Activity Log: Posted to blog.
ADA Assignment #1
Name of evaluator: Angelica Villanueva
URL of page being evaluated: http://studyonthebeach.com/csusb/classes/winter2010/etec_674_win_2010/media/eLearningADATestPage.html
Explanation of procedure:
I looked at the webpage myself and found obvious errors such as using red-green-blue combinations and high contrast colors like purple writing on a grey background. Also the fonts were not consistent and no changeable font feature is available, and color was used to convey meaning. The links given do not have a word equivalent.
I used www.vischeck.com to view deuteranope, protanope andtritanope simulations of the webpage. I was able to view the page in the same way a person with any of the color deficits described above would see the page.
I also used http://achecker.ca/checker/index.php which is an open source software used to evaluate a webpage for ADA compliance. It breaks down the errors into categories from Known Problems to Likely Problems to Potential Problems.
List of problems found:
Aside from the errors described above such as using colors that were confusing (both as a background or as text highligting), text that was not consistent in style, size and color and files that did not allow for hearing impaired or individuals with sight deficiences to change into a format that they are able to understand the material.
There were several more severr problems found on this website and I have added them as an attachment to this page, please click on the link beneath this page titled ADA Problems.
Explanation of how to correct problems found:
We can use image processing techniques to improve this situation. There are two ways that we can make information in pictures available to color blind people. Also use the given repair methods to improve ADA compliance of the webpage for specific issues.
The simplest way to improve the webpage for colorblind people is simply to increase the red/green contrast in the image. Many color blind people have some residual red/green discrimination. Increasing the red/green contrast makes them more likely to see these types of color variations. We can analyze the information conveyed by variations in the red/green direction and convert these into changes in brightness and/or blue/yellow coloration. This allows us to map information from a color dimension that is invisible to dichromats into those that they can see.
Visit this website to view a webpage through the eyes of a colorblind individual.
This is a complete list of web accessibility tools.
http://www.w3.org/WAI/ER/tools/complete.html
This website lets you download Bobby to check web pages for ADA compliance.
http://www-01.ibm.com/software/rational/offerings/websecurity/
Click on http://udlonline.cast.org/home to access online training modules. These two online modules introduce the theory, principles and application of Universal Design for Learning (UDL) to teacher candidates and in-service teachers. They provide higher education faculty with a multimedia, interactive online-learning environment that can be embedded in instructional methods courses. They are designed to be flexible enough to be used as part of an online, hybrid or face-to-face course. It is suggested that you create an interactive community of practice using a blog, wiki or other type of interactive web 2.0 media.
ADA Assignment #2
Word Document: Creating a word document for eLearning requires more than just writing a paper, it involves implementing design elements that allow for learning, interaction and ease of use.
Podcast: If I were to create a podcast I would focus on keeping the podcast and its accompanying text version very similar, keeping the tone and text consistant as well as using less pauses (such as and or uh) to keep the flow easy and involved.
The following link discusses the new use of captioning on youtube as introduced by Google: http://www.npr.org/templates/story/story.php?storyId=124501330.
The following standards are excerpted from Section 508 of the Rehabilitation Act, §1194.22. The pass/fail criteria in this document represent an interpretation of Section 508 web standards. This checklist allows me to check the webpage or document for the major areas that ADA makes a real difference. This checklist can be used when building a website and uploading material for eLearning purposes.
| 508 STANDARD | PASS | FAIL |
| (a) A text equivalent for every non-text element shall be provided (e.g., via “alt”, “longdesc”, or in element content). | Every image, applet, embedded media, plug-in, etc. that conveys content has equivalent alternative text (alt, longdesc, or in the element context). | A non-text element has no alt or text description or the description is not equivalent, or is not described in the adjacent text. |
| The alternative text succinctly describes the content conveyed by the element, without being too verbose (for simple objects) or too vague (for complex objects). | Alternative texts are verbose (“picture of…”, “image of…”, etc.), vague, misleading, inaccurate, or redundant to the context (e.g. the alt text is the same as adjacent text). | |
| Complex graphics (graphs, charts, etc.) are accompanied by equivalent text, either through a description in the body of the page, a link to a description on a separate page, and/or the longdesc attribute. [See Note 1] | Complex graphics have no alternative text or the alternative does not fully convey the content of the graphic. | |
| Images that have a function (images within links, image buttons, and image map areas) have alternative text which describes the associated function. | Alternative texts for linked images, image buttons, or hot spots are not descriptive of the function. | |
| Decorative graphics are CSS background images or have null/empty alt values (alt=”"). Images with text alternatives in element content are given empty alt text to avoid redundancy. | Decorative graphics have alternatives of “spacer”, “decorative graphic,” or other extraneous text. Graphics have alt text that is redundant with adjacent text. | |
| Transcripts are provided for audio content. | Audio does not have transcripts. |
| 508 STANDARD | PASS | FAIL |
| (b) Equivalent alternatives for any multimedia presentation shall be synchronized with the presentation. | Video files and live audio broadcasts have synchronized captions. | Video files or live audio broadcasts do not have captions or captions are not synchronized. |
| Content presented through video, but not through audio is provided in an audio description track. | Audio descriptions are not provided for visual-only content in multimedia. |
| 508 STANDARD | PASS | FAIL |
| (c) Web pages shall be designed so that all information conveyed with color is also available without color, for example from context or markup. | Color is not used solely to convey important information. | Color is the sole means of conveying information. |
| Sufficient contrast is provided. | Contrast is poor. |
| 508 STANDARD | PASS | FAIL |
| (d) Documents shall be organized so they are readable without requiring an associated style sheet. | Style sheets may be used for layout, but the document is still readable and understandable (even if less visually appealing) when the style sheet is turned off. | The document is confusing or information is missing when the style sheet is turned off. |
| 508 STANDARD | PASS | FAIL |
| (e) Redundant text links shall be provided for each active region of a server-side image map. | Client-side image maps are used instead of server-side image maps. Appropriate alternative text is provided for the image as well as each hot spot area. | Server side image maps or inaccessible client-side image maps are present. |
| (f) Client-side image maps shall be provided instead of server-side image maps except where the regions cannot be defined with an available geometric shape. |
| 508 STANDARD | PASS | FAIL |
| (g) Row and column headers shall be identified for data tables. | Data tables have column and/or row headers appropriately identified (using the <th> element). | Data tables have no header rows or columns. |
| Tables used strictly for layout purposes do NOT use the <th> element. | Tables used for layout have headers identified when there are no true headers. |
| 508 STANDARD | PASS | FAIL |
| (h) Markup shall be used to associate data cells and header cells for data tables that have two or more logical levels of row or column headers. | Data table cells are associated with the appropriate headers using the scope or id/headers attributes. | Data table cells are not associated with column and/or row headers or they are associated incorrectly. |
| 508 STANDARD | PASS | FAIL |
| (i) Frames shall be titled with text that facilitates frame identification and navigation. | Each frame is given a title that describes the frame’s purpose or content. | Frames have no title or a title that is not descriptive of the frame’s purpose or content. |
| 508 STANDARD | PASS | FAIL |
| (j) Pages shall be designed to avoid causing the screen to flicker with a frequency greater than 2 Hz and lower than 55 Hz. | No element on the page flashes at a rate of 2 to 55 cycles per second, thus reducing the risk of optically-induced seizures. | One or more elements on the page flicker at a rate of 2 to 55 cycles per second, increasing the risk of optically-induced seizures. |
| 508 STANDARD | PASS | FAIL |
| (k) A text-only page, with equivalent information or functionality, shall be provided to make a web site comply with the provisions of this part, when compliance cannot be accomplished in any other way. The content of the text-only page shall be updated whenever the primary page changes. | A text-only version is created only when there is no other way to make the content accessible or when it offers significant advantages over the main version for certain disability types. | A text-only version is provided when the main version is not accessible, but could be made fully accessible. |
| The text-only version provides equivalent content and is up-to-date with the main version. | The text-only version is not equivalent to or up-to-date with the main version. |
| 508 STANDARD | PASS | FAIL |
| (l) When pages utilize scripting languages to display content, or to create interface elements, the information provided by the script shall be identified with functional text that can be read by assistive technology. | Content and functionality provided by scripting is directly accessible to assistive technologies and the keyboard. <noscript> content does not constitute a suitable alternative to inaccessible scripting. | Content and functionality provided by scripts only work with a mouse or cannot be accessed by assistive technologies. |
| 508 STANDARD | PASS | FAIL |
| (m) When a web page requires that an applet, plug-in or other application be present on the client system to interpret page content, the page must provide a link to a plug-in or applet that complies with §1194.21(a) through (l). [See Note 2] [See Note 3] |
A link is provided to a page where the plug-in can be downloaded. | No link is provided to a page where the plug-in can be downloaded. |
| All applets, scripts and plug-ins (including PDF and PowerPoint files, etc.) and the content within them are accessible to assistive technologies, or else an alternative means of accessing equivalent content is provided. | Inaccessible plug-ins, scripts, and other applications are used without providing an accessible alternative. |
| 508 STANDARD | PASS | FAIL |
| (n) When electronic forms are designed to be completed on-line, the form shall allow people using assistive technology to access the information, field elements, and functionality required for completion and submission of the form, including all directions and cues. | <input>, <textarea>, and <select> elements have label elements associated with them in the markup or are given a descriptive title attribute. | There is no association between the form element and its label. |
| Scripting of form elements does not interfere with assistive technologies or keyboard. | Scripting makes parts of the form unavailable to assistive technologies or keyboard users. |
| 508 STANDARD | PASS | FAIL |
| (o) A method shall be provided that permits users to skip repetitive navigation links. | A link is provided to skip over navigational menus or other lengthy lists of links. A good heading structure also facilitates navigation. | There is no way to skip over repetitive lists of links. |
| 508 STANDARD | PASS | FAIL |
| (p) When a timed response is required, the user shall be alerted and given sufficient time to indicate more time is required. | The user has control over the timing of content changes. | The user is required to react within limited time constraints. |
