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Results of Questionnaire WAI-Curricula: Thorough Review for units 1 and 2

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 2019-07-30 to 2019-08-13.

10 answers have been received.

Jump to results for question:

  1. Overview
  2. Review level and timing
  3. Unit 4: Standards and Guidelines
  4. Topic: Principles of Accessible Design
  5. Topic: Standards and Guidelines
  6. Topic: First Checks for Web Accessibility
  7. Any other Thoughts/suggestions?

1. Overview

Please read the complete drafts for Unit 1 and Unit 2. These are now ready for thorough review.

Background: — To prepare for this questionnaire, you might want to have a look at the following:

Thorough review! — Review everything at all levels, including copy-editing. This is the "last call" before publication.

Feel free to comment in the below edit boxes or to open a New GitHub Issue

Note: The review versions linked above will not change during the review period. Daniel will address some issues as they come in, so the live draft might change during this review period. You might want to check GitHub issues and the live updates before doing your review: Live draft - Unit 1 and Live draft - Unit 2.

Details

Responder Comments
Sylvie Duchateau
Lewis Phillips Overall it looks very good
Laura Keen
Eric Eggert I guess we won’t publish any of those pages before having a thorough review of the Curricula (https://w3c.github.io/wai-curricula/curricula/) and Introduction (https://w3c.github.io/wai-curricula/curricula/introduction/) pages? They look not finished (and would need to be changed to say “future units” or something for not completed units.
Hidde de Vries
Vicki Menezes Miller Very nice!
Jennifer Chadwick Unit 1:

Should the second title be "Competencies"?

Under Instructors, it seems obvious but could be stated that people with disabilities also regularly work as instructors and teachers, and to encourage people to hire instructor talent from within these communities (if that makes sense). However, having lived experience in one area doesn't make you an expert on other disabilities. I may be overly sensitive to the term "bring in" but it sounds a bit like show and tell and prefer the term "Invite".

Under Topics to Teach could the word "scope" be clarified; I assume it is the scope of work - around implementing digital accessibility? Firstly there is the definition of what accessibility is, and then the scope of work, technology, budget, or experience around accessibility is defined as well?

It may be too early in the learning process, but also as a learning outcome it would be nice for learners to understand how each person currently contributing to technology, to web content and those that define the user experience - UX and graphic designers, developers, content writers, quality assurance and regression testers - plays a role and contributes to web accessibility.
Estella Oncins I think it would be good to differentiate between "competences" (in the previous version prerequisites) and "acquired competences" through learning process of the unit which now seems to be under "ideas for assessment".
It is not clear the relation between the learning outcomes and the
Shawn Lawton Henry Good stuff!
Brent Bakken

2. Review level and timing

Please indicate below the level of consideration you were able to provide for this review. If you were unable to get to it and would like more time, please indicate that as well. Thanks!

Summary

ChoiceAll responders
Results
I read the material carefully . 8
I skimmed the material 1
I need more time and have put a date below when I can get to it.
I am not going to be able to review this material and will defer to the decisions of the group.

Details

Responder Review level and timing
Sylvie Duchateau I skimmed the material
Lewis Phillips I read the material carefully .
Laura Keen I read the material carefully .
Eric Eggert
Hidde de Vries I read the material carefully .
Vicki Menezes Miller I read the material carefully .
Jennifer Chadwick I read the material carefully .
Estella Oncins I read the material carefully .
Shawn Lawton Henry I read the material carefully .
Brent Bakken I read the material carefully .

3. Unit 4: Standards and Guidelines

Focus on unit 1 Standards and Guidelines:

  • Do you agree with the introduction, learning outcomes, and competences?
  • Do you think Learning Outcomes and Ideas for Assessment are coherent and feasible?
  • Do you agree with the wording, tone, and approach?
  • Do you have other thoughts, suggestions, or comments?

Please feel free to comment in the below text box or open a dedicated GitHub Issue for Unit 1

Details

Responder Unit 4: Standards and Guidelines
Sylvie Duchateau I think the whole page is really clear. Teaching goals, exercises, resources are really helpful.
Lewis Phillips Looks good
Laura Keen I agree with this resource is well-written and takes the right tone and approach. I have no comments or issues.
Eric Eggert
Hidde de Vries
Vicki Menezes Miller Very well done.
Jennifer Chadwick Should the second title be "Competencies"?

Under Instructors, it seems obvious but could be stated that people with disabilities also regularly work as instructors and teachers, and to encourage people to hire instructor talent from within these communities (if that makes sense). However, having lived experience in one area doesn't make you an expert on other disabilities. I may be overly sensitive to the term "bring in" but it sounds a bit like show and tell and prefer the term "Invite".
Estella Oncins Minor error (I think), in Unit 1 under "Ideas for Assessment" the first point is "students" but then in the other points the term used is "learners".
Maybe under "Ideas for Assessment" the same formula as in the "Learning Outcomes" section can be used "Learners should be able to:" and indicate all the points.
Shawn Lawton Henry Wording ideas in pull request: https://github.com/w3c/wai-curricula/pull/52/files

issues:
https://github.com/w3c/wai-curricula/issues/53
https://github.com/w3c/wai-curricula/issues/54
https://github.com/w3c/wai-curricula/issues/55
https://github.com/w3c/wai-curricula/issues/56
Brent Bakken - The heading "Competences" is misspelled. Add and "i" at the end.

4. Topic: Principles of Accessible Design

Focus on topic Principles of Accessible Design:

  • Do you agree with the introduction and learning outcomes?
  • Do you think Learning Outcomes, Teaching Ideas, and Homework Ideas are aligned?
  • Do you think Teaching Ideas and Homework Ideas cover well the scope of this topic?
  • Do you agree with the wording, tone, and approach?
  • Do you have further ideas or suggestions?

Please feel free to comment in the below text box or open a dedicated GitHub Issue for Topic Stories of People with Disabilities

Details

Responder Comments
Sylvie Duchateau this part is also very clear, I have no further comments.
Lewis Phillips (low) Unit one - Topic: Stories of People with Disabilities. I don't think "tangible" is the correct word to use in this context "If you cannot bring tangible people, ..."
Laura Keen I agree with the introduction and outcomes. I think the teaching and homework ideas are aligned. This section takes the right level of detail, tone, and approach. I have no comments or issues.
Eric Eggert
Hidde de Vries No comments, I think this has turned out fine.
Vicki Menezes Miller Very good.
Jennifer Chadwick It may be too early in the learning process, but also as a learning outcome it would be nice for learners to understand how each person currently contributing to technology, to web content and those that define the user experience - UX and graphic designers, developers, content writers, quality assurance and regression testers - plays a role and contributes to web accessibility.
Estella Oncins Excellent work, very clear structure
Shawn Lawton Henry
Brent Bakken Nothing to recommend

5. Topic: Standards and Guidelines

Focus on topic Standards and guidelines:

  • Do you agree with the introduction and learning outcomes?
  • Do you think Learning Outcomes, Teaching Ideas, and Homework Ideas are aligned?
  • Do you think Teaching Ideas and Homework Ideas cover well the scope of this topic?
  • Do you agree with the wording, tone, and approach?
  • Do you have further ideas or suggestions?

Please feel free to comment in the below text box or open a dedicated GitHub Issue for Topic Scope of Web Accessibility

Details

Responder Comments
Sylvie Duchateau Everythings sounds clear too.
Lewis Phillips Looks good
Laura Keen I agree with the introduction and outcomes. I think the teaching and homework ideas are aligned. This section takes the right level of detail, tone, and approach. I have no comments or issues.
Eric Eggert
Hidde de Vries Super minor point, but under “Ideas for Assessment”, first item, should there be a comma before “but” in “They should explain that barriers are not caused by disabilities but by decisions taken at any stage of the project.”
Vicki Menezes Miller Very good.

One minor comment on the following bullet. I'm not 100% comfortable that it is clear enough. A suggestion follows to expand it slightly.

Current:
"Define usability as the discipline in charge of designing products to be effective, efficient, and satisfying. Explain that accessibility is needed to cover those aspects from the perspective of people with disabilities."

Suggestion:
"Define usability as the discipline in charge of designing products to be effective, efficient, and satisfying. Describe some overlaps in usability and accessibility. Explain that accessibility is needed to cover those aspects from the perspective of people with disabilities."
Jennifer Chadwick Could the word "scope" be clarified for those who are new to this and are responsible for defining and managing the scope within projects? I assume it is the scope of work - around implementing digital accessibility? Firstly there is the definition of what accessibility is, and then the scope of work, technology, budget, or experience around accessibility is defined as well?


Estella Oncins Excellent work, very clear structure
Shawn Lawton Henry
Brent Bakken - Suggested edit: Under Teaching Ideas, second bullet. Current sentence, "Encourage students to participate, especially if they have had any previous exposure to accessibility." I suggest the change to "Encourage students to participate in the discussion by adding any previous experiences of access barriers and exposure to accessibility."

- Suggested edit: Under Teaching Ideas, third bullet. Current: "Engage students in a conversation about the relationship between accessibility for people with disabilities and other people they know: older people, people not fluent in a language, people new to technology or with lower digital skills, and others." Suggested change: "Engage students in a conversation about the relationship between accessibility for people with disabilities and other people they know: older people, people not fluent in a language, people new to technology, people with less digital skills, and others."

- Suggested edit: Add the following sentence to the end of the fourth bullet - "Provide examples of these additional benefits for all users (e.g., video captions)."

6. Topic: First Checks for Web Accessibility

Focus on topic Firs Checks for Web Accessibility:

  • Do you agree with the introduction and learning outcomes?
  • Do you think Learning Outcomes, Teaching Ideas, and Homework Ideas are aligned?
  • Do you think Teaching Ideas and Homework Ideas cover well the scope of this topic?
  • Do you agree with the wording, tone, and approach?
  • Do you have further ideas or suggestions?

Please feel free to comment in the below text box or open a dedicated GitHub Issue for Topic Diverse Abilities, Tools, and Barriers

Details

Responder Comments
Sylvie Duchateau This sounds clear also.
Homework means that the course is more than one day. See for example following task: "Ask students to contact a person with a disability and interview them about what access barriers they encounter when trying to access digital content or applications. Students will write up a summary of the interview and share with other students in class."
This means that students will meet again with the teacher after this task.
Lewis Phillips no issues
Laura Keen I agree with the introduction and outcomes. I think the teaching and homework ideas are aligned and cover the topic well. This section takes the right level of detail, tone, and approach. I have no comments or issues.
Eric Eggert
Hidde de Vries
Vicki Menezes Miller Yes
Jennifer Chadwick
Estella Oncins Excellent work, very clear structure
Shawn Lawton Henry
Brent Bakken - Suggested Edit: Teaching Ideas, bullet 4: Change to "Demonstrate use of assistive technology by experienced users, to avoid misunderstanding and misuse of tool (these tools can be complex and not intended for casual use)."

7. Any other Thoughts/suggestions?

Any other thoughts or suggestions?

Details

Responder Comments
Sylvie Duchateau
Lewis Phillips
Laura Keen
Eric Eggert
Hidde de Vries I like how these pages have turned out, have no comments besides a few very tiny nitpicks
Vicki Menezes Miller Bravo!
Jennifer Chadwick These are excellent sections and currently I rely on the existing resources that are linked here (How people with disabilities use the web).
Estella Oncins Maybe I would include some more Suggested Teaching Resources because the first two references are the same for both units.

Also, maybe it would be good to add a self-evaluation of the course materials.
Here is an example based on (Kneale et al. 2016 adapted by Krajcso 2018)
Questions:
Overall, I rate the module: 1 (very good) 2 3 4 5 (very poor)
Overall, does the course/module help/support you to reach the declared goals? Yes/ No/ I do not know
What do you like best about this course/module?
What would you like to change about the course/ module?
What suggestions do you have to improve the activities?
Shawn Lawton Henry issues:
https://github.com/w3c/wai-curricula/issues/57
https://github.com/w3c/wai-curricula/issues/58
https://github.com/w3c/wai-curricula/issues/59
https://github.com/w3c/wai-curricula/issues/60
https://github.com/w3c/wai-curricula/issues/62
Brent Bakken - In all units (1,2, and 5) - The heading Competencies is spelled wrong. Need to add an "i" at the end.

- I keep wondering if we should be using the words "Learner(s)" instead of "Student(s)" throughout this resource. I am not sure.

More details on responses

  • Sylvie Duchateau: last responded on 2, August 2019 at 12:29 (UTC)
  • Lewis Phillips: last responded on 7, August 2019 at 14:04 (UTC)
  • Laura Keen: last responded on 7, August 2019 at 15:41 (UTC)
  • Eric Eggert: last responded on 11, August 2019 at 06:28 (UTC)
  • Hidde de Vries: last responded on 12, August 2019 at 07:33 (UTC)
  • Vicki Menezes Miller: last responded on 13, August 2019 at 11:35 (UTC)
  • Jennifer Chadwick: last responded on 13, August 2019 at 15:53 (UTC)
  • Estella Oncins: last responded on 13, August 2019 at 23:00 (UTC)
  • Shawn Lawton Henry: last responded on 14, August 2019 at 04:09 (UTC)
  • Brent Bakken: last responded on 14, August 2019 at 17:17 (UTC)

Non-responders

The following persons have not answered the questionnaire:

  1. Eric Velleman
  2. Andrew Arch
  3. Shadi Abou-Zahra
  4. Kazuhito Kidachi
  5. Sharron Rush
  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. Sean Kelly
  21. Muhammad Saleem
  22. Sarah Lewthwaite
  23. Daniel Montalvo
  24. Mark Palmer
  25. Jade Matos Carew
  26. Sonsoles López Pernas
  27. Greta Krafsig
  28. Jason McKee
  29. Jayne Schurick
  30. Billie Johnston
  31. Michele Williams
  32. Shikha Nikhil Dwivedi
  33. Brian Elton
  34. Julianna Rowsell
  35. Tabitha Mahoney
  36. Fred Edora
  37. Rabab Gomaa
  38. Marcelo Paiva
  39. Eloisa Guerrero
  40. Leonard Beasley
  41. Frankie Wolf
  42. Supriya Makude
  43. Aleksandar Cindrikj
  44. Angela Young

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