the framework of these modules. The language needs to be sharpened and focused through out. I have given some examples in GitHub and will continue to work with the group if it is helpful.

4. Module 1: Clear Content

Please review Module 1: Clear Content

Please provide your comments in the below box or via:

Details

Responder Comments
Laura Keen
Andrew Arch Looks good
Carlos Duarte
Brent Bakken
Brian Elton Have added an issue via Github.
Kris Anne Kinney Yes, prefer clear content as the title. Had a similar question about the same learning outcome Carlos opened an issue on in GitHub, so added my support there.

I am struggling with the font choices in here, since the choice of font is up to the designers - not the editors. I know its important to know about font - but I am struggling with it for some reason, so I wanted to note my mental struggle with it in case anyone else did as well. Can't fully form why I don't feel like it fits here, so I won't open a Github issue for it.
Jade Matos Carew
Vicki Menezes Miller
Estella Oncins Looks good and clear. Comments on Github
Sarah Lewthwaite For Clear Content, we require teachers to have in-depth knowledge of "accessible content creation" - is this term used elsewhere?
TOPIC: Easy to Understand Language.
Teaching topic, bullet 1 suggests '..clear and easy to understand passages are essential for people with disabilities and benefit all' in bullet 2 the final sentence reads "Emphasise how this improves the ability of several groups of people with disabilities to understand the text". These two bullets imply different impact - one for all disabilities, implying all disabled people need easy-read resources, the second stating that it helps some groups. My preference is for this second option. additionally, the phrase 'improves the ability' is slightly medical - and could benefit from a slight rephrase (e.g. to 'improves accessibility'?).
In teaching ideas bullet 3, line length is not mentioned - but has a big impact on accessibility. Should we add this, if font and font size are to be mentioned?
TOPIC: Teminology.
All teaching topics are so far about fixing bad text. Could a research task - for example, asking students to research best practice and evaluate their findings - be included. Additional reflective tasks may help students develop stronger competencies and engage with difficult practice/sticky issues more robustly. A research task may also be appropriate for Ideas to Assess Knowledge.
Howard Kramer Everything looks good but what about the feature of summarizing the content of an article as per found on https://www.lflegal.com/2022/04/vr-caption-lawsuit/ and the feature of providing estimates of reading times? Seem like it would best go in this module.
Michele Williams Posted issue to GitHub
Sharron Rush Comments in GitHub

5. Module 2: Structure

Please review Module 2: Structure

  • Are all points covered - is anything missing?
  • Is there anything in there that should not be in there?

Please provide your comments in the below box or via:

Details

Responder Comments
Laura Keen
Andrew Arch Looks good
Carlos Duarte
Brent Bakken
Brian Elton When describing heading levels, I think "hierarchy" is more accurate than "rank" and using proper hierarchy should be a learning outcome.

In Orientation and Navigation Learning Outcomes, this line seems backwards to me - "methods to move from a footnote to its content and from its content back to the footnote." For me a "footnote" is the content, where the superscripted number or symbol could be called a footnote marker. Therefore I think this line should be "methods to move from a footnote marker to the related footnote content and from the footnote content back to the footnote marker."
A similar update would be needed in the Teaching Ideas for Topic and Ideas to Assess Knowledge for Topic.
Kris Anne Kinney
Jade Matos Carew
Vicki Menezes Miller
Estella Oncins Looks good and clear.
Sarah Lewthwaite HEADINGS: Teaching Ideas for Topic, bullet 4, change '...how heading can look like' to '...what headings can look like'. possible additional teaching ideas for bullet 4 include (at end) "Ask students to consider the cases where an author changing a style might be acceptable" - a better sub task may be available, but I'd be keen that student reflect on whether it is appropriate for an author to change styles, and the implications.
TOPIC: Paragraphs and Lists.
In the learning outcomes, again, do we want to consider framing this as being for some groups with disabilities, and beneficial for all? This issue comes up repeatedly - again in Orientation and Navigation, in that everyone relies on meaningful content sequences etc.
In Teaching Ideas for Topic (Orientation and Navigation, Or Ideas to Assess Knowledge for Modules) roles come up repeatedly. Could this in itself be a reflexive activity. e.g. getting students to discuss division of roles, exceptions and the importance of cross-role communication to accessibility. Highlighting this as a competency to teachers, and the practical understanding it conveys could be valuable.

Howard Kramer Looks good.
Michele Williams Nothing flagged here
Sharron Rush Comments in GitHub

6. Module 3: Forms

Please review Module 3: Forms

Please provide your comments in the below box or via:

Details

Responder Comments
Laura Keen
Andrew Arch Looks good

I know where to place labels is not a WCAG requirement, but might be worth including as does impact on some users, eg cognitive and low vision (screen magnifer)
Carlos Duarte
Brent Bakken
Brian Elton
Kris Anne Kinney Do we get into forms in any other modules, in any of the other curricula? Wondering if the idea of fieldsets to group common topics in forms is something we could discuss here? Is that too much for this type of module? I think its something that is overlooked often - I know I forget it too. Just a thought, not a strong preference either way.
Jade Matos Carew
Vicki Menezes Miller
Estella Oncins Looks good and clear.
Sarah Lewthwaite Topic: Labels. Ideas to assess knowledge, practical: would there be value in students have to label in small-group work, to justify and negotiate with peers how they have labeled content to make it accessible. This may work better as a teaching ideal.
Error messages - Ideas to Assess Knowledge/Teaching Ideas - would it be possible/useful to include examples that a task for students that includes subsequent feedback, revision and reworking of student work (error messages) under teacher guidance? Current demo and fix models of teaching/assessment could be a bit limited.
Howard Kramer This looks fine. I just wonder how far we get into the nitty-gritty of things such as labels and table headers. I guess it's something we can discuss as the modules are further developed.
Michele Williams Nothing flagged here
Sharron Rush Comments in GitHub - I mostly edited text for brevity and plain language but added a couple of bullets to the Teaching Topic Ideas.

7. Module 4: Images

Please review Module 4: Images

  • Are all points covered - is anything missing?
  • Is there anything in there that should not be in there?
  • Do you think we adequately addressed Open issues for module 4: Images

Please provide your comments in the below box or via:

Details

Responder Comments
Laura Keen
Andrew Arch Will 'decorative images' become a topic?
Carlos Duarte
Brent Bakken
Brian Elton
Kris Anne Kinney will come back and review
Jade Matos Carew
Vicki Menezes Miller Maybe add a topic for "Decorative Images"
Estella Oncins Looks good and clear. Comments on Github
Sarah Lewthwaite Informative Images: Teaching ideas for topic - I think a task that includes the practice of generating meaningful text alternatives would be very helpful here, to highlight ambiguity and help scaffold students through challenges. Teaching ideas appear to be generally 'tell' - with the exception of 'reflect with' on bullet 3. More active pedagogy/learning design, particularly learning by doing, could be helpful here, ahead of any assessment. This point holds for subsequent topics in this module also. The Ideas to Assess Knowledge for Module do recognise this issue - and look strong.
Howard Kramer Looks good but how about an assessment asking students to identify one type of image from another? I.e., informative vs. decorative, etc.
Michele Williams Filed in GitHub
Sharron Rush Comments in GitHub

8. Module 5: Data Tables

Please review Module 5: Data Tables

Please provide your comment in the below box or via:

Details

Responder Comments
Laura Keen
Andrew Arch looks good
Carlos Duarte
Brent Bakken
Brian Elton
Kris Anne Kinney will come back and review
Jade Matos Carew
Vicki Menezes Miller
Estella Oncins Looks good and clear.
Sarah Lewthwaite At present 'Teaching Ideas for Topic' appear to be very clear but didactic: show, introduce, explain, demo. More active learning ideas ahead of the assessment ideas would be useful in this topic (discuss, evaluate, practice, etc). Assessment can be formative, but practice ahead of assessment is also important to develop knowledge and competence in the first instance.
Howard Kramer This looks good - just wonder if this is going too far deep into technical issues, such as data cells.
Michele Williams Nothing flagged here
Sharron Rush I did not get to the data tables review, will try to put some comments in GitHub over the weekend

9. Module 6: Multimedia

Please review Module 6: Multimedia Note that ideas for teaching and assessment will be developed later.

Please provide your comments in the below box or via:

Details

Responder Comments
Laura Keen
Andrew Arch looks good
Carlos Duarte I'll review this module once again when it has further content.
Brent Bakken
Brian Elton
Kris Anne Kinney will come back and review
Jade Matos Carew
Vicki Menezes Miller
Estella Oncins Looks good and clear. Comments on Github
Sarah Lewthwaite Do we want to highlight at the outset that multimedia can be more accessible than text for some disabled people? This appears relevant to early learning outcomes about best practice for audio and video (and the importance of recognising accessibility in production). The subsequent sections are sketched, so I do not have much to add here. However, one teaching idea for Topic Planning Audio and Video, could be for the group to crit a range of video/sound content, identifying accessibility challenges and successes/best practices and to consider strategies for managing these issues in a mulitimedia development scenario/project.
Howard Kramer
Michele Williams Nothing flagged here
Sharron Rush Comments in GitHub

More details on responses

  • Laura Keen: last responded on 26, April 2022 at 16:22 (UTC)
  • Andrew Arch: last responded on 29, April 2022 at 04:45 (UTC)
  • Carlos Duarte: last responded on 3, May 2022 at 17:07 (UTC)
  • Brent Bakken: last responded on 3, May 2022 at 20:30 (UTC)
  • Brian Elton: last responded on 6, May 2022 at 14:15 (UTC)
  • Kris Anne Kinney: last responded on 6, May 2022 at 21:03 (UTC)
  • Jade Matos Carew: last responded on 9, May 2022 at 15:41 (UTC)
  • Vicki Menezes Miller: last responded on 9, May 2022 at 15:45 (UTC)
  • Estella Oncins: last responded on 9, May 2022 at 16:21 (UTC)
  • Sarah Lewthwaite: last responded on 10, May 2022 at 20:50 (UTC)
  • Howard Kramer: last responded on 11, May 2022 at 22:32 (UTC)
  • Michele Williams: last responded on 12, May 2022 at 16:51 (UTC)
  • Sharron Rush: last responded on 13, May 2022 at 22:18 (UTC)

Non-responders

The following persons have not answered the questionnaire:

  1. Eric Velleman
  2. Shawn Lawton Henry
  3. Shadi Abou-Zahra
  4. Sylvie Duchateau
  5. Kazuhito Kidachi
  6. Jedi Lin
  7. David Sloan
  8. Mary Jo Mueller
  9. Reinaldo Ferraz
  10. Bill Kasdorf
  11. Cristina Mussinelli
  12. Kevin White
  13. Kevin Rydberg
  14. Adina Halter
  15. Denis Boudreau
  16. Sarah Pulis
  17. Bill Tyler
  18. Gregorio Pellegrino
  19. Ruoxi Ran
  20. Jennifer Chadwick
  21. Sean Kelly
  22. Muhammad Saleem
  23. Daniel Montalvo
  24. Mark Palmer
  25. Sonsoles López Pernas
  26. Greta Krafsig
  27. Jason McKee
  28. Jayne Schurick
  29. Billie Johnston
  30. Shikha Nikhil Dwivedi
  31. Julianna Rowsell
  32. Tabitha Mahoney
  33. Fred Edora
  34. Rabab Gomaa
  35. Marcelo Paiva
  36. Eloisa Guerrero
  37. Leonard Beasley
  38. Frankie Wolf
  39. Supriya Makude
  40. Aleksandar Cindrikj
  41. Angela Young

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