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Results of Questionnaire Curriculum "Developing Accessible Content" -- Monkey 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 2020-09-28 to 2020-10-15.

13 answers have been received.

Jump to results for question:

  1. Introduction and Purpose
  2. Review level
  3. Module 4: Tabular Information
  4. Module 5: Forms and Input Elements
  5. Module 6: Custom Widgets
  6. Module 3: Images and Graphics
  7. Module 2: Navigation and Menus
  8. Module 1: Structure and Semantics
  9. Developing Accessible Content -- Overview Page
  10. Additional comments

1. Introduction and Purpose

The following is a monkey review survey for the curriculum Developing Accessible Content.
This is the second curriculum in our series of curricula on web accessibility.

Please review carefully the following pages:

This is a long resource, so it might take more time than usual for you to review. Questions in this survey will start by newer modules that have not yet been reviewed by EOWG. This will help those who have less time to focus first on what they have not reviewed. You can still review the whole curriculum in its original order if you have the time and feel more comfortable that way.

If you are not very familiar with this work, or you want to refresh your mind, you can check the WAI Curricula Requirements analysis to better understand the scope and purpose of this work.

What you're reviewing is everything in the final draft.

  • This is EOWG's pre-publication review, our internal "last call".
  • Review and comment on anything and everything, including copy-editing as needed.
  • Go through the whole resource (regardless of the order in which you choose to review it), and provide as much feedback as you can now.
  • After this review, we hope there will not be any more new comments.

Please comment in the below boxes or open a GitHub issue

Details

Responder
Crystal Scott
Laura Keen In general this curriculum is well-written and comprehensive. I like how the technique, tutorial, success criteria, and WAI resource links are referenced in-line to make it easier for instructors. I also like that the topics/teaching ideas address not only coding techniques but also content writing and use of assistive technologies. The practical Idea to Assess Knowledge of building a website for the students' portfolio is a very valuable benchmark to assess knowledge and gives students a concrete long-term example of their work in class.
Kevin White
Kris Anne Kinney
Andrew Arch
Sylvie Duchateau
Vicki Menezes Miller Great set of resources.
Shawn Lawton Henry
Shadi Abou-Zahra Co-editor with Daniel
Daniel Montalvo
Hidde de Vries
Howard Kramer
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. 3
I need more time and will review by the date provided below. 1
I didn't get to it and will not in the near future. I abstain from providing comment. (Reminder: This is the last review before the approval to publish survey.)

Details

Responder Review level
Crystal Scott I thoroughly reviewed the materials.
Laura Keen I thoroughly reviewed the materials.
Kevin White I thoroughly reviewed the materials.
Kris Anne Kinney I skimmed them.
Andrew Arch I thoroughly reviewed the materials. I did a reasonably thorough review - certainly more than a skim :)
Sylvie Duchateau I skimmed them.
Vicki Menezes Miller I thoroughly reviewed the materials.
Shawn Lawton Henry I skimmed them. I greatly appreciate the expertise and contributions from the Curricula Task Force participants and other EOWG participants.

I defer to their work on this deliverable.

(I am not able to review it, I abstain from commenting, and I understand that this is the last review before approval to publish.)
Shadi Abou-Zahra I thoroughly reviewed the materials.
Daniel Montalvo I thoroughly reviewed the materials. Main resource editor.
Hidde de Vries I thoroughly reviewed the materials.
Howard Kramer I need more time and will review by the date provided below. 10/19/20
Brent Bakken I thoroughly reviewed the materials.

3. Module 4: Tabular Information

Please focus on Module 4: Tabular Information.

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

You can comment below or leave a GitHub Issue about Tabular Information.

Details

Responder Comments
Crystal Scott I would consider adding information about the importance of table scopes, for complex tables.
Laura Keen Under Learning Outcomes
mark up data and header cells associations explicitly in complex tables - I think "cells" should be "cell". It reads better that way to me.

Under Table Summaries and Descriptions
Under Teaching Ideas for Topic
Explain use of the attribute summary to provide people using screen reader - missing "a" ...to provide people using a screen reader...

Under Ideas to Assess Knowledge for Module
Then they are asked how many tables they have found and which their headers are. - This sentence is confusing "...and which their headers are". Suggest re-write.
Kevin White
Kris Anne Kinney Struggle with the idea of teaching people about table summary to tell them that it is an obsolete element in HTML 5. Others may be fine with it, so I will go with the majority decision.
Andrew Arch Need to also consider that a student should know:
1. Sometimes the mark-up of complex tables may not be obvious and the person coding the table will need to ask the table compiler about the relationships (and if the table can be split into a number of simpler tables)
2. What to do with a table used for layout if that is the only layout choice (eg in an HTML email) so it's but treated as a data table by screen readers
What about the content or visual designer - what is their knowledge requirement / learning outcome? (OR conversely, what should the FeD expect to receive from these designers to assist them in accessibly coding different tables?)
Sylvie Duchateau 1. In part –Topic: Simple Tables:
Paragraph: "Ideas to Assess Knowledge for Topic"
Following sentence is difficult for me to understand, may be reformulate (I had to read several times before understanding):
Actual text: "Practical — Students are presented with a simple table and are asked to identify its headers and code them using the th element. Assess students’ understanding of the th element."
Proposed change: "Practical — A simple table is presented to Students. They are asked to identify the table's headers and they have to code them using the th element. Assess students’ understanding of the th element."

2. Same issue for other parts in this document, is it not preferable to use active voice than passive voice: students are asked? Less complex?

3. Regarding the summary attribute, as it is deprecated, isn't it confusing to talk about it in the course?
4. Question as a non english speaker: don't you say "summary attribute" or "figcaption element" and not "attribute summary and and element figcaption"?

Vicki Menezes Miller All points covered very well.

One comment:
Under heading "Teaching ideas for topic",
Sentence: "Emphasize that it is obsolete according to the HTML5 specification, thus its use is only advisable for fallback purposes."
Suggested change: "Emphasize that it is obsolete according to the HTML5 specification and should, therefore, be used with caution. Its usage is only advisable for fallback purposes."
Which raises the question as to whether it should be mentioned at all (?)

Shawn Lawton Henry
Shadi Abou-Zahra
Daniel Montalvo
Hidde de Vries
Howard Kramer
Brent Bakken Comments in GitHub

4. Module 5: Forms and Input Elements

Please focus on Module 5: Forms and Input Elements.

  • Are all points covered - is anything missing?
  • Is there anything in there that should not be in there?
  • Do you agree with the overall topic structure?

You can comment below or leave a GitHub Issue about Forms and Input Elements.

Details

Responder Comments
Crystal Scott Looks well thought out.
Laura Keen Looks good.
Kevin White
Kris Anne Kinney At any point, do we recommend using AT to show users how poorly structured forms can cause issues? With AT or even with something like Auto-fill? I know Auto-fill is a touchy subject, but its helpful for users with different cognitive needs and if you try to fill in information automatically, and forms aren't labeled properly, it could cause information to be incorrectly populated.
Andrew Arch 2.5.3 Label in Name is missing from Instructors Expertise
Students should be able explain the relative merits of label/for, title, and aria attributes and when each might be appropriate (Student learning outcomes)
Students should understand why 'placeholder' should not be used
Students should understand the value of "save" & "continue" for users, esp for some people with cognitive impairments, people who might need to seek advice on an aspect, people who might need to find information, etc
Sylvie Duchateau It sounds clear, I have no specific comment on this module.
Vicki Menezes Miller Awesome.
Shawn Lawton Henry
Shadi Abou-Zahra
Daniel Montalvo
Hidde de Vries
Howard Kramer
Brent Bakken Comments in GitHub

5. Module 6: Custom Widgets

Please focus on Module 6: Custom Widgets.

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

You can comment below or leave a GitHub Issue about Custom Widgets.

Details

Responder Comments
Crystal Scott Looks good.
Laura Keen Under Semantic and Widget Roles
Teaching Ideas for Topics
"Mention that widgets requiring extended keyboard interaction make assistive technologies get into application mode,..." suggest ...keyboard interaction "put" assistive technologies [delete "get] into application mode...
WAI-ARIA specification [ roles. - close or remove open bracket

Under Ideas to Assess Knowledge
"to code them using standard HTML elements to the extend possible. " - "extend" should be "extent"
Kevin White I think there is scope to include something on understanding why custom widgets prove problematic and highlighting the risks in using some attributes, such as 'role'
Kris Anne Kinney are we encouraging people to create custom keyboard shortcuts for their widgets? Or how to use existing keyboard shortcuts? we have had a few developers want to create custom keyboard shortcuts lately and wonder the affect that has in conflicting with AT if a user is a keyboard use and a user of other AT that has keyboard shortcuts built in.
Andrew Arch ''accessible calendar widget' gets mentioned - students should be able to understand the requirement to give users choice, eg type in a date OR select from a widget (probably applies to other widgets too)
Sylvie Duchateau It sounds clear, I have no specific comment on this module.
Vicki Menezes Miller Covered very well.
Shawn Lawton Henry
Shadi Abou-Zahra
Daniel Montalvo
Hidde de Vries Under “Topic: Semantics and Widget Roles”, there seems to be a small typo in: “For a list of roles, see the WAI-ARIA specification [ roles.”, with the [ before “roles”.
Howard Kramer
Brent Bakken Comments in GitHub

6. Module 3: Images and Graphics

Please focus on Module 3: Images and Graphics.

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

You can comment below or leave a GitHub Issue about Images and Graphics.

Details

Responder Comments
Crystal Scott In the Learning Outcomes for Module section, I would possibly add a point to address best practice alternative text writing.
Laura Keen The coverage of the use of images and graphics is comprehensive and diverse. It dispels the widely held view that if an image has alt text then you're all set. It also makes a strong case for the need for manual testing.

Under Complex Images > Teaching Ideas for this Topic
"HTML elements fig and figcaption..." fig should be figure
Kevin White
Kris Anne Kinney Thank you for explaining the figure element for complex images. :)
Andrew Arch Is it the role of a FeD to "identify informative, textual, decorative, functional, and complex images"? Shouldn't the designer (graphic, content, etc) identify these and provide instruction to the Dev?
Complex Image assessment "Students are shown charts and graphics without descriptions and are asked to provide them" - personally I don't think this is a Dev's job - this info should have been provided to them by the image preparer.
Sylvie Duchateau No particular comment on that topic.
Vicki Menezes Miller Excellent.
Shawn Lawton Henry
Shadi Abou-Zahra
Daniel Montalvo
Hidde de Vries
Howard Kramer
Brent Bakken Previously reviewed - OK

7. Module 2: Navigation and Menus

Please focus on Module 2: Navigational Menus.

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

You can comment below or leave a GitHub Issue about Navigational Menus.

Details

Responder Comments
Crystal Scott Looks good.
Laura Keen looks good.
Kevin White Are the HTML prerequisites required if they are already prerequisites for the previous module (Structure and Semantics) and that module includes them as prerequisites?
Related, just need a consistent layout for prerequisites - I think I may have introduced a different style in a pull request but there are also differences between Module 1, Module 5 and other modules.
Kris Anne Kinney
Andrew Arch Not sure, but should SPA navigation come in here?
Sylvie Duchateau
Vicki Menezes Miller Excellent.

Heading: "Students"
Link is missing on "Developing Accessible Content"

Topic: "Semantics and widget roles"; Heading: "Teaching ideas for the topic"
Last bullet point, there is a closing square bracket missing.
Shawn Lawton Henry
Shadi Abou-Zahra
Daniel Montalvo
Hidde de Vries
Howard Kramer
Brent Bakken Previously reviewed - OK

8. Module 1: Structure and Semantics

Please focus on Module 1: Structure and Semantics.

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

You can comment below or leave a GitHub Issue about Structure and Semantics.

Details

Responder Comments
Crystal Scott Looks good.
Laura Keen https://wai-curricula.netlify.app/curricula/developing-accessible-content/structure-and-semantics/
Under Instructors – remove colon
• WCAG 2 Success Criterion 2.4.10 Section Headings:

https://wai-curricula.netlify.app/curricula/developing-accessible-content/structure-and-semantics/

Under Suggested resources to support your teaching: - Capitalize A in accessibility
WAI Web accessibility Tutorials
Kevin White There are a number of points that suggest WAI-ARIA i native elements can't be used. I wonder if there might be a need to include something of learning outcome around understanding why this can be problematic and what is involved in taking this approach.
Kris Anne Kinney Do we ever, in any of the modules, encourage the students to use HTML Validators to verify their code is properly formed? We see a lot of issues that just trace back to poorly formed code. Just wondering since I know W3C has an HTML validator.
Andrew Arch looks pretty complete
Sylvie Duchateau
Vicki Menezes Miller Great.
Shawn Lawton Henry
Shadi Abou-Zahra
Daniel Montalvo
Hidde de Vries For consideration / editor's discretion: the text sometimes refers to “when standard headings cannot be used”. I'm not sure if that is ever the case, what would make it so that these elements cannot be used? Given the text later says “native HTML elements are more likely to be supported”, it may be worth saying something along the lines that standard elements are always preferred.
Howard Kramer
Brent Bakken Previously reviewed - OK

9. Developing Accessible Content -- Overview Page

Please focus on Developing Accessible Content (overview page).

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

You can comment below or leave a GitHub Issue about Overview Page.

Details

Responder Comments
Crystal Scott Great job!
Laura Keen Looks good.
Kevin White
Kris Anne Kinney Question about the title (sorry probably a poor time to ask). The entire module revolves around accessible HTML/code. I think of content as the copy on a webpage, which is also important to be clear and accessible, but that's not the point of this curriculum and these modules. Should the title point more toward developing accessible code? I know you don't want to be specific on HTML because you're using aria. Just want to be sure that the curriculum overview page really reflects the content of the curriculum.
Andrew Arch Looks ok
Sylvie Duchateau
Vicki Menezes Miller
Shawn Lawton Henry
Shadi Abou-Zahra
Daniel Montalvo
Hidde de Vries
Howard Kramer
Brent Bakken Previously reviewed - OK

10. Additional comments

Use the space below to include any additional observations or concerns you would like to see addressed.

Remember: This is the last review before the approval to publish survey.

Details

Responder Additional Comments
Crystal Scott Overall well thought out and thorough.
Laura Keen Throughout the resource I noticed that the expression “Demonstrate use…” or “Explain use…” is used. It seems uncomfortable grammar to me. I would use the terms “demonstrate the use… or” explain the use…” I don’t feel strongly about changing it just thought I should mention it in case other people had the same reaction.


Under Topics to Teach heading for all modules

"Optional topics to achieve the learning outcomes." – the period at the end of the sentence fragment should be a colon. Also, the word “optional” in this sentence is confusing.
Suggest: (or something similar)
The topics listed below provide a basis for the instructor to help students achieve learning outcomes.

I understand why the "Ideas to Teach" and the "Ideas to Assess Knowledge" are optional but not the topics themselves. In my opinion, If we are authoring curricula then we should be firm in the Topics to Teach and not indicate that they are optional.

I noticed that "web site" is two words. At the Library we have switched from "web site" to "website". So I'm commenting to make sure this is intentional.

Under Instructors
Applied expertise in teaching: - check that HTML links are going to the intended location. I found a few #link that are defaulting to the top of the document.

Kevin White I wonder if there is a slight elephant in the room: many front end developers don't code in HTML but use a framework such as React. This means they aren't building pages in the ways outlined in these courses and may consider it not relevant to them. Do we need to acknowledge this in some way?

May be can of worms that I have opened previously but, are these all optional topics? Or are they suggested topics? If they are all optional then what is necessary?

Kris Anne Kinney Apologies for not having adequate time to go through this thoroughly. I know this resource is going to be invaluable to my organization as we move forward with our own training.
Andrew Arch
Sylvie Duchateau I am not sure I have time to review the last three modules : 2, 1 and intro until this evening's time limit. So I better send my comments for now.
Vicki Menezes Miller Impressive! This is a very valuable set of resources. Congratulations!

One really minor comment: would it be possible to use "Explain the use of" and "Demonstrate the use of" instead of "Explain use of" and "Demonstrate use of".
Shawn Lawton Henry
Shadi Abou-Zahra
Daniel Montalvo
Hidde de Vries I really like how this resource has turned out, fantastic work, it should be very valuable to those teaching developers.

The split between different modules, their names and their order makes lots of sense. It all feels very complete, every time I thought “they ought to mention X”, it was mentioned at a later point. Well done!
Howard Kramer
Brent Bakken I think this resource is looking really good. Great job by Daniel and Task Force.

More details on responses

  • Crystal Scott: last responded on 9, October 2020 at 16:28 (UTC)
  • Laura Keen: last responded on 9, October 2020 at 18:50 (UTC)
  • Kevin White: last responded on 12, October 2020 at 18:33 (UTC)
  • Kris Anne Kinney: last responded on 12, October 2020 at 21:43 (UTC)
  • Andrew Arch: last responded on 13, October 2020 at 10:41 (UTC)
  • Sylvie Duchateau: last responded on 13, October 2020 at 15:46 (UTC)
  • Vicki Menezes Miller: last responded on 13, October 2020 at 22:01 (UTC)
  • Shawn Lawton Henry: last responded on 15, October 2020 at 00:52 (UTC)
  • Shadi Abou-Zahra: last responded on 15, October 2020 at 09:22 (UTC)
  • Daniel Montalvo: last responded on 15, October 2020 at 09:37 (UTC)
  • Hidde de Vries: last responded on 15, October 2020 at 09:56 (UTC)
  • Howard Kramer: last responded on 16, October 2020 at 04:01 (UTC)
  • Brent Bakken: last responded on 16, October 2020 at 21:51 (UTC)

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