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Results of Questionnaire Curricula -- Designer Modules Starfish Review

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

This questionnaire was open from 2021-07-03 to 2021-07-30.

23 answers have been received.

Jump to results for question:

  1. Introduction
  2. Review level
  3. Module 1: Flexible Layout and Design
  4. Module 2: Navigation
  5. Module 3: Information Design
  6. Module 4: Images and Graphics
  7. Module 5: Multimedia and Animations
  8. Module 6: Interaction and Feedback
  9. Designer Modules Overview Page
  10. Additional comments

1. Introduction

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

What you are reviewing is a complete draft. Please provide high-level wordsmithing comments if you have them: weird expressions you would like to see addressed, things that you would word differently, etc. No need to get into copy-edits at this stage.

Please review these modules in detail.

  • 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)

Details

Responder
Michele Williams Just a clarification question - will all the modules have the same numbers? It's a bit confusing and jarring that the prerequisite modules are titled the same (e.g., in "Module 2: Navigation" it references prerequisite "Module 6: Understanding and Involving Users"). It's making things hard to track.
Vicki Menezes Miller
Estella Oncins
Billie Johnston
Denis Boudreau
Amanda Mace
Gerhard Nussbaum
Laura Keen
Kris Anne Kinney
Sharron Rush
Shadi Abou-Zahra Great work! Comments sent directly to Daniel.
Carlos Duarte
Howard Kramer
Jade Matos Carew
Dónal Rice One question that I consider quite a lot when reviewing the Modules is how relatable is all of this to the target user, namely designers. This is a difficult question for me to give and answer to, as I am not a UX/interaction designer. On e approach that we could consider here is making the title of the topics less terse - and more action oriented. For example 'Flexible design' could be 'creating flexible designs', or 'location' could be 'enabling users to locate a webpage'. just a suggestion, but something to consider now that could be difficult to address in the iteration of the guidance.
Roberto Perez
Kevin White
Shawn Lawton Henry
Mark Palmer
Sylvie Duchateau
Sarah Lewthwaite At present all points appear to be covered, and appropriate. In terms of teaching ideas, activities to get students to research certain topics would potentially encourage student ownership/responsibility, autonomy and discovery-learning in class, this might usefully expand upon current didactic approaches of 'explain, show, demonstrate'. Another possible extension - where we list teaching resources on all modules- regarding where these include guides to video resources of disabled people's accounts of their own user experiences. My current research is bringing up how valued these are, particularly for teachers with limited time/resource to engage disabled experts in class. I wonder if we could highlight this more consistently for teachers who want to incorporate disabled people's accounts of their own experiences? For example, in module 6, resource (video) links are helpfully very specific. More specific links to video of this kind could be useful in other modules.
David Sloan From what I've seen so far, the module definitions are shaping up nicely—great work, Daniel! I support the movement of the user research topic to another place; it makes things more coherent from a design perspective now.
Brent Bakken

2. Review level

What level of review did you do?

Summary

ChoiceAll responders
Results
I thoroughly reviewed the materials. 9
I skimmed them. 8
I need more time and will review by the date provided below.
I didn't get to it and will not in the near future. I abstain from providing comment. 6

Details

Responder Review level
Michele Williams I thoroughly reviewed the materials.
Vicki Menezes Miller I skimmed them.
Estella Oncins I thoroughly reviewed the materials.
Billie Johnston I didn't get to it and will not in the near future. I abstain from providing comment.
Denis Boudreau I didn't get to it and will not in the near future. I abstain from providing comment.
Amanda Mace I didn't get to it and will not in the near future. I abstain from providing comment.
Gerhard Nussbaum I skimmed them.
Laura Keen I thoroughly reviewed the materials.
Kris Anne Kinney I skimmed them. I wasn't able to do a thorough review, but I accept the consensus of the group on this resource.
Sharron Rush I thoroughly reviewed the materials.
Shadi Abou-Zahra I thoroughly reviewed the materials.
Carlos Duarte I thoroughly reviewed the materials.
Howard Kramer I skimmed them.
Jade Matos Carew I didn't get to it and will not in the near future. I abstain from providing comment. Apologies, I won't have enough time to put towards this in the next few days before I go on leave. Will join in at the next review.
Dónal Rice I skimmed them. I skimmed them today, but am familiar with many of the topics from previous reviews.
Roberto Perez I skimmed them.
Kevin White I thoroughly reviewed the materials. Thorough as in the broad elements rather than any specific wordsmithing
Shawn Lawton Henry I skimmed them.
Mark Palmer I didn't get to it and will not in the near future. I abstain from providing comment.
Sylvie Duchateau I skimmed them.
Sarah Lewthwaite I thoroughly reviewed the materials.
David Sloan I thoroughly reviewed the materials. Thank you for the extra time to complete the survey!
Brent Bakken I didn't get to it and will not in the near future. I abstain from providing comment. I am sorry, I just did not have the time to complete this survey.

3. Module 1: Flexible Layout and Design

Please review Module 1: Flexible Layout and Design

  • What do you think about the learning outcomes?
  • What do you think about the topic structure?
  • What do you think about the teaching ideas and ideas to assess knowledge?
  • What do you think about the competencies section?
  • Anything missing?
  • Anything you would remove?

You can comment in the below edit field or open a GitHub Issue for module 1: Flexible Layout and Design

Details

Responder Comments
Michele Williams Are you considering "focus indicators" a cue? Feels out of place to have this here versus the Navigation module.

I have other comments below about what I think should be in this module.
Vicki Menezes Miller
Estella Oncins I would maybe add specific mention to the recommendation of using "sans-serif typefaces" to support readability and include also the term "legibility".
Readability (text readability) and legibility (ease of letter recognition).
All mentions to font size should also include mention to "sans-serif typefaces"
All learning outcomes under topic "flexible design" refer only to user interface.


Billie Johnston
Denis Boudreau
Amanda Mace
Gerhard Nussbaum To improve the readability of texts also the line length plays a role. Maybe also the advisory technique "C20: Using relative measurements to set column widths so that lines can average 80 characters or less when the browser is resized" could be mentioned.
Maybe also the contrast ratio of 7:1 for AAA conformance could be mentioned.
Laura Keen The module is well written. I don't have anything to add or remove.

Comment: "text" and "content" is both singular and plural, no need for "texts" or "contents" as used.
Example:
"Explain how contrast ratios are essential for people with low vision to perceive, distinguish, and understand contents."
"design user interfaces with texts and images of text that have a contrast ratio of at least 4.5:1 with respect to their background"
Kris Anne Kinney
Sharron Rush see Github
Shadi Abou-Zahra Comments sent directly to Daniel.
Carlos Duarte
Howard Kramer Looks good.
Jade Matos Carew
Dónal Rice Contract ratios: people unfamiliar with WCAG they may not know what this is - perhaps start off by calling it something like 'sufficient color contrast' in the learning outcomes and then refer to it a contrast ration later on.
Roberto Perez
Kevin White Comments in GitHub
Shawn Lawton Henry
Mark Palmer
Sylvie Duchateau
Sarah Lewthwaite Learning outcomes are appropriate. General teaching ideas and ideas to assess knowledge are commensurate.
On topic: text styling: Ideas to assess knowledge for topic, text suggests design a prototype 'that help perceive different contents' - grammatically two tweaks are needed I think eg 'that help users perceive different content'.
On topic: use of colour - we identify 'describe how some people use colour to understand and distinguish content' - but we do not identify that colour alone is not enough. This is inferred in 3rd sentence. More clarity might help?
In terms of possible gaps or missing content - On Teaching Resources - are there contrast checkers or other tools that it would be appropriate to recommend?
David Sloan Learning outcomes are appropriate, with one suggested rewording:
* design user interfaces that support positioning content regions and user interface components according to user expectations

Flexible design topic. I think the points are all important from a design perspective, although I think it’s also important to stress the key objective as being for designers to let go of the idea of a fixed design and embrace flexibility. The module can’t really go into details of implementing a flexible design, as this will be the developer’s responsibility.
Brent Bakken

4. Module 2: Navigation

Please have a look at Module 2: Navigation

  • What do you think about the learning outcomes?
  • What do you think about the topic structure?
  • What do you think about the teaching ideas and ideas to assess knowledge?
  • What do you think about the competencies section?
  • Anything missing?
  • Anything you would remove?

You can comment in the below edit field or open a GitHub Issue for module 2: Navigation

Details

Responder Comments
Michele Williams Do people still use site maps? (That is, create them as developers and navigate them in a meaningful way as site visitors?)

"Criteria 2.4.6 - Headings and Labels" is listed but not covered (seems it's part of Module 3). Perhaps that shouldn't be one of the items listed?
Vicki Menezes Miller
Estella Oncins Maybe include the need to provide meaningful and appropriate labelling of links. (SC 2.4.4. and 2.4.9)
Billie Johnston
Denis Boudreau
Amanda Mace
Gerhard Nussbaum Its ok for me
Laura Keen The module is well written. I don't have anything to add or remove.

Another example of "text" as plural
"Show examples of navigation menus and menu items large texts [should be 'text']. Explain that, when used in smaller viewports and with different screen configurations, these texts need [ should be 'the text needs'] to wrap so that they are [should be it is] perceived in their [its] entirety. Explain that different languages may have different word sizes, so designers need to consider provisions for different word lengths."
Kris Anne Kinney
Sharron Rush
Shadi Abou-Zahra Comments sent directly to Daniel.
Carlos Duarte
Howard Kramer Pre-reqs for students includes double-mention (duplicate links) back to the foundation modules.
Jade Matos Carew
Dónal Rice I think this is a well written module - not too much details and well explained.
Roberto Perez
Kevin White Comments in GitHub
Shawn Lawton Henry
Mark Palmer
Sylvie Duchateau
Sarah Lewthwaite All sections currently are commensurate and appropriate in my view. However, in terms of missing content: Currently in two Topics 'Menu Behaviours and Patterns' and 'Other Navigation Mechanisms': the student Learning Outcomes and Teaching Ideas stated do not connect explicitly to the experiences of people with disabilities. There is a focus exclusively on the technical 'how' aspects of ensuring accessible navigation, without highlighting the conceptual 'why' aspects to students. We do highlight this conceptual/disability focussed dimension explicitly in the Topic 'Location' by highlighting the need to build on the Foundation Module 6. If this conceptual dimension was strengthened in the earlier Learning Outcomes and/or Teaching ideas also, I think this might strengthen the module overall.
David Sloan Learning outcomes are good.

Menu Behaviors and Patterns—it might be worth including in learning outcome 4 the need to ensure defining appropriate interactions at different viewports (e.g. specifying that nav menu items should no longer be in tab focus order if they become visually hidden in a hamburger menu at narrow viewports)

Should the Other Navigation Mechanisms topic also cover SCs 3.2.3 and 3.2.4 on consistent navigation and identification? Might be an overlap with Module 4, especially for 3.2.4
Brent Bakken

5. Module 3: Information Design

Please have a look at Module 3: Information Design

  • What do you think about the learning outcomes?
  • What do you think about the topic structure?
  • What do you think about the teaching ideas and ideas to assess knowledge?
  • What do you think about the competencies section?
  • Anything missing?
  • Anything you would remove?

You can comment in the below edit field or open a GitHub Issue for module 3: Information Design

Details

Responder Comments
Michele Williams Overall this module doesn't feel necessary or cohesive. The first subsection about sectioning/chunking information feels like it belongs with the "Landmarks and Cues" in "Module 1: Flexible Layout and Design". The second subsection about tables seems to also tie with that module (though I'm sure the goal is to make that one smaller not larger). Then the third subsection on forms seems to need to go with the latter half of "Module 6: Interaction and Feedback" (which I later recommend breaking up).

Assuming this section stays as is...
Since this expands about headings, shouldn't it reference Criteria 2.4.6 - Headings and Labels at the top? Also, I think there's a typo but the first paragraph refers to "Module 3: Navigation" (should be Module 2); nevertheless, not seeing the tie-in between Module 2 and 3 regarding headings.

When you reference "digital publications", are you referencing ePub or HTML-based books? For HTML books, a "chapter marker" would be a heading, right? Is there a different distinction for ePub that needs to be noted? (I'm not familiar with ePub specs.)
Vicki Menezes Miller
Estella Oncins Maybe change "consume" into "read" or "process" in the following sentence: present strategies for splitting large blocks of information into smaller pieces that are easier to consume and understand.
Under "Refer back to Module 2: Flexible Layout and Design Topic: Flexible Design" it should be module 1.
Billie Johnston
Denis Boudreau
Amanda Mace
Gerhard Nussbaum Its ok for me
Laura Keen The module is well written. I don't have anything to add or remove.

Editorial comment:
4th bullet under Teaching Ideas for Topic
Explain that people who 'is' [should be 'are'] not familiar with the abbreviations
Kris Anne Kinney
Sharron Rush
Shadi Abou-Zahra Comments sent directly to Daniel.
Carlos Duarte
Howard Kramer Looks good.
Jade Matos Carew
Dónal Rice Suggest calling topics "Tabular Information" just "Tables". it was unclear to me the first time I read it and everytime since I have to ask ,myself is this about tables or tabs or what?
Roberto Perez
Kevin White Comments in GitHub
Shawn Lawton Henry
Mark Palmer
Sylvie Duchateau
Sarah Lewthwaite Overall I think this is a strong module with good topic structure. In Textual Information: Teaching Ideas for Topic, the term 'reading disabilities' is this defined or linked/elsewhere and commonly used internationally? this may help new teachers (and students) grasp the breadth of the groups included within this term. There is a slight grammatical error in the 3rd bulletpoint also ('Explain that people who are', rather than 'people who 'is'). In 'tabular information' Teaching Ideas for Topic the second bulletpoint refers to explaining that 'some users...' more precision here (e.g. what groups of users) may assist new teachers. Overall, in this module there may be opportunities for additional teaching ideas that use student discussion and reflection on complex issues to build their conceptual understanding, alongside the technical skills for deeper learning. In the 'Tabular Information' topic, the intro text (2nd sentance) specifies 'Research strategies that people with disabilities use to interact with information presented in tables'. If this is what we want students to do, this could be more explicitly reflected in the teaching ideas (currently these seem to require a lot of teacher activity 'show/explain'), requiring students to research the strategies that people with disabilities use in this topic could be a useful starting point for discovery learning that inculcates learner autonomy and makes students also responsible for the learning outcomes.
David Sloan Introduction: it might help to strengthen the design focus by starting the two "courses based on this module should" list items with "present *design* strategies"
Module learning outcomes: first bullet, I suggest replacing the last word "using" with "identifying".
Textual information topic, Learning outcomes: third and fourth bullet points, I suggest replacing "to identify" with "to help users identify", as design features are in place to provide indications to users that definitions and expansions are available
Textual information topic, Teaching ideas: last two bullets have instances of "people who is"—replace with "people who are"
Textual information topic, Teaching ideas: should there be reference to sortable tables? Ways to indicate sort potential and current sort status of tables (maybe this would be covered in Module 4)
Brent Bakken

6. Module 4: Images and Graphics

Please have a look at Module 4: Images and Graphics

  • What do you think about the learning outcomes?
  • What do you think about the topic structure?
  • What do you think about the teaching ideas and ideas to assess knowledge?
  • What do you think about the competencies section?
  • Anything missing?
  • Anything you would remove?

You can comment in the below edit field or open a GitHub Issue for module 4: Images and Graphics

Details

Responder Comments
Michele Williams
Vicki Menezes Miller
Estella Oncins
Billie Johnston
Denis Boudreau
Amanda Mace
Gerhard Nussbaum Maybe also mechanisms and design options to provide long descriptions for Informative Images and complex images when neccessary could be mentioned.
Laura Keen The module is well written. I don't have anything to add or remove.
Kris Anne Kinney
Sharron Rush
Shadi Abou-Zahra Comments sent directly to Daniel.
Carlos Duarte
Howard Kramer Looks good.
Jade Matos Carew
Dónal Rice Well written and pitched at the designer rather than the developer or content author
Roberto Perez
Kevin White Comments in GitHub
Shawn Lawton Henry
Mark Palmer
Sylvie Duchateau
Sarah Lewthwaite Overall, again, I think this module is shaping up very well. Some small comments: Learning outcomes on informative images include designing interfaces with alternatives to CAPTCHA, do we want to suggest that students should be able to also evaluate the suitability of CAPTCHA and alternatives in different scenarios? This would then be potentially more indicative of the decision-making practices that are also part of accessibility (design) work. Perhaps this could be added as a Teaching Idea? It is there in the ideas to Assess, but giving students a trial run to work this through prior to assessment would likely be beneficial. For Teaching Ideas for 'Complex Images' an option for group discussion, where students share and compare their individual alt-text strategies, to bring different approaches into dialogue and develop group understanding beyond what is didactically explained by the teacher.
David Sloan Functional Images topic: Learning outcomes. Include emphasis on consistency in the world as well as consistency within the application. In other words, designers should be aware of the value to users of using conventions for common graphic representations such as icons, over inventing their own
Decorative Images topic: Learning outcomes, include the importance of including decorative images in designs in a way that does not create issues at different viewport widths, when text is resized etc
Complex Images topic: Learning outcomes, include as a fundamental outcome explaining when using a complex image might be beneficial for accessibility, and when it may not be appropriate to use a complex image
Brent Bakken

7. Module 5: Multimedia and Animations

Please have a look at Module 5: Multimedia and Animations

  • What do you think about the learning outcomes?
  • What do you think about the topic structure?
  • What do you think about the teaching ideas and ideas to assess knowledge?
  • What do you think about the competencies section?
  • Anything missing?
  • Anything you would remove?

You can comment in the below edit field or open a GitHub Issue for module 5: Multimedia and Animations

Details

Responder Comments
Michele Williams The opening paragraph says, "captions (also known as subtitles)"; in the U.S. these are different so is this an international interpretation of these words? Would we want people to be clearer about that?

Under "Topic: Alternatives to Multimedia Content > Teaching Ideas for Topic" it says, "Explain that defining the mechanisms to enable and disable sign language is a designers’ responsibility" - is this meaning a separate video? Turning on/off SL interpreters isn't the same as toggling captions. A broader question would be how much of this assumes the instructor is an advanced specialist and will fill in gaps?

I know this is an overview but many of these topics are really heavy - as in, how to do these well and how to implement them in a player (particularly captions and audio descriptions). Would we encourage instructors to have more detailed modules for these topics? Perhaps more resources at the bottom are warranted, too?

Under "Topic: Movement and Animations > Teaching Ideas for Topic" the examples say "Show examples of contents that move or blink" and "Show examples of flashing content". Actually people shouldn't ever do that since it may trigger an illness in the students (and even the instructor). As an alternative, instructors can offer an opportunity to create sample pages that first caution students to proceed with extreme care.
Vicki Menezes Miller
Estella Oncins Under Learning Outcomes for Module, not clear if designers are responsible for:
"design user interfaces that support enabling and disabling transcripts, audio descriptions, captions, and sign language" or under topics: "design user interfaces with mechanisms to enable audio descriptions, captions, and sign language"
This might be a join collaboration with developers.
Billie Johnston
Denis Boudreau
Amanda Mace
Gerhard Nussbaum Its ok for me
Laura Keen The module is well written. I don't have anything to add or remove.
Kris Anne Kinney
Sharron Rush
Shadi Abou-Zahra Comments sent directly to Daniel.
Carlos Duarte
Howard Kramer Looks good.
Jade Matos Carew
Dónal Rice Title is spelled incorrectly on this page "Module 5: Multimeedia and Animations" https://wai-curricula.netlify.app/curricula/designer-modules/

Topic title " Alternatives to Multimedia Content". this topic is not all about alternatives - its also about accessible controls on media players etc. Should it just be 'multimedia content and players'?
Roberto Perez
Kevin White Comments in GitHub
Shawn Lawton Henry I am unclear the scope and goals of this module. My first reactions were:

* This should be more like our resource Making Audio and Video Media Accessible (https://www.w3.org/WAI/media/av/)

* This shouldn’t have much about designing media players because that is a very rare task (in most situations, it’s best to use an existing player designed for accessibility)

Then, humm – I wonder what should be in designing modules versus writing modules?

Depending on the answers to above, I would have different comments on this module -- fairly significant comments.

To help instructors (and other reviewers :-), I think it warrants a note early in the page briefly mentioning scope and relationship with writing modules – that is, what is covered here and what is covered there.

---

==Terminology decided for WAI media resource==
Different areas use “audio description”, “video description”, “described video”, and other terminology. We debated terminology in light of user research that highlighted that “audio description” is totally misunderstood by many, whereas “video description” makes sense -- along with the fact that description does not need to be audio (can be provided as text file in some cases). Therefore, we decided to use “description of visual information” on first uses (along with “Description of visual information is called audio description, video description, or described video in different areas.”).

And then throughout the resource use just “description”. I hope it works to use the same terminology in the curricula.

-------

==Teaching Resources==

https://www.w3.org/WAI/media/av/users-orgs/ covers media specifically and links to “Video Captions (Web Accessibility Perspectives)” and “How People with Disabilities Use the Web” – so maybe replace the two links with the one?
Mark Palmer
Sylvie Duchateau
Sarah Lewthwaite Topic structure, learning outcomes and teaching ideas all appear to be commensurate with the aims of the module. A point where clarity may be needed is on sign language. Teachers and students may have less awareness of the nature of sign languages, e.g. in terms of linguistic families (e.g. American Sign Language being related to French Sign Language, but very different from British Sign Language) and which is rarely grammatically/structurally directly equivalent to spoken or written language in the ways that audio descriptions and caption mechanisms may be. A Teaching Idea, that engages students' prior (and local/national) knowledge on sign languages, and (for example) highlights two different sign languages (or a recommended resource) that expands on this to give some 101 on national or regional d/Deaf culture could be very powerful here, to ensure more robust/informed design decision-making by students going forward.
David Sloan I like the content and structure of this module. I think it works well as a cohesive module given the constraints of the overall course. I'm especially pleased to see 'design user interfaces that support disabling motion animation triggered by interaction, such as additional animations when scrolling" in the specific topic learning outcomes—I think it's important this is covered as the associated SC (2.3.3) can be missed when focus is limited to WCAG AA conformance.
Brent Bakken

8. Module 6: Interaction and Feedback

Please have a look at Module 6: Interaction and Feedback

  • What do you think about the learning outcomes?
  • What do you think about the topic structure?
  • What do you think about the teaching ideas and ideas to assess knowledge?
  • What do you think about the competencies section?
  • Anything missing?
  • Anything you would remove?

You can comment in the below edit field or open a GitHub Issue for module 6: Interaction and Feedback

Details

Responder Comments
Michele Williams This feels like it needs to be 2 different sections - one for multiple interactions (keyboard and gestures) and then one about forms (which would include layout/grouping, labels, error handling, and timeouts from the various current modules). Forms are pretty complex and usually built all at once (similar to multimedia and animations), so I suspect it makes sense to have all the info about forms in one reference-able module as people are building them (or they can be skipped if something doesn't have a form).

Regarding, creating "specific keyboard shortcuts to support efficiency", I find it's really hard to know what shortcuts are already taken. Would we be able to be a bit more detailed or realistic on how people can go about doing this? Also, should this section/content also mention "2.1.4 Character Key Shortcuts"?

Just a suggestion that the keyboard shortcut section might be an opportunity to describe sticky keys and have people understand the pro's and con's of complex shortcuts.

"Topic: Labels and Instructions > Learning outcomes for topic" -- I'm not sure what this means: "design user interfaces that allow to position labels where users expect them". I would clarify this point more to avoid confusion such as thinking labels need to be moveable.

"Topic: Errors and Notifications > Learning outcomes for topic" -- It mentions "provide error messages in the page title" - this doesn't sound accurate. Is this referring to putting an error message in the <title> tag of a page or in a heading? I think this is more so saying put it above the form, no?

For notifications, may be worth noting that people should prioritize minimal disruption and moving of focus as well as a designer's responsibility to note focus management between dialogs or other overlay components when used.
Vicki Menezes Miller
Estella Oncins
Billie Johnston
Denis Boudreau
Amanda Mace
Gerhard Nussbaum Success Criterion 3.3.2 Labels od instructions is missing under "Applied expertise in teaching"

Labels and Instructions: Maybe also how to provide expected data format to the user could be mentioned. G89: Providing expected data format and example
Laura Keen The module is well written. I don't have anything to add or remove.

Do not forget:

Ideas to Assess Knowledge for Module
Optional ideas to assess knowledge:

[To be developed.]
Kris Anne Kinney
Sharron Rush
Shadi Abou-Zahra Comments sent directly to Daniel.
Carlos Duarte
Howard Kramer Looks good.
Jade Matos Carew
Dónal Rice Well written.
Roberto Perez
Kevin White No specific comments
Shawn Lawton Henry
Mark Palmer
Sylvie Duchateau
Sarah Lewthwaite Overall, this module appears has good learning outcomes, a strong topic structure and commensurate teaching ideas. One potential small point: In Topic 'Keyboard interactions' it may be useful to add a teaching idea that gestures to student research activities to engage with conflicting keyboard priorities - these are gestured to in the first bulletpoint, in the 'ideas to assess knowledge' section. Could this also be usefully recognised in Teaching ideas for the topic - to expand on the didactic 'explain, present, show' approaches listed? We are currently missing ideas to assess knowledge on Errors and Notifications - would a design-critic type activity, or student research/evaluation of a failing or successful system work here? In this module we link to specific video resources that will be helpful to teachers. These are likely to be very popular. If we can bring this specificity with video to other modules, that would be great.
David Sloan I think this module structure looks really good, and I like the way it's come together. No significant comments.

One typo: "Show examples of gestures such as swipe or ping." I think this should be "pinch"?
Brent Bakken

9. Designer Modules Overview Page

Please review the overview page for the Designer Modules

  • Do you agree with the overall introduction of the designer modules?
  • Do you agree with the described primary roles?
  • Anything missing?
  • Anything you would remove?

You can comment in the below edit field or open a GitHub Issue for the Designers Overview Page

Summary

ChoiceAll responders
Results

Details

Responder Designer Modules Overview PageComments
Michele Williams Wonderful work. One thing I've found is that people don't really know how to track keyboard navigation and focus management, particularly with dialogs and other overlays. I wonder if it's worth adding exercises are bullet points to have students understand typical focus behaviors (i.e., new page starts at the top, closing a dialog should return focus to the origin element, etc.) and then have them step through how navigation would work in their designs to make sure it's efficient. I know people also go overboard with this at times (e.g., numbering each tab order sequence) but it's a concept I think may be worth going a bit deeper. Otherwise, this seems like a great overview of topics and way to help someone structure a course. Designers would get a lot of information from this.
Vicki Menezes Miller
Estella Oncins
Billie Johnston
Denis Boudreau
Amanda Mace
Gerhard Nussbaum Its ok for me
Laura Keen The overview page is clear and concise. I don't have anything to add or remove.
Kris Anne Kinney When we come to each page, is every section collapsed? I think they are, and without thinking I may have expanded them all when I arrived at the page. But I wanted to be sure that it was all of the collapse boxes that were closed. I think some of the success criteria lists are rather long and get a bit overwhelming if they are open when someone arrives at the page.
Sharron Rush
Shadi Abou-Zahra Comments sent directly to Daniel.
Carlos Duarte
Howard Kramer Looks good.
Jade Matos Carew
Dónal Rice
Roberto Perez
Kevin White No specific comments
Shawn Lawton Henry
Mark Palmer
Sylvie Duchateau I find this introduction very clear. Nothing missing.
I skimmed through the whole modules and they also seem to be very clear to me.
Sarah Lewthwaite The introduction seems a little brief. I do not have a strong position to comment the primary roles. Please see additional comments in point 10. regarding potential space to reflect on the pedagogical dimension of the modules.
David Sloan Looks good!
Brent Bakken

10. Additional comments

Use the space below to include any additional observations or comments that are not covered in the above questions.

You can comment on the below field or open a Github Issue

Details

Responder Additional Comments
Michele Williams
Vicki Menezes Miller
Estella Oncins Excellent work!!
Billie Johnston
Denis Boudreau
Amanda Mace
Gerhard Nussbaum Very good work so far
Laura Keen
Kris Anne Kinney I think just the curricula guide itself is helpful for any designer to know the points they SHOULD be paying attention to when they design. I hope more design courses are taught with accessibility in mind. So many UX designers come to my organization with little to no accessibility information. They say "oh accessibility, yeah I know about color contrast." and think that's it.
Sharron Rush This was quite an undertaking, good work, thanks! I have some concerns about the overall impact and feel like it could use a good strong editing pass. I have given a few examples where I think language can be improved but in full disclosure, these are just a few of many that are needed. Let me think about how to help.
Shadi Abou-Zahra Comments sent directly to Daniel.
Carlos Duarte Great work, Daniel. I've entered some issues on Github. I guess we'll leave wordsmithing to another round.
Howard Kramer
Jade Matos Carew
Dónal Rice
Roberto Perez
Kevin White Comments in Github
Shawn Lawton Henry /me put comments and new issue in GitHub
Mark Palmer
Sylvie Duchateau
Sarah Lewthwaite Do we want to highlight to our teachers some of our pedagogic approaches - e.g. that we link back to content from the foundation modules explicitly, as these looping approaches, that continue to bring forward and link back to these foundational modules, aim to ensure student learning is consolidated as students progress through the curriculum?
At present the 'Essentials for Teaching Accessibility' is great - and very specific to accessibility. However, it seems we do not refer back to it within the modules (will these be kept in mind, as teachers work through the modules?). The 'Essentials' also do not reflect on the generic pedagogy that the curriculum currently contains and conveys - e.g. the largely generally didactic listed approaches. 'show, tell, explain'. More explicit discussion of the pedagogy may assist teachers reflecting on their own application of the curriculum and how this could be developed further.
David Sloan
Brent Bakken

More details on responses

  • Michele Williams: last responded on 8, July 2021 at 17:01 (UTC)
  • Vicki Menezes Miller: last responded on 9, July 2021 at 10:23 (UTC)
  • Estella Oncins: last responded on 13, July 2021 at 15:30 (UTC)
  • Billie Johnston: last responded on 19, July 2021 at 18:34 (UTC)
  • Denis Boudreau: last responded on 20, July 2021 at 01:52 (UTC)
  • Amanda Mace: last responded on 21, July 2021 at 03:08 (UTC)
  • Gerhard Nussbaum: last responded on 22, July 2021 at 09:30 (UTC)
  • Laura Keen: last responded on 22, July 2021 at 15:10 (UTC)
  • Kris Anne Kinney: last responded on 23, July 2021 at 13:02 (UTC)
  • Sharron Rush: last responded on 23, July 2021 at 18:24 (UTC)
  • Shadi Abou-Zahra: last responded on 25, July 2021 at 12:35 (UTC)
  • Carlos Duarte: last responded on 25, July 2021 at 15:14 (UTC)
  • Howard Kramer: last responded on 26, July 2021 at 03:13 (UTC)
  • Jade Matos Carew: last responded on 26, July 2021 at 14:00 (UTC)
  • Dónal Rice: last responded on 26, July 2021 at 17:12 (UTC)
  • Roberto Perez: last responded on 26, July 2021 at 20:31 (UTC)
  • Kevin White: last responded on 26, July 2021 at 21:30 (UTC)
  • Shawn Lawton Henry: last responded on 27, July 2021 at 00:46 (UTC)
  • Mark Palmer: last responded on 28, July 2021 at 16:03 (UTC)
  • Sylvie Duchateau: last responded on 29, July 2021 at 09:58 (UTC)
  • Sarah Lewthwaite: last responded on 29, July 2021 at 21:18 (UTC)
  • David Sloan: last responded on 30, July 2021 at 17:59 (UTC)
  • Brent Bakken: last responded on 30, July 2021 at 22:27 (UTC)

Non-responders

The following persons have not answered the questionnaire:

  1. Eric Velleman
  2. Andrew Arch
  3. Kazuhito Kidachi
  4. Jedi Lin
  5. Mary Jo Mueller
  6. Reinaldo Ferraz
  7. Bill Kasdorf
  8. Cristina Mussinelli
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  26. Brian Elton
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  30. Rabab Gomaa
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  37. Angela Young

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