I registered the “Digital Accessibility: Enabling Participation in the Information Society” online course, which started on 6th February.
With my previous experience of a software engineer, I knew that the good or bad of an application is largely related to how much the designers/programmers know their users. I took an “Interaction Design” course as a part of my degree many many years ago. I learnt how our own brain illusion can affect our understanding and designs. Although in my work I haven’t been involved in creating/developing products/applications any more, I see many examples of learning content delivered without thoughtful design and users complaining about the difficulty and inconvenience when use a system (including myself!). I hope through this course, I refresh my knowledge; learn this topic systematically, especially considering the disabled/elderly users, which I may not have enough knowledge of; and start to improve my practices.
This is my first MOOC experience. Because it doesn’t have a blog area in the course, I decide to write down my experience here.
First, I noticed the course itself is a good example regarding to digital accessibility. I list some.
- It clearly presents online communication etiquette and content copyright.
- It provides transcript for each audio/video clip. The transcript is easy to read and searchable. I can access to it at any time.
- It provides a glossary (downloadable) which helps us to check the vocabularies used in the course.
- The comments field supports editing and spelling check, which is very useful to avoid typos.
- I can check my comments and progress quickly.
- Video materials are downloadable.
- Audio materials can be set to play with different speed.
Second, the most mind-opening statements for me are:
- Professor Mike Wald said “Everybody can think of themselves as only temporarily not having a disability, because at some point in their life as they get older, they will have some sort of disability.“
- “… disability is caused by the way society is organised, rather than by a person’s impairment or difference. … An impairment is defined as long-term limitation of a person’s physical, mental or sensory function.” from Scope
- “The term ‘Usability’ is normally used to refer to the actual use of the technology by a particular target group of users and contexts (e.g. including whether they find it easy to learn to use). The term ‘Accessibility’ is normally used to refer to the use of the technology by everyone rather than just a specific group of users (e.g. including whether blind people can also use the technology).” from section 1.6.
- “Up to one in seven people in Europe may have speech, language and literacy difficulties at some time in their lives.” from section 1.15.
- As Neil Milliken said that “everyone in an organisation should have some knowledge of the issues that affect one in five of the population”. I think I never even asked myself what is the issue?
Third, the new knowledge that I knew little about:
- I realised how little knowledge I have about the UK law/legislation. I learnt that “…only Accessibility has actual legislation making it illegal to disadvantage a disabled person through an inaccessible product or service.” In the UK, it’s the Disability Equality Act (2010).
- Everyone can influence their organisation. However, to be able to do so, it needs a hub and spoke, effectively, and champions. More importantly, it needs an executive sponsor who is higher-up enough to support companions.
- Subtitles and captions are different. I now know why Blackboard Collaborate product uses the term ‘captions’.
- Seeing the examples of people who have dyslexia, hearing impairment, deaf, visual impairment, and cerebral palsy, and the discussions about the challenges they face daily, I appreciate what I have. I started to see more of people’s needs and learn the existing technologies that they are using but I haven’t heard of.
Fourth, the course opens many resources to us. I am starting to think how much work I have been involved in has met the Accessibility standard, and how many of our current web resources follow the Web Content Accessibility Guidelines (WCAG) 2.0. The new tools/resources that I can immediately use in my practice are:
- Digital Accessibility Resources list essential resources I need to know when design the accessible web content.
- Making your service accessible: an introduction explains why “you must build a service that’s as inclusive as possible“.
- Business Disability Forum
- ATbar is a quick solution for web resources reading. I have added it into this blog.
- Sylvia Moody and David Grant’s visual stress checklist
- University of Southampton has developed useful materials like the Visual Stress Strategies, and they have developed Synote, a tool that creates synchronised online and paper notes and transcripts from lecture recordings. I am not sure how good captioning in the Panopto video/lecture capture tool is. It is definitely worth checking by my university.
Finally, I list a few inconvenient points.
- The learning resource links are not opened in a new window/tab. When click on a link, it opens in the same window, which if you are typing some comments and click on a link accidentally, you will lose the unpublished comments. You need to type again.
- It does not support ‘searching’ in the course.
- It suggests that 3 hours/week studying time are needed. In fact, I have spent much more time on learning course materials, reading people’s comments, posting comments, and digesting what I learned in this week. Is it because I haven’t been a student for too long? I guess if the learner has already had the background knowledge, they can learn much quicker than I did, but still 3 hours/week seems impossible.