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Results of Questionnaire Curricula -- Designer Modules Eagle 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 2021-03-26 to 2021-04-12.

7 answers have been received.

Jump to results for question:

  1. Introduction
  2. Review level
  3. Module 1: Inclusive Design
  4. Module 2: Page Layout
  5. Module 3: Navigation and Orientation
  6. Module 4: Information Design
  7. Module 5: Images
  8. Module 6: Multimedia and Animations
  9. Module 7: Interaction and Feedback
  10. Module 8: Responsive Design
  11. Additional comments

1. Introduction

This is an Eagle Review survey for the WAI Curricula Designer Modules.

What you are reviewing is a first, incomplete draft. It contains modules, learning outcomes for module, topics, and learning outcomes for topic.

Please review these modules in detail. Provide comments on organization, structure, flow, tone, approach, meeting audience needs, overall content, etc. Do not bother with word-smithing, copy-editing, and design nit-picks at this point.

Details

Responder
Gerhard Nussbaum
Carlos Duarte
Howard Kramer
Shadi Abou-Zahra Comments captured in a Word doc, happy to reformat as needed:
- https://lists.w3.org/Archives/Public/wai-eo-editors/2021Apr/0002.html
David Sloan Overall, this is a great start! I think the main challenge is to distinguish modules that focus more on process (Module 1, plus aspects of the modules that cover the process of defining interactivity in a way that it can be implemented in an accessible way) from modules that describe principles of accessible design.

In the Designer Modules Introduction, user researcher should be listed in the roles, and could also include product/project manager, as the modules cover a process as well as specific design aspects

As a general comment, I see the word "ensure" used as a verb in many Learning Outcomes. I think it's problematic to have "ensure" as a verb in any learning outcome that addresses knowledge relating to understanding and applying a process or method. "Ensure" is so context-specific, and it may be out of the learner's control to ensure something is done in a specific situation, for example due to budget or time constraints. So I would prefer to replace "ensure" with other verbs that focus on learning, understanding and applying process knowledge. The best verb will vary depending on the nature of each learning outcome.

Estella Oncins
Sarah Lewthwaite

2. Review level

What level of review did you do?

Summary

ChoiceAll responders
Results
I thoroughly reviewed the materials. 6
I skimmed them. 1
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.

Details

Responder Review level
Gerhard Nussbaum I thoroughly reviewed the materials.
Carlos Duarte I thoroughly reviewed the materials.
Howard Kramer I thoroughly reviewed the materials.
Shadi Abou-Zahra I thoroughly reviewed the materials.
David Sloan I skimmed them. I thoroughly reviewed Module 1, but only had time to skim the remaining modules
Estella Oncins I thoroughly reviewed the materials.
Sarah Lewthwaite I thoroughly reviewed the materials.

3. Module 1: Inclusive Design

Please have a look at Module 1: Inclusive Design

  • What do you think about the learning outcomes?
  • What do you think about the topic structure?
  • Anything missing?
  • Anything you would remove?

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

Details

Responder Comments
Gerhard Nussbaum The Topic Structure is ok.
The Learning Outcomes are ok.
@Testing: What about user testing strategies or methodologies? Is that going to far?
Written instructions, accompanying documents, etc. should be accessible as well
Carlos Duarte 1. I don't think we should use "ensure" in the learning outcomes. For example, students shouldn't be expected to "ensure people with disabilities are included in ..." because it is not one of their responsibilities as students. They must be able to understand and explain why this is important, but not ensure it happens.

2. I believe we should have a learning outcome on recruiting people with disabilities for the different user research activities that take place during a project

3. I also believe we should have an outcome on understanding the proper different ways to communicate with people with disabilities, and another on the preparation of documentation for people with disabilities. The Testing topic addresses some related issues, but communication is transversal to all the topics (I need to be able to communicate with end-users to be able to do user research, for example).
Howard Kramer I think it is okay. Interesting that the focus of research, planning and testing falls under the Designer module. I wonder - is this module really about Inclusive design? Or just more about research, planning and testing from an Inclusive design perspective. I don't have any answers - just wondering.
Shadi Abou-Zahra
David Sloan I would suggest renaming this module as "Inclusive Design Process". The process includes research, which informs design decisions and is used to evaluate the effectiveness of these decisions.

I think there should be a learning outcome that relates to acquiring the ability to define appropriate ways to gather input from people with disabilities at different stages of a project (i.e. selecting the right method at the right time)

Requirements:
* I prefer "establishing requirements" to "gathering requirements", as the latter implies that requirements are like picking apples off a tree :) But that's a personal preference and I appreciate it may not be shared.
* I think an LO for this section should cover methods for exploratory user research—understanding the current state from the perspective of people with disabilities.
* When discussing requirements, I think it's helpful to distinguish functional requirements (describing the functionality the application should offer) from non functional requirements (such as standards conformance), and application of things like the Section 508/EN 301549 Functional Performance Criteria.

Testing
* Related to earlier observation on the learning outcomes, this section should explore appropriate testing methods for specific points in a project lifecycle, and accessibility limitations. For example, evaluating paper prototypes can help identify some issues relating to visual design, but is obviously not helpful for screen reader usability.
* Include a learning outcome on accessible remote usability evaluation, including understanding benefits/limitations of moderated and unmoderated evaluation

Estella Oncins Not clear why the verb ensure is used in four out of six learning outcomes as "ensure" is more related to an ongoing process rather than a learning process. In the developers curriculum the used verbs for the learning outcomes are: explain, describe, outline, identify which might be more suitable for students. Maybe using this verbs would be more appropriate for a learning setting.
In some cases "user research" and "design" roles get mixed, maybe it is my perception.
Sarah Lewthwaite So far, what is available looks fine. This is an important module. My only consideration is that as inclusive design can be much broader than accessibility with respect to disability, for example incorporating older people, or other marginalised communities, could/should this be addressed in the module? This may be a minor framing issue. No other comments at this stage.

4. Module 2: Page Layout

Please have a look at Module 2: Page Layout

  • What do you think about the learning outcomes?
  • What do you think about the topic structure?
  • Anything missing?
  • Anything you would remove?

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

Details

Responder
Gerhard Nussbaum The Learning Outcomes are ok.
The Topics are ok.
identify related requirements for developers to ensure that headings are coded appropriately and are nested according to the hierarchical structure of the page -> IMO, its going to far.
Carlos Duarte 1. I do believe that, from a designer perspective, page layout is more about element placement, visual hierarchy, use of white space, etc. So, the module's name can be misleading for designers. The final topic does address some of these aspects, so my suggestion would the module would be "Page Design and Layout".

2. I'm missing topics/outcomes about proper size (font, icons, etc) to make content perceivable. There is a great focus on distinguishable styles and color contrast, but no emphasis on element size (I suppose being able to address size changes per user request is handled in module 8, but still the initial size should already be accessible, in my opinion).
Howard Kramer I was much more comfortable with this module. I though all the learning outcomes and topics were a good fit and described clearly.
Shadi Abou-Zahra
David Sloan
Estella Oncins The rest is ok but much focus is placed on contrast ratio.
The verb "ensure" should be reviewed.
Sarah Lewthwaite Page layout looks good. Regarding user expectations (relating to bullet 5 in the learning outcomes), it would be good to tie this to a specific teaching example and potentially then tie-in or signpost explicitly to Module 3 Navigation and Orientation.

5. Module 3: Navigation and Orientation

Please have a look at Module 3: Navigation and Orientation

  • What do you think about the learning outcomes?
  • What do you think about the topic structure?
  • Anything missing?
  • Anything you would remove?

You can comment in the below edit field or open a GitHub Issue for module 3: Navigation and Orientation

Details

Responder Comments
Gerhard Nussbaum A topic how to design good usable and accessible menues is missing.
What about different types of menue concepts / menues? Flyout-, DropDown-, etc. menues and their accessibility features
Carlos Duarte 1. This is more a question than a comment. Where do we want to address the use of landmarks? I was expecting this to be the module (because it has Orientation in the name), but it can also be in the previous one (dealing with Layout). I don't think deciding on landmarks should be left for the developer to decide. The designer should provide input on it (similar to what is suggested for heading level). But I couldn't find anything about landmarks either in this or the previous modules.

2. There could be a topic on menu design. It has specifies that make it a special case of navigation and that don't seem to be covered by the navigational mechanisms topic (for example, sub-menus that appear on hover).

3. The Enough Time topic feels out of place here. Parts of it seem to be a better fit for the "Multimedia and Animations" module, and other parts for the "Interaction and Feedback" module.
Howard Kramer I liked the learning outcomes. Regarding topics, does 'Enough Time' really fall under Navigation & Orientation? I'm not sure where else it would go.
Shadi Abou-Zahra
David Sloan I think that covering "Enough time" should not be in this module, it should be in Interaction and Feedback
Estella Oncins Maybe the learning outcome related to "create designs that allow users to stop, adjust, and extend existing time limits" should be part of the "related requirements for developers".
Sarah Lewthwaite As search is a key way that many disabled and non-disabled users navigate online resources etc. Is there a way to incorporate/gesture to this as a priority in a teaching example or elsewhere?

6. Module 4: Information Design

Please have a look at Module 4: Information Design

  • What do you think about the learning outcomes?
  • What do you think about the topic structure?
  • Anything missing?
  • Anything you would remove?

You can comment in the below edit field or open a GitHub Issue for module 4: Information Design

Details

Responder Comments
Gerhard Nussbaum Topics and Outcomes are ok.
describe related requirements for developers to make language of page and language of parts programmatically determined -> its going to far?
describe related requirements for content authors to provide texts that do not require reading ability more advanced than the lower secondary education level -> IMO, its going to far.
describe related requirements for developers to ensure that table header and data cells are programmatically associated -> IMO, its going to far.
Carlos Duarte 1. Not really sure about having a "requirement" requesting that texts are not created that require reading ability more advanced than the lower secondary education level. I fully support this for a website that does not target specific user groups. But I don't want this for, say, a website that is used by medical doctors to discuss disease information.

2. I miss a topic on graphical information, and how it should be conveyed in alternative formats (similar to what is done for text and tabular information). All of this is information design. There is an outcome in "Journeys and Flows" related to this, but isn't it misplaced there?
Howard Kramer Looks okay. Not sure 'Journeys and Flows' is the clearest terminology. Perhaps 'Information Location.'?
Shadi Abou-Zahra
David Sloan
Estella Oncins Maybe some mention to the use of easy to read / plain language should be provided as a learning outcome in this module.
Also language is not mentioned.
Sarah Lewthwaite On forms: in related content can we highlight inaccessibility of 'time-outs' and time-limited forms? This is covered in Module 7, Interaction and Feedback, but do we need to signpost here also?

7. Module 5: Images

Please have a look at Module 5: Images

  • What do you think about the learning outcomes?
  • What do you think about the topic structure?
  • Anything missing?
  • Anything you would remove?

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

Details

Responder Comments
Gerhard Nussbaum Topics and Outcomes are ok.
identify related requirements for developers to ensure alternatives and descriptions are programmatically associated to their corresponding component -> IMO, its going to far.
Carlos Duarte 1. I might drop this module. The bits about informative, textual, and complex images could go into the "Information Design" module. The bits about decorative images into the "Multimedia and Animations" module. And the bits about functional images into the "Interaction and Feedback" module.

2. If the module stays, then the design of complex images (use of color, spacing, text alternatives, etc.) and the use of images for decorative purposes should be topics.
Howard Kramer Learning outcomes are good. Why is only functional images covered in depth of the 5 types of images?
Shadi Abou-Zahra
David Sloan
Estella Oncins
Sarah Lewthwaite In teaching examples etc, it will be useful to keep a focus on how images can help accessibility/understanding (learning outcome bullet 2).

8. Module 6: Multimedia and Animations

Please have a look at Module 6: Multimedia and Animations

  • What do you think about the learning outcomes?
  • What do you think about the topic structure?
  • Anything missing?
  • Anything you would remove?

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

Details

Responder Comments
Gerhard Nussbaum Topics and Outcomes are ok.
Carlos Duarte 1. Not sure if we need to address this here, but what about the accessibility of the media player itself? There are websites out there with custom designed media players that are not accessible at all. It could be a topic in itself.
Howard Kramer Looks good.
Shadi Abou-Zahra
David Sloan Related to my earlier comment on avoiding "ensure" in learning outcome statements, LOs for modules 6-8 should focus on helping learners acquire skills to specifying behaviours that will be implemented by development, rather than “ensuring” that dynamic content such as animation, interactions and feedback are accessible. That's ultimately the responsibility of development.
Estella Oncins The learning outcome "create designs that allow to provide alternatives to multimedia content, such as transcripts for audio and audio described content," is repeated.
Not clear if "create designs" is the right term.
Also from a user centric perspective any media should be planned with accessibility in mind.
Sarah Lewthwaite Do we want to broach how multimedia/animations may make a useful alternative to text etc, for some groups? Would an additional useful learning outcome (or framing text) focus on students identifying the utility of multimedia to some groups on basis of text-processing impairments/cognitive impairments etc?

9. Module 7: Interaction and Feedback

Please have a look at Module 7: Interaction and Feedback

  • What do you think about the learning outcomes?
  • What do you think about the topic structure?
  • Anything missing?
  • Anything you would remove?

You can comment in the below edit field or open a GitHub Issue for module 7: Interaction and Feedback

Details

Responder Comments
Gerhard Nussbaum Topics and Outcomes are ok.
identify related requirements for developers to ensure that properties of custom user interface components, such as names, states, and instructions are perceived visually and can be programmatically determined -> its going to far?
identify related requirements for developers to ensure that labels and instructions are programmatically associated to their corresponding user interface component -> IMO, its going to far.
Carlos Duarte 1. There are outcomes at the module level that relate to the creation of custom user interface components (which I think are very appropriate to this module) but that do not map to any of the existing topics. Should we have a topic on "Designing custom UI elements"?
Howard Kramer This looked fine.
Shadi Abou-Zahra
David Sloan
Estella Oncins Learning outcomes are ok but there is no mention to voice commands for interaction.
Sarah Lewthwaite In Error Prevention topic, it may be useful to more explicitly cover need for design of 'help' and offering users alternative routes to support in case of error (giving users multiple routes to support).
Overall, I'm not sure whether the 'time-out' aspect is adequately addressed at present (is this only a labelling issue?), given how inaccessible time-outs are. Does this need to be addressed outside of Labelling as a design issue?

10. Module 8: Responsive Design

Please have a look at Module 8: Responsive Design

  • What do you think about the learning outcomes?
  • What do you think about the topic structure?
  • Anything missing?
  • Anything you would remove?

You can comment in the below edit field or open a GitHub Issue for module 8: Responsive Design

Details

Responder Comments
Gerhard Nussbaum explain how people with disabilities use different screen sizes, screen configurations, and style sheets to access websites and applications -> not just people with disabilities use different screen sizes; that is important for smart phone users as well

Topic "Targets and Spacing" would also fit in module 2

Topic "Input Modalities" should go to module 7: Interaction and Feedback
Carlos Duarte 1. I think there is a topic missing on supporting different visual presentation modes (like high contrast mode).

2. Another topic that can be discussed is design changes based on locale. I guess mostly addressing the changes needed when languages writing direction change.
Howard Kramer Looks good.
Shadi Abou-Zahra
David Sloan
Estella Oncins
Sarah Lewthwaite Shaking, tapping etc are identified here, but not designing (for mobile) with vibration. Is this relevant here, or elsewhere?

11. Additional comments

Use the space below to include any additional observations or questions you would like to have considered during the extensive discussion at the face to face meeting next week. Thank you!

Details

Responder Additional Comments
Gerhard Nussbaum good work so far - thx
Carlos Duarte
Howard Kramer Nice work. Lot's of material here. Interested in seeing the teaching and assessment ideas.
Shadi Abou-Zahra Excellent work!
David Sloan
Estella Oncins Great work!!
Sarah Lewthwaite Overall this is shaping up really well. I hope these comments are useful.

More details on responses

  • Gerhard Nussbaum: last responded on 6, April 2021 at 15:10 (UTC)
  • Carlos Duarte: last responded on 6, April 2021 at 19:37 (UTC)
  • Howard Kramer: last responded on 7, April 2021 at 02:41 (UTC)
  • Shadi Abou-Zahra: last responded on 7, April 2021 at 09:45 (UTC)
  • David Sloan: last responded on 7, April 2021 at 13:46 (UTC)
  • Estella Oncins: last responded on 7, April 2021 at 22:54 (UTC)
  • Sarah Lewthwaite: last responded on 12, April 2021 at 21:06 (UTC)

Non-responders

The following persons have not answered the questionnaire:

  1. Eric Velleman
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  4. Sylvie Duchateau
  5. Kazuhito Kidachi
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