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Results of Questionnaire WAI-Curricula: Complete Draft 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 2019-06-26 to 2019-07-11.

11 answers have been received.

Jump to results for question:

  1. Overview
  2. Review level and timing
  3. Topic: Stories of people with Disabilities
  4. Topic: Scope of Web Accessibility
  5. Unit: What is Web Accessibility
  6. Topic: Diverse Abilities Tools, and Strategies
  7. Topic: Components of Web Accessibility
  8. Unit: People and Digital Technology
  9. Any other Thoughts/suggestions?

1. Overview

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

Background: You might want to have a look at:

Focus for your review:

  • Are all topics covered well? Is anything missing? Is anything in there that shouldn't be?
  • Try to note any significant issues at this point, so we can address them now.
  • Comments on details, including wording, are welcome at this point.

Details

Responder Comments
Brigitta Norton
Estella Oncins I would like to rise a general comment which may affect all Units.

It is related to the formulation of Learning Outcomes and the use of ambiguous verbs.
If we depart from a Blomm's taxonomy which is the one mainly used to define and write learning outcomes, writing precise learning outcomes requires that ambiguous verbs be avoided. Below an example that differences between ambiguous and less ambiguous.

AMBIGUOUS:
Know, Understand, Enjoy, Determine, Appreciate, Grasp the significance of, Become familiar with, Believe, Be aware of, Comprehend

PRECISE:
Distinguish between, differentiate, assemble, adjust, identify, solve, write, recite, construct, contrast, compare, list

A good way to distinguish between the different categories of verbs is to reflect on the difference between declarative acknowledge (knowing what) and procedural knowledge (knowing how). Declarative knowledge is about recalling and representing theories and facts. Procedural knowledge requires that facts and theories be turned into use in increasingly occupational and social settings (which I guess this is the case of the CURRICULA).

Verbs must be able to indicate the relational character of knowledge and skills, pointing to the growing complexity of the context in which the learner has to operate.

DECLARATIVE VERBS:
- Repeat, describe, identify, memorise, recall

PROCEDURAL/RELATIONAL VERBS:
- Reflect, hypothesise, solve unseen problems, generate new alternatives.

INFORMATION EXTRACTED FROM:
"Defining, writing and applying learning outcomes"
https://www.cedefop.europa.eu/en/publications-and-resources/publications/4156
Hidde de Vries Very general comment: I feel some of the sentences (in both units) are very long. They could be split into multiple sentences to improve readability.
Laura Keen I like the flexibility that this statement provides: "The following topics help achieve the learning outcomes. You might choose to adapt the sequence of these topics, the activities you carry out, and the homework you provide according to the particular audience and context."
Shawn Lawton Henry [Below are some specifics I spotted. I'll try to get my brain in big-picture mode another time and think from that perspective]

There are extra brackets around links to resources.


Norah Sinclair
Sylvie Duchateau Both units are very clear.
Just one sugestion : at several places in the two units the document talks about medical information versus accessibility barriers. May be give an example : what shoud be done and what shoud be avoided.
Example of one place talking about this: "Tip: While it is important to introduce different types of disabilities, avoid focusing on these medical aspects. Ensure that students understand that barriers are caused by design decisions rather than by the disability."
Jennifer Chadwick The topic is well covered and after outlining the purpose and learning outcomes, provides practical applications for the learning in the homework. For a novice trainer - someone who is trying to establish themselves as the accessibility champion in their organization or has been recently appointed the accessibility officer or has experience designing courses in other topic areas - this is a very thorough and reliable resource guide from which to create plan and then execute effective tasks. The only concern I had was the description of the instructor - Advanced (the only one listed?). It may put off people are new - they may feel as if they cannot instruct. Ideally you would have a seasoned consultant or persons working in the field or lived experience as instructors, but if it's going to be a resource to help build knowledge within organizations, the description feels limiting.

I would not hyphenate "thought-exchange" - "This ...encourages thought exchange." for the reason that if you left out 'thought' the sentence would still makes sense as "encourages exchange". Grammar nerd!


For Unit 2, the Ideas for Assessment could be more of a formal reflection of the learning about people's needs and the tools and strategies they use (as it sounds like use cases will be discussed in the first part of the unit -Diverse Abilities, Tools and Strategies. By "formal" I mean a quiz, or exercise to match or map the tools and strategy to an individual. The purpose is to help people correlate need to solution and demonstrating they understand the user need, and how the need is addressed by those things. Through the exercise hopefully learners will become more engaged and invested and see the individual as a person and not just focus on high-level concepts or medical models.
Vicki Menezes Miller Looks very good. Some minor suggestions below, mainly on the bullets at Learning Outcomes.
Brent Bakken
Sharron Rush Good progress. Very pleased with how it is taking shape.

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. 1
I am not going to be able to review this material and will defer to the decisions of the group. 1

Details

Responder Review level and timing
Brigitta Norton I am not going to be able to review this material and will defer to the decisions of the group.
Estella Oncins I read the material carefully . The work is excellent but if just have some comments regarding the approach i writing the learning outcomes which from my point of view should be more process-oriented and avoid possible ambiguities.
Hidde de Vries I read the material carefully .
Laura Keen I read the material carefully .
Shawn Lawton Henry I read the material carefully . I've done some and will do more. Possibly Wed 3 July. If not, then I'll need until Tue 10 July.
Norah Sinclair I need more time and have put a date below when I can get to it. I read several of the topics thoroughly and added comments below, but need more time to carefully review the other topics. I can get to it by next Wed. July 10th. Thank you.
Sylvie Duchateau I skimmed the material
Jennifer Chadwick I read the material carefully .
Vicki Menezes Miller I read the material carefully .
Brent Bakken I read the material carefully .
Sharron Rush I read the material carefully .

3. Topic: Stories of people with Disabilities

Focus on topic Stories of People with Disabilities:

  • Do you agree with the description and learning outcomes?
  • Do you have further ideas for teaching and homework?
  • Do you agree with the wording, tone, and approach?

Details

Responder Comments
Brigitta Norton
Estella Oncins Following the approach provided above I would reformulate the Learning Outcomes:

- Gaining empathy, inspiration, and motivation for the topic
- Understanding how some individuals with disabilities use the Web
- Appreciating the impact of accessible versus inaccessible design

PROPOSAL:

- Gain/Reflect empathy, inspiration, and motivation for the topic
- Identify how some individuals with disabilities use the Web
- Write the impact of accessible versus inaccessible design
Hidde de Vries - “Avoid frequently encountered clichés and myths.” Do we have examples of cliches/myths somewhere?
- Maybe instead of “Appreciating the impact of accessible versus inaccessible design” something like “Understand how accessible design makes a difference for real people”
Laura Keen I agree with the description and learning outcomes. I think the Tip(s) is helpful and re-emphasizes the tone that instructors need to take while teaching this topic.
Shawn Lawton Henry [Below are some specifics I spotted. I'll try to get my brain in big-picture mode another time and think from that perspective]

I think we should address terminology up front for instructors – e.g., people with disabilities, disabled people – actually, it would be good to mention for learners, too!

I have some input on these points that I would like to share over the phone:
* "Coach students in trying out assistive technologies and adaptive strategies by themselves. For example, invite them to experiment with text to speech, speech recognition, and other accessibility features built into their mobile phones." [related concerns in WAI-Engage wiki: https://www.w3.org/community/wai-engage/wiki/Promoting_web_accessibility#Experiencing_Accessibility]
* "Show examples of people using accessible content first, so that students realize the impact of accessible versus inaccessible design" [demo that people with disabilities can use the web effectively -- if live, very important to test and polish...]

"encourages thought-exchange."
- Is this a thing that I don't know about? :)

" that they use for browsing the Web"
-> " that they use interacting with the Web"

"That is, emphasize the social model of disability and avoid using a medical approach."
- Needs more explanation (or pointer to explanation).

"Avoid frequently encountered clichés and myths."
- Humm – but what if the instructors don't themselves know? Can we give specifics or pointers to specifics?

"Students should explain some of the design features that one of the assistive technologies they learned about relies on to function."
- Not clear.
Norah Sinclair Yes, I agree with the approach, wording, and tone, description and learning outcomes. I find the approach to be engaging and motivating as well as informative.
Sylvie Duchateau No particular suggestions
Jennifer Chadwick I liked the immediate focus on bringing in people with disabilities to speak about their experience. I like that the outcomes include empathy and this can best be achieved by talking to real people about their experiences and understanding fully the challenges and successes.

For the list of outcomes, I assume "inspiration" is related to the learners getting motivated to make changes in their organization to process, policy and hiring, over time - and not just being inspired by someone in a wheelchair waking up in the morning every day. I watched the TED talk by Stella Young, "I am not your inspiration" which stresses that people with disabilities are not inspiring - they are simply living their lives albeit in society which has on a large part disabled them. We are clearly aware of the difference, but it was the juxtaposition of the words 'empathy' and 'inspiration' that I thought may get misconstrued.
Vicki Menezes Miller Suggestions for the bullet points:
Current:
-Gaining empathy, inspiration, and motivation for the topic
-Understanding how some individuals with disabilities use the Web
-Appreciating the impact of accessible versus inaccessible design

Suggested changes:
- Provide some examples of how people with disabilities use the Web
- Understand the impact of accessible versus inaccessible design
- Gain empathy, inspiration and motivation for the topic

Question: is it "Coach students in trying out assistive technologies" or "Coach students in trying out assistive technologies"

Under "Teaching":
- In the third bullet point, is the "real" in "Relate the experiences of how real people"... necessary?

Unclear what is meant here: "Also emphasize how design features can enable or disable people. That is, emphasize the social model of disability and avoid using a medical approach. Avoid frequently encountered clichés and myths. "

Brent Bakken I like this topic so far. Very well thought out.

Additional Learning Outcome: Gaining knowledge of Assistive Technology; categories, and uses. (or maybe you are only wanting this in Unit 2?)

Homework idea: Ask students to use only their keyboard for navigation during work or regular internet use for personal tasks for a day or two. Have them share their experiences in with other students.

Approach: Try to include language on using web apps not just web sites. Maybe a person with a disability can show an application, like an assessment or a learning management system and some of their issues.
Sharron Rush Wording issues are posted to GitHub.

Homework suggestions: Basic tried and true assignments can be to spend a day without the mouse; turn off screen once they have basic familiarity with screen-reader; use sites that mimic color blindness; demonstrate or read about the problems (reading comprehension) with horizontal scrolling http://nosetothepage.org/Fitz/2dScroll.html

4. Topic: Scope of Web Accessibility

Focus on topic Scope of Web Accessibility:

  • Do you agree with the description and learning outcomes?
  • Do you have further ideas for teaching and homework?
  • Do you agree with the wording, tone, and approach?

Details

Responder Comments
Brigitta Norton
Estella Oncins Following the approach provided above I would reformulate the Learning Outcomes:

- Understanding the definition of accessibility in the context of the Web
- Understanding the relevance of web accessibility in a growing number of devices and contexts
- Knowledge of the distinctions and overlaps between accessibility, usability and inclusion
- Understanding the social dimension of accessibility to include people with disabilities
- Appreciation for overlapping user needs and the principles of inclusive design

PROPOSAL:

- Provide a definition of accessibility in the context of the Web
- Identify the relevance of web accessibility in a growing number of devices and contexts
- Compare/distinguish between accessibility, usability and inclusion and explain/identify the overlaps
- Identify how to adjust the social dimension of accessibility to include people with disabilities
- List overlapping user needs and the principles of inclusive design
Hidde de Vries - typo: helthcare → healthcare
Laura Keen I agree with the description and learning outcomes.

I really like the inclusion of this tip and other references focusing on people. I also think that asking students to focus on people they know is helpful.
Shawn Lawton Henry [Below are some specifics I spotted. I'll try to get my brain in big-picture mode another time and think from that perspective]


"Use ramps and high-contrast features to illustrate how accessibility characteristics are also benefitial for all user profiles."
-> "Use ramps and high-contrast features to illustrate how accessibility characteristics are also beneficial for all users."

" Introduce examples of accesibility present in urban environments"
-> " Introduce examples of accessibility in urban environments"

" they should understand that barriers are not caused by disabilities but by decissions taken at any stage of the project that affect accessibility."
- Needs copyedit

" … understand how web accessibility plays a definitive role in other technologies different than web pages and applications."
- Needs copyedit

"(for education, employment, commerce, healthcare, entertainment, etc)."
-> "(for education, employment, commerce, healthcare, entertainment, etc.).

" people with dissabilities "
-> " people with disabilities"
Norah Sinclair The learning outcome: "Appreciation for overlapping user needs and the principles of inclusive design"
caused me to look for a specific resource "principles of inclusive design" but did not find that specific wording which made feel feel as though I was missing something.
Sylvie Duchateau No particular idea, sounds clear
Jennifer Chadwick
Vicki Menezes Miller Some suggestions to the bullet points:
Instead of:
- Understanding the definition of accessibility in the context of the Web
- Understanding the relevance of web accessibility in a growing number of devices and contexts
- Knowledge of the distinctions and overlaps between accessibility, usability and inclusion
- Understanding the social dimension of accessibility to include people with disabilities
- Appreciation for overlapping user needs and the principles of inclusive design

Suggested change:
- Define accessibility in the context of the Web
- Describe the relevance of web accessibility in a growing number of devices and contexts
- Differentiate between accessibility, usability and inclusion and where they overlap
- Understand the social dimension of accessibility to include people with disabilities
- (not sure of the last bullet point - it needs some re-wording)

Further suggestions, including editorial:
Students should be aware that everybody, regardless of their disability, is able to use web and technology equally.
Suggestion:
Students should be aware that everybody, regardless of their disability, should be (or must be) able to use web and technology equally.

Change "they" to "They" in:
"they should understand that barriers are not caused by disabilities but by decisions taken at any stage of the project that affect accessibility."

Editorial:
"Learners should be able to recite the definition of web accessibility, explain different terms, and understand how web accessibility plays a definitive role in other technologies different than web pages and applications."
Is "recite" the right word. Maybe simplify "Learners should be able to provide a definition of web ...."
The sentence as a whole needs some simplification.
Brent Bakken Homework idea: Ask students to select a technology device (e.g., computer, smartphone, smartwatch, television, etc.) and discover/learn about the accessibility features and settings that are available on the device. Select a type of disability and determine which features and settings on that device would help remove barriers for people with that disability type. Have students describe which features and settings they would benefit from using even if they do not have a disability, and why.
Sharron Rush wording suggestions in GitHub

overall the tome is good. It may be useful to put greater emphasis on the fact that accessibility standards have been in place for decades and that the lack of equal access is not due to the disability but to poor design.

5. Unit: What is Web Accessibility

Focus on unit What is Web Accessibility:

  • Do you agree with the description, learning outcomes, and prerequisites?
  • Do you have further ideas for assessment?
  • Do you agree with the wording, tone, and approach?
  • Do you have other thoughts, suggestions, or comments?

Details

Responder Unit: What is Web Accessibility
Brigitta Norton
Estella Oncins Following the approach provided above I would reformulate the Learning Outcomes:

- Knowledge of real examples of how people with disabilities use the Web
- Awareness of some types of design barriers that exclude people with disabilities
- Understanding the definition of web accessibility for people with disabilities
- Understanding the scope of “the Web” beyond desktop and mobile devices
- Understanding key terms in the context of web accessibility

PROPOSAL:

- List real examples of how people with disabilities use the Web
- Identify/explain different types of design barriers that exclude people with disabilities
- Be able to define/explain of web accessibility for people with disabilities
- Be able to define/explain the scope of “the Web” beyond desktop and mobile devices
- Be able to list key terms in the context of web accessibility
Hidde de Vries - In this sentence: “Students should be aware that everybody, regardless of their disability, is able to use web and technology equally.” Isn't this our desired state of the world, not the current? We want everybody to use web and technology equally, but for that, we need people to know how to create accessible interfaces.
- Maybe another idea for assessment: student should be able to give a number of examples of how people benefit from web accessibility. Or maybe this is one for Diverse Abilities, Tools, and Strategies ?
- typo: decissions → decisions
Laura Keen I agree with the tone and approach. I don't have anything to add.
Shawn Lawton Henry " Unit 1: What is Web accessibility"
- capitalize Accessibility
Norah Sinclair Agree with approach, tone, and resources.

I would suggest adding an assessment regarding possible barriers that people with disabilities face when technologies do not incorporate accessibility, in alignment with learning objective:
"Awareness of some types of design barriers that exclude people with disabilities."
Sylvie Duchateau No specific comment, it sounds ok
Jennifer Chadwick I agree, it's very good. I like how it touches upon the purpose of websites (education, commerce, banking etc) and how these things are made easier and more autonomous for persons with disabilities through web accessibility. I also like the wider-spread implications of inclusive design for elderly and those with ESL.
Vicki Menezes Miller Suggestions on bullet points:
Current:
"- Knowledge of real examples of how people with disabilities use the Web
- Awareness of some types of design barriers that exclude people with disabilities
- Understanding the definition of web accessibility for people with disabilities
- Understanding the scope of “the Web” beyond desktop and mobile devices
- Understanding key terms in the context of web accessibility"

Suggested changes:
- Provide examples of how people with disabilities use the Web
- Provide examples of types of design barriers that exclude people with disabilities
- Define web accessibility for people with disabilities
- Understand the scope of “the Web” beyond desktop and mobile devices
- Understand key terms in the context of web accessibility
Brent Bakken In the overall objective of the Unit (at the top), it states "... and explain related terms such as usability, user experience, and inclusive design." But it seams that this is lacking or covered very minimally in the topics. The topic: Scope of Web Accessibility has a learning outcome of "Knowledge of the distinctions and overlaps between accessibility, usability and inclusion," but this is not covered in the teaching ideas or homework of that topic section. We can't expect that the students would meet that learning outcome if it is not covered adequately.
Sharron Rush Assuming we want to look at next unit - https://w3c.github.io/wai-curricula/curricula/1-2/ on People and Digital Technology

Comments on Intro put into GitHub

6. Topic: Diverse Abilities Tools, and Strategies

Focus on topic Diverse Abilities, Barriers, Tools, and Strategies:

  • Do you agree with the description and learning outcomes?
  • Do you have further ideas for teaching and homework?
  • Do you agree with the wording, tone, and approach?

Details

Responder Comments
Brigitta Norton
Estella Oncins Following the approach provided above I would reformulate the Learning Outcomes:

- Awareness of diverse types of abilities and related accessibility needs
- Knowledge of different types of assistive tools and adaptive strategies
- Understanding the impact of design decisions on accessibility for people
- Knowledge of the inter-dependencies between components for accessibility

PROPOSAL:

- Distinguish between the diverse types of abilities and related accessibility needs
- List/Identify different types of assistive tools and adaptive strategies
- Describe the impact of design decisions on accessibility for people
- Identify/Describe the inter-dependencies between components for accessibility
Hidde de Vries - This is no doubt controversial, but should we encourage listing how many people use assistive technologies (as a teaching idea: “Show statistics of how many people face barriers/use assistive technologies/benefit from accessibility optimisations”)? In in-house workshops for commercial companies, this is one of my most frequently asked questions, people want to know statistics.
Laura Keen I agree with the description and learning outcomes. I like that the content covers design decisions as well as content.
Shawn Lawton Henry
Norah Sinclair Agree.

Assessment idea: make connections between assistive technologies and settings, etc. that benefit people with disabilities and aging individuals. Ask users to reflect "is there AT or setting changes that you may benefit from whether or not you have a disability?"
Sylvie Duchateau It sounds clear, no specific comment
Jennifer Chadwick Comments above in Overview.
Vicki Menezes Miller Suggestions on bullet points:
Current:
"- Awareness of diverse types of abilities and related accessibility needs
- Knowledge of different types of assistive tools and adaptive strategies
- Understanding the impact of design decisions on accessibility for people
- Knowledge of the inter-dependencies between components for accessibility"

Suggested changes:
- Understand the diverse types of abilities and related accessibility needs
- Describe different types of assistive tools and adaptive strategies
- Understand the impact of design decisions on accessibility
- Understand the inter-dependencies between components for accessibility"
Brent Bakken Teaching Ideas: Bullet one, second sentence needs to be reworded for clarity... "Complete the information of students where necessary."

Teaching Ideas: Bullet six. This sentence is a bit unclear. "Discuss the accessibility features and barriers with the students, to help them understand the impact of design decisions on people with disabilities every day." Maybe better as, "Discuss with students various accessibility design features of common sites or devices, as well as access barriers that people experience with digital content. Help them understand the every day impact of design decisions on people with disabilities."

Homework Idea: Have students go to three different types of websites (e.g., shopping site, banking site, entertainment site) and try to identify three access barriers from each of the three sites. Ask students to creatively explain how better design may remove those barriers found. Share with other students.

Homework Idea: Have students contact a person with a disability and interview them about what access barriers they encounter when trying to access digital content or applications. Student will write up a summary of the interview and share with other students in class.
Sharron Rush - comments on description and learning outcomes in GitHub
- teaching and homework are good for the most part. Not sure what is meant by "Instruct them that their experiences are not that of an everyday user." Dpes this mean not the same as an every day AT user? Could be clearer if so.
- wording suggestions submitted. tome and approach are good.

7. Topic: Components of Web Accessibility

Focus on topic Components of Web Accessibility:

  • Do you agree with the description and learning outcomes?
  • Do you have further ideas for teaching and homework?
  • Do you agree with the wording, tone, and approach?

Details

Responder Comments
Brigitta Norton
Estella Oncins Following the approach provided above I would reformulate the Learning Outcomes:

- Knowledge of the inter-dependencies between digital accessibility, content technologies, and tools
- Understanding of the responsibility of each of these components in contributing to accessibility
- Awareness of the existence of W3C standards referring to different components of web accessibility

PROPOSAL:

- Differentiate the inter-dependencies between digital accessibility, content technologies, and tools
- Describe of the responsibility of each of these components in contributing to accessibility
- Describe/explain the existence of W3C standards referring to different components of web accessibility
Hidde de Vries No comments, looks great!
Laura Keen I agree with the descriptions and outcomes.
Shawn Lawton Henry
Norah Sinclair agree
Sylvie Duchateau Sounds ok, no specific comment
Jennifer Chadwick The section feels thorough. Will the W3C standards call out both WCAG and ATAG?
For the homework, it would be good to include a more formal measurement of the learning (a quiz). The other thing it would be good to mention is the responsibilities of each of the resources in a digital team (the designer, content writer, developer, QA tester) - referencing other W3C resources around this(?).
Vicki Menezes Miller Bullet points may need some slight modification
Brent Bakken The current homework idea is too broad of a topic. This needs some specific homework ideas to expand the teaching ideas.

Homework Idea: Have the students choose one type of accessibility feature in content technology and identify 2 or 3 web sites where it is being used effectively. (For example, where are ordered and unordered lists used effectively, where is heading structure in place, etc.)

Homework Idea: Instructor create a list of 10 - 15 access barriers that are either an issue with the digital content, the technology, or the tools (briefly describe the barriers). Don't categorize them for the students. After a lesson on the inter-dependencies, have the students take the list and match each access barrier with whether it is a fault of the content/design, technology, or tool. [I can explain this better verbally than describe it here in the survey]

Homework Idea: Have the students look at a few previously identified (by the instructor) web sites with three different browsers. Have them explain any differences between viewing the content with the different browsers and make a decision as to which browser works best and why.
Sharron Rush Same comment about Learning Objectives. Suggest the use of "Understand..." or "Understanding of..."
Teaching Ideas are clear and extensive, good!
Only one Homework idea and it seems a bit vague. Maybe find a sample site and note how it renders on different browsers and with different AT. Write up the comparison and analyze how that relates to the topic.

8. Unit: People and Digital Technology

Focus on unit People and Digital Technology:

  • Do you agree with the description, learning outcomes, and prerequisites?
  • Do you have further ideas for assessment?
  • Do you agree with the wording, tone, and approach?
  • Do you have other thoughts, suggestions, or comments?

Details

Responder Unit: People and Digital Technology
Brigitta Norton
Estella Oncins Following the approach provided above I would reformulate the Learning Outcomes:

- Awareness of diverse types of abilities and related accessibility needs
- Knowledge of different types of assistive tools and adaptive strategies
- Understanding the impact of design decisions on accessibility for people
- Knowledge of the inter-dependencies between components for accessibility

PROPOSAL:

- Identification of diverse types of abilities and related accessibility needs
- List different types of assistive tools and adaptive strategies
- Identify/Describe the impact of design decisions on accessibility for people
- Identify/Describe of the inter-dependencies between components for accessibility
Hidde de Vries Maybe another idea for assessment could be: “Learners should be able to distinguish between the various standards for web accessibility” or even “Learners should understand what the various components of web accessibility are”
Laura Keen I agree with the description, learning outcomes, prerequisites, tone, and approach.
Shawn Lawton Henry
Norah Sinclair agree with approach and resources

Assessment idea: make connections between assistive technologies and settings, etc. that benefit people with disabilities and aging individuals. Ask users to reflect "is there AT or setting changes that you may benefit from whether or not you have a disability?"
Sylvie Duchateau No specific comment, sounds clear
Jennifer Chadwick no other comments.
Vicki Menezes Miller
Brent Bakken None at this time.
Sharron Rush Assessment needs a bit more thought and explanation. Seems a bit disconnected. For example the note to "focus questions on functional aspects of accessibility rather than on medical conditions of people." - where did that come from and why would we be expecting the need for that specific caution?

9. Any other Thoughts/suggestions?

Any other thoughts or suggestions?

Details

Responder Comments
Brigitta Norton
Estella Oncins I have only reviewed the learning outcomes.
Hidde de Vries
Laura Keen Overall, I love these units. The content is easy to read and thoroughly covers the topics. I think that the tone provides guidance and flexibility for instructors.
Shawn Lawton Henry Looking good!
Norah Sinclair Good, useful approach, format, and resources
Sylvie Duchateau No other suggestions for the moment.
Jennifer Chadwick
Vicki Menezes Miller Excellent stuff.
Brent Bakken None at this time.
Sharron Rush Overall, very good progress, Thanks team!

More details on responses

  • Brigitta Norton: last responded on 4, July 2019 at 02:54 (UTC)
  • Estella Oncins: last responded on 4, July 2019 at 12:05 (UTC)
  • Hidde de Vries: last responded on 5, July 2019 at 10:52 (UTC)
  • Laura Keen: last responded on 5, July 2019 at 17:29 (UTC)
  • Shawn Lawton Henry: last responded on 9, July 2019 at 04:18 (UTC)
  • Norah Sinclair: last responded on 11, July 2019 at 14:40 (UTC)
  • Sylvie Duchateau: last responded on 11, July 2019 at 15:55 (UTC)
  • Jennifer Chadwick: last responded on 11, July 2019 at 16:07 (UTC)
  • Vicki Menezes Miller: last responded on 11, July 2019 at 18:18 (UTC)
  • Brent Bakken: last responded on 11, July 2019 at 23:18 (UTC)
  • Sharron Rush: last responded on 12, July 2019 at 02:32 (UTC)

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  42. Supriya Makude
  43. Aleksandar Cindrikj
  44. Angela Young

Send an email to all the non-responders.

Compact view of the results / list of email addresses of the responders

WBS home / Questionnaires / WG questionnaires / Answer this questionnaire

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