Accessibility and
Course Management
Systems
Marsha Allen – CTRS, Web Manager
Center for Assistive Technology & Environmental Access (CATEA)
College of Architecture, Georgia Tech
404-894-4960 (voice/tty) 404-894-9320 (fax)
gradeproject@coa.gatech.edu
Developed by CATEA with funding from U.S Dept of Education Grant # P33A020050
© 2005 All Rights Reserved, Georgia Tech Research Corporation, Atlanta, GA.
Sponsored By
(GRADE) Georgia Tech Research on Accessible Distance Education
 Training and Research
 Fact Sheets & Technical assistance
 Accessible Course Models
 Guidelines for Accessible Online Materials
www.catea.org/grade/
Office of Post Secondary Education (OPE),
U.S. Dept. of Education, Grant #P333A020050.
Developed by CATEA with funding from U.S Dept of Education Grant # P33A020050
© 2005 All Rights Reserved, Georgia Tech Research Corporation, Atlanta, GA.
Accesselearning
1.
2.
3.
4.
5.
Disabilities
Access Plan
PowerPoint
Video
Flash
6. Word
7. Excel
8. PDF
9. HTML
10. Script/Java
www.accesselearning.net
Developed by CATEA with funding from U.S Dept of Education Grant # P33A020050
© 2005 All Rights Reserved, Georgia Tech Research Corporation, Atlanta, GA.
Southeast Disability and Business
Technical Assistance Center
 One of 10 regional centers funded
by NIDRR, U.S. Dept of Education.
 Technical assistance and training on
ADA and Accessible IT in Education.
Contact Your Regional ADA & IT Center
800-949-4232 (v/tty)
www.adata.org
800-949-4232(v/tty) 404-385-0641(fax)
www.sedbtac.org
Developed by CATEA with funding from U.S Dept of Education Grant # P33A020050
© 2005 All Rights Reserved, Georgia Tech Research Corporation, Atlanta, GA.
Objectives
 Identify 3 barriers in a course management system.
 Describe 2 techniques for creating and posting
accessible content in a course management system.
 State 3 resources on accessibility in course
management systems.
Developed by CATEA with funding from U.S Dept of Education Grant # P33A020050
© 2005 All Rights Reserved, Georgia Tech Research Corporation, Atlanta, GA.
NEWS FLASH …
 WebCT and Blackboard signed a formal agreement
expressing intent to merge companies.
 Merger to be finalized later this year or early next
year, subject to regulatory and other approvals.
 Combined company will be named Blackboard and led
by Blackboard President and CEO, Michael Chasen.
Developed by CATEA with funding from U.S Dept of Education Grant # P33A020050
© 2005 All Rights Reserved, Georgia Tech Research Corporation, Atlanta, GA.
What is Disability?
 Hidden
 Blind/Low Vision
 Deaf/Hard of Hearing
 Physical/Mobility
 Cognitive
 Neurological
 Learning Disability
 Head/Brain Injury
 Psychiatric
 Health/Medical
 Environment
 Technology
 Temporarily able-bodied
 Attitudes are the real
disability: people first!
Developed by CATEA with funding from U.S Dept of Education Grant # P33A020050
© 2005 All Rights Reserved, Georgia Tech Research Corporation, Atlanta, GA.
Students with Disabilities in K-12
 1 in 12 (5.2 million) in U.S. have disability.
 2x special education vs. overall school enrollment.
 Percentage graduating from high school with
diploma has risen steadily in recent years.
Source: US Census, 2000
Developed by CATEA with funding from U.S Dept of Education Grant # P33A020050
© 2005 All Rights Reserved, Georgia Tech Research Corporation, Atlanta, GA.
Students with Disabilities
in Higher Education
 9% (1.3 million) college freshmen with disability;
tripled over the last 20 years.
Source: American Council on Education, 2004
 Disability 1st identified in postsecondary level:
 31% Specific Learning Disabilities (SLD)
Source: NCSPES, 2002
 44% Attention Deficit Disorder (ADD)
Source: NCD People with Disabilities & Postsecondary Ed, 2003
Developed by CATEA with funding from U.S Dept of Education Grant # P33A020050
© 2005 All Rights Reserved, Georgia Tech Research Corporation, Atlanta, GA.
Disability and Computer Access
 49% Internet changed lives.
 Spend 2x as many hours online and using email.
 Over 50% owners use for educational applications.
 Largest niche of online buyers, i.e. Silver Surfer
Developed by CATEA with funding from U.S Dept of Education Grant # P33A020050
© 2005 All Rights Reserved, Georgia Tech Research Corporation, Atlanta, GA.
“Universal design of instructional materials and
activities makes the learning goals achievable by
individuals with wide differences in their abilities
to see, hear, speak, move, read, write, understand
English, attend, organize, engage, and remember.
This is built into the design and systems and not
added on after-the-fact.”
Source: Council for Exceptional Children
Developed by CATEA with funding from U.S Dept of Education Grant # P33A020050
© 2005 All Rights Reserved, Georgia Tech Research Corporation, Atlanta, GA.
Business Case for Accessibility:
Better Usability
 What is required for access by users with
disabilities improves flexibility for all users:
 Well-organized content
o Screen readers rely and improves readability.
 Proper structure and adjustable font size
o Screen magnifiers to reflow text and flexible varying screens.
 Keyboard shortcuts
o Users without mouse and increased productivity.
Developed by CATEA with funding from U.S Dept of Education Grant # P33A020050
© 2005 All Rights Reserved, Georgia Tech Research Corporation, Atlanta, GA.
Business Case for Accessibility:
Better Usability
 Usability redesign: 100% increase sales/conversion.
 Captioning helps language and learning.
 Compatibility across technology versions.
 More effective from start vs. scramble-fix.
 Decreased download time.
Developed by CATEA with funding from U.S Dept of Education Grant # P33A020050
© 2005 All Rights Reserved, Georgia Tech Research Corporation, Atlanta, GA.
Business Case for Accessibility:
Make/Save $$$
 More people using site; tap into affluent niches
 i.e. Baby Boomers, PDAs, phones.
 Positive, free publicity
 Socially responsible; standards compliance.
 Easier to manage
 Separate content from presentation.
 Avoid time, cost, and stress to retrofit later.
 Avoid potential litigation.
Developed by CATEA with funding from U.S Dept of Education Grant # P33A020050
© 2005 All Rights Reserved, Georgia Tech Research Corporation, Atlanta, GA.
NEWS FLASH …
 U.S. Office for Civil Rights (OCR) recently received
complaints from 3 students concerning access to
higher education courses.
 Two complaints relate to distance learning courses
offered by two on-line Universities:
 Walden University: accessibility of Blackboard platform.
 Capella University: access to WebCT.
Developed by CATEA with funding from U.S Dept of Education Grant # P33A020050
© 2005 All Rights Reserved, Georgia Tech Research Corporation, Atlanta, GA.
Laws and Standards for Accessibility
 Federal Law
 Section 504 of the Rehabilitation Act
 Americans with Disabilities Act
 Section 508 of the Rehabilitation Act
 State Laws on Accessibility (list from ITTATC Project)
www.ittatc.org/laws/state_prototype.php
 Standards and Guidelines
 W3C World Wide Web Consortium Guidelines
www.w3c.org
 IMS Guidelines for Accessible Learning Applications
www.imsglobal.org/accessibility/accessiblevers/
Developed by CATEA with funding from U.S Dept of Education Grant # P33A020050
© 2005 All Rights Reserved, Georgia Tech Research Corporation, Atlanta, GA.
Section 504 of the Rehabilitation Act
 Different chapters, titles, sections etc.
 Title 29, Chapter 16, Section 794
 504: Nondiscrimination under Federal grants and programs
www4.law.cornell.edu/uscode/29/794.html
 504: Findings and purposes
o Needs for AT to help those with disabilities access information.
o Information (electronic) needs to be accessible so AT will work.
www4.law.cornell.edu/uscode/29/3001.html
Developed by CATEA with funding from U.S Dept of Education Grant # P33A020050
© 2005 All Rights Reserved, Georgia Tech Research Corporation, Atlanta, GA.
Americans with Disabilities Act
 Passed 1990 before Internet.
 Title II
 Applies to any local, state, and public organizations
as well its activities, services, and programs.
 Effective communication applies to Internet per
Department of Justice.
www.adabasics.org
Developed by CATEA with funding from U.S Dept of Education Grant # P33A020050
© 2005 All Rights Reserved, Georgia Tech Research Corporation, Atlanta, GA.
W3C: World Wide Web
Consortium Guidelines
 Global, industry-based initiative
 Voluntary compliance
 Web Content, User Agent, Authoring Tools, etc.
www.w3c.org
Developed by CATEA with funding from U.S Dept of Education Grant # P33A020050
© 2005 All Rights Reserved, Georgia Tech Research Corporation, Atlanta, GA.
Section 508 of the Rehabilitation Act
 Federal departments must:
 Accommodate employees with disabilities.
 Design accessible websites.
 Procure accessible information technology.
 Interpreted applicable to state entities, including
public colleges and universities.
www.section508.gov
Developed by CATEA with funding from U.S Dept of Education Grant # P33A020050
© 2005 All Rights Reserved, Georgia Tech Research Corporation, Atlanta, GA.
If Section 508 adopted as policy …
 For 504: likely demonstrate ”nondiscrimination and
AT access” requirement.
 For ADA: likely demonstrate compliance with
“effective communication” requirement.
 For W3C WCAG: likely meet minimum Level A,
Priority 1 of which 508 was based.
Developed by CATEA with funding from U.S Dept of Education Grant # P33A020050
© 2005 All Rights Reserved, Georgia Tech Research Corporation, Atlanta, GA.
Access Guidelines for Distance Learning
 Developed by GRADE Project and MERLOT
 Format: Must, Should, May






PDF Files
Excel Documents
Flash Applications
PowerPoint Files
Video and Media
Word Documents
www.catea.org/grade/guides/introduction.php
Developed by CATEA with funding from U.S Dept of Education Grant # P33A020050
© 2005 All Rights Reserved, Georgia Tech Research Corporation, Atlanta, GA.
Barriers to Access in
Course Management Systems
 Generally occur when
CMS or posted materials
are not designed to
interact with assistive
technology.
Developed by CATEA with funding from U.S Dept of Education Grant # P33A020050
© 2005 All Rights Reserved, Georgia Tech Research Corporation, Atlanta, GA.
What is Assistive Technology (AT)?
 Assists a person with a disability in performing
a task that most people can do without such
technology.
www.assistivetech.net
Developed by CATEA with funding from U.S Dept of Education Grant # P33A020050
© 2005 All Rights Reserved, Georgia Tech Research Corporation, Atlanta, GA.
Barriers in WebCT
 Lack of tutorial on using WebCT with AT.
 Frames-based interface.
 Inaccessible tools such as Chat, Whiteboard, etc.
 Pop-up windows and content in new windows.
 Adding images but no option for alternative text.
 Close placement of elements difficult.
Developed by CATEA with funding from U.S Dept of Education Grant # P33A020050
© 2005 All Rights Reserved, Georgia Tech Research Corporation, Atlanta, GA.
Considerations in
Breaking Down Barriers for
Students with Disabilities
Developed by CATEA with funding from U.S Dept of Education Grant # P33A020050
© 2005 All Rights Reserved, Georgia Tech Research Corporation, Atlanta, GA.
Frames in WebCT
 Each as separate web page makes difficult for
screenreaders and refreshable Braille displays to
access.
 Examples of Frames:
 Inaccessible Frames: Yours is a Very Bad Hotel
www.hyperorg.com/misc/DoubleTreeShow_files/frame.html
 Accessible Frames: University of Washington
o www.washington.edu/accessit/AU/phys101a.html
Developed by CATEA with funding from U.S Dept of Education Grant # P33A020050
© 2005 All Rights Reserved, Georgia Tech Research Corporation, Atlanta, GA.
Mouse Only Commands
 Inaccessible to users not using
a mouse due to disability or
environment:
 PDA
 Cell-phone
 Other mobile and web-enabled
devices
 Keyboard
 One-hand, hands-free
Developed by CATEA with funding from U.S Dept of Education Grant # P33A020050
© 2005 All Rights Reserved, Georgia Tech Research Corporation, Atlanta, GA.
Timed Responses
 Affects users who need extra time
reading and writing:
for
 Physical or cognitive disabilities
 Slow connection
 English as second language
 Difficulty or unable to effectively participate in “chat”
as pace too fast.
 Inform user and offer option for extended time.
** In WebCT, adjust time for class but not individual student.
Developed by CATEA with funding from U.S Dept of Education Grant # P33A020050
© 2005 All Rights Reserved, Georgia Tech Research Corporation, Atlanta, GA.
WebCT and Physical Impairment
 Login through Opera to use header navigation and list of
links.
 Browser not supported message.
 If try to use anyway, cannot access all links.
 Must use another browser which unfamiliar and less
efficient plus may require download/install == more
time.
Developed by CATEA with funding from U.S Dept of Education Grant # P33A020050
© 2005 All Rights Reserved, Georgia Tech Research Corporation, Atlanta, GA.
Readability, Context, & Alternate Format
 Aoccdrnig to a rscheearchr at Cmabrigde Uinervtisy, it
deosn't mttaer in waht oredr the ltteers in a wrod
are, the olny iprmoetnt tihng is taht the frist and lsat
ltteer be at the rghit pclae. The rset can be a tatol
mses and you can sitll raed it wouthit porbeslm. Tihs
is bcuseae the huamn mnid deos not raed ervey
lteter by istlef, but the wrod as a wlohe. Amzanig
huh!
 Cluttered, poorly organized, and inconsistent screen
layouts decrease comprehension for students who
have difficulty reading, writing, and processing
information as well as screenreader users.
Developed by CATEA with funding from U.S Dept of Education Grant # P33A020050
© 2005 All Rights Reserved, Georgia Tech Research Corporation, Atlanta, GA.
WebCT and Learning Disability
 Difficulty in reading commonly results in
accommodation of more time for tests.
 Unable to readily adjust and apply time settings for
individual students or course material.
Developed by CATEA with funding from U.S Dept of Education Grant # P33A020050
© 2005 All Rights Reserved, Georgia Tech Research Corporation, Atlanta, GA.
Screenreaders and
Text-to-Speech Software
 Comprehension affected by content structure and
reading order of technology as well as need for
alternative text descriptions for visual materials,
graphics, and media.
Developed by CATEA with funding from U.S Dept of Education Grant # P33A020050
© 2005 All Rights Reserved, Georgia Tech Research Corporation, Atlanta, GA.
Hearing is Seeing …








Screenreaders
Get
Information
One
Word
At
A
Time








And
By
Viewing
Links
Or
Headings
In
Page.
• Click
here
• Click here
• Click here
• Document
• Here
• Download
Developed by CATEA with funding from U.S Dept of Education Grant # P33A020050
© 2005 All Rights Reserved, Georgia Tech Research Corporation, Atlanta, GA.
Reading Order of Tables
Screen
readers
read
information
across
tables
in a
linear
way
thereby
making
it
difficult
to
understand
information
contained
in tables.
Developed by CATEA with funding from U.S Dept of Education Grant # P33A020050
© 2005 All Rights Reserved, Georgia Tech Research Corporation, Atlanta, GA.
Example of Screenreader View of
Table
 “There is a 30% chance of Classes at the
University of rain showers this morning, Wisconsin
will resume on but they should stop before
September 3rd. the weekend.”
There is a 30% chance of rain
showers this morning, but they
should stop before the weekend.
Classes at the University of
Wisconsin will resume on
September 3rd.
Developed by CATEA with funding from U.S Dept of Education Grant # P33A020050
© 2005 All Rights Reserved, Georgia Tech Research Corporation, Atlanta, GA.
Operating System Access Features
 Accessibility Wizard
 High Contrast
 ShowSounds
 Serial Keys
 Mouse Keys
 Keyboard:
 Sticky, Bounce, Slow, Repeat
Developed by CATEA with funding from U.S Dept of Education Grant # P33A020050
© 2005 All Rights Reserved, Georgia Tech Research Corporation, Atlanta, GA.
WebCT and Visual Impairment
 Login using IE with high contrast settings.
 Lack of carryover for high contrast settings.
 Need to “ignore” styles in browser accessibility
options
 Inconsistent application of user preferred size and
color.
 Lack of heading information for user orientation
(since visual styling used).
Developed by CATEA with funding from U.S Dept of Education Grant # P33A020050
© 2005 All Rights Reserved, Georgia Tech Research Corporation, Atlanta, GA.
WebCT and Visual Impairment
 Teaching assistant using screenreader cannot easily
navigate.




Frames with scrolling windows
Fixed heading size.
Result in more time and errors, esp. GRADE Book.
Tables lack id and association of header to data cells.
Developed by CATEA with funding from U.S Dept of Education Grant # P33A020050
© 2005 All Rights Reserved, Georgia Tech Research Corporation, Atlanta, GA.
Blackboard and Visual Impairment
 Difficulty with login and navigation
 Provide “alt-text” for buttons and images.
 Make links distinct.
 Posted materials not accessible.
 Make accessible webpage.
 Provide in text or accessible Word document.
 Difficulty with digital drop-box to submit work
 Allow student to email.
Developed by CATEA with funding from U.S Dept of Education Grant # P33A020050
© 2005 All Rights Reserved, Georgia Tech Research Corporation, Atlanta, GA.
Code for Alt-text of Images
Images
Federal Court Concepts
 Alternative-text (alt-text) #1 solution
 Provide same info by context
1.
Mailbox
2.
3.
Letter entering mailbox
Mail
Developed by CATEA with funding from U.S Dept of Education Grant # P33A020050
© 2005 All Rights Reserved, Georgia Tech Research Corporation, Atlanta, GA.
No alt-text = no
understanding
kwajex.gif (45k)
Developed by CATEA with funding from U.S Dept of Education Grant # P33A020050
© 2005 All Rights Reserved, Georgia Tech Research Corporation, Atlanta, GA.
Alt-text of Images
Federal Court Concepts
 When adding images in CMS, lack option for
alternative text.
 May need to edit code:
<img src=“logo.gif” border=“0” height=“150”
width=“200” alt=“Federal Court Concepts”>
Developed by CATEA with funding from U.S Dept of Education Grant # P33A020050
© 2005 All Rights Reserved, Georgia Tech Research Corporation, Atlanta, GA.
Magnification Software and CCTV
 Result in viewing small portion of screen.
 Cluttered webpages and inconsistent formats
make navigation and comprehension difficult.
Developed by CATEA with funding from U.S Dept of Education Grant # P33A020050
© 2005 All Rights Reserved, Georgia Tech Research Corporation, Atlanta, GA.
Seeing Through Others Eyes …
Macular Degeneration
In general, magnification and high levels of
illumination will assist in reading and other near
vision tasks.
Photos courtesy of National Eye Institute http://www.nei.nih.gov/photo/sims/sims.htm
Developed by CATEA with funding from U.S Dept of Education Grant # P33A020050
© 2005 All Rights Reserved, Georgia Tech Research Corporation, Atlanta, GA.
Cataracts
Photos courtesy of National Eye Institute http://www.nei.nih.gov/photo/sims/sims.htm
Age related cataracts are often yellow or
brown causing loss of sensitivity to blue.
Developed by CATEA with funding from U.S Dept of Education Grant # P33A020050
© 2005 All Rights Reserved, Georgia Tech Research Corporation, Atlanta, GA.
Diabetic Retinopathy
Photos courtesy of National Eye Institute http://www.nei.nih.gov/photo/sims/sims.htm
This is the largest single cause of visual impairment
among those of working age.
Developed by CATEA with funding from U.S Dept of Education Grant # P33A020050
© 2005 All Rights Reserved, Georgia Tech Research Corporation, Atlanta, GA.
Tunnel Vision
Photos courtesy of National Eye Institute http://www.nei.nih.gov/photo/sims/sims.htm
This impairment often makes it possible to
read small print but not large print.
Developed by CATEA with funding from U.S Dept of Education Grant # P33A020050
© 2005 All Rights Reserved, Georgia Tech Research Corporation, Atlanta, GA.
20/200 Legally Blind View of
Software
Developed by CATEA with funding from U.S Dept of Education Grant # P33A020050
© 2005 All Rights Reserved, Georgia Tech Research Corporation, Atlanta, GA.
Aging/Cataract View of Software
Developed by CATEA with funding from U.S Dept of Education Grant # P33A020050
© 2005 All Rights Reserved, Georgia Tech Research Corporation, Atlanta, GA.
Color and Contrast
 Use color to highlight focus, increase aesthetic appeal.
 Ensure color alone is not required to ensure access for
students who are color-blind, or in environment where
color is comprised .
Bad: Information in red is required.
Push the green button to start.
Good: *Required information in red with asterisk.
Developed by CATEA with funding from U.S Dept of Education Grant # P33A020050
© 2005 All Rights Reserved, Georgia Tech Research Corporation, Atlanta, GA.
Use high contrast between
text and background
High Contrast
High Contrast
Low Contrast
Very Low Contrast
Developed by CATEA with funding from U.S Dept of Education Grant # P33A020050
© 2005 All Rights Reserved, Georgia Tech Research Corporation, Atlanta, GA.
Avoid distracting backgrounds
Read this text against a
highly-colored
psychedelic
background
Developed by CATEA with funding from U.S Dept of Education Grant # P33A020050
© 2005 All Rights Reserved, Georgia Tech Research Corporation, Atlanta, GA.
Original Image
Results of Color Testing
Using Vischeck.com
Blue/Yellow Color Blind
Red/Green Color Blind
Developed by CATEA with funding from U.S Dept of Education Grant # P33A020050
© 2005 All Rights Reserved, Georgia Tech Research Corporation, Atlanta, GA.
Results of Color Testing
 Red/green color blindness
 Blue/yellow color blindness
Developed by CATEA with funding from U.S Dept of Education Grant # P33A020050
© 2005 All Rights Reserved, Georgia Tech Research Corporation, Atlanta, GA.
Animation Flicker Rate
 Flashing images annoying.
 Can cause seizures for users with
photosensitive epilepsy.
 Seizures can occur if exposed to flashing
images between 4 to 59 hertz (flashes per
second).
Developed by CATEA with funding from U.S Dept of Education Grant # P33A020050
© 2005 All Rights Reserved, Georgia Tech Research Corporation, Atlanta, GA.
On the Blink: Test the
Animation/Flicker
 If you do not have photosensitive epilepsy, example of
flickering rate: www.cinema.ucla.edu/strobe/
 Illustration of flickering standards:
http://ncam.wgbh.org/richmedia/media/flicker_demo.html
 Use AIS Web Accessiblity Toolbar (under Images)
Developed by CATEA with funding from U.S Dept of Education Grant # P33A020050
© 2005 All Rights Reserved, Georgia Tech Research Corporation, Atlanta, GA.
Captioning Audio and Video Content
 Types
 Closed - Open - Real time
 Benefits:





Students who are deaf or hard of hearing
English as second-language.
Different learning styles.
Quiet/noise-free, shared environments.
Searchable, printable, and markable reference.
Developed by CATEA with funding from U.S Dept of Education Grant # P33A020050
© 2005 All Rights Reserved, Georgia Tech Research Corporation, Atlanta, GA.
Captioning Tools
 Common, free software:
 Windows Media On-Demand Producer (WMODP).
 Media Access Generator (MAGpie)
 File formats need certain software to play or edit:




MOV files (Quicktime)
RM files (Real Player)
ASF and WMV files (Windows Media Player)
MPG and AVI files playable by most
Developed by CATEA with funding from U.S Dept of Education Grant # P33A020050
© 2005 All Rights Reserved, Georgia Tech Research Corporation, Atlanta, GA.
Audio Description (AD)
 Verbal description of key visual elements in media
inserted into natural pauses in audio of the media.
 Used by individuals who are blind or visually impaired.
 Types: Closed - Open - Real time
 AKA “Descriptive video, video description”
Developed by CATEA with funding from U.S Dept of Education Grant # P33A020050
© 2005 All Rights Reserved, Georgia Tech Research Corporation, Atlanta, GA.
Barriers Beyond the Web …
Word, Excel, PowerPoint, and PDF files
 Avoid built-in “Save as Webpage” = JUNKY!
 Multiple columns.
 Lack of structure which AT relies upon.
 Lack of textual equivalent for images, media.
 Lack of software to view the document.

Developed by CATEA with funding from U.S Dept of Education Grant # P33A020050
© 2005 All Rights Reserved, Georgia Tech Research Corporation, Atlanta, GA.
Illinois Accessible Web Publishing
Wizard for Microsoft Office
 Converts Word, PowerPoint and Excel files to accessible,
valid webpages with style sheet.
 Guided interface that automates most of the conversion.
 Adds “Save As Accessible Web Page” option under File menu
of all Office applications.
http://cita.rehab.uiuc.edu/software/office/index.html
Developed by CATEA with funding from U.S Dept of Education Grant # P33A020050
© 2005 All Rights Reserved, Georgia Tech Research Corporation, Atlanta, GA.
Testing and Evaluation
 Print with images OFF and black/white to reveal issues
like contrast, distractions, print settings.
 Navigate without a mouse (keyboard only).
 Check the load time.
 Use screenreader or voice-enabled tool.
 IBM Home Page Reader
www-306.ibm.com/able/dwnlds/index.html
 User testing
Developed by CATEA with funding from U.S Dept of Education Grant # P33A020050
© 2005 All Rights Reserved, Georgia Tech Research Corporation, Atlanta, GA.
Barriers in WebCT
 Accessibility and WebCT by Joe Wheaton, Ph.D.
Associate Professor Rehabilitation Services, Ohio
State University, Co-Director Web Accessibility
Center and Certified WebCT Trainer.
www.wac.ohio-state.edu/tutorials/webct/index.html
Developed by CATEA with funding from U.S Dept of Education Grant # P33A020050
© 2005 All Rights Reserved, Georgia Tech Research Corporation, Atlanta, GA.
Assuring CMS Courses are Accessible
 Consider diversity of students and instructors for age,
language, learning style, and abilities.
 Check web pages are designed to be accessible.
 Consider how teachers and students will interact.
 Check accesssibility of video and audio content.
 Make all content beyond webpages accessible.
Developed by CATEA with funding from U.S Dept of Education Grant # P33A020050
© 2005 All Rights Reserved, Georgia Tech Research Corporation, Atlanta, GA.
Tips to Improve WebCT Accessibility
1. Provide instructions for users of AT.
2. Avoid using Chat and Whiteboard for giving vital
course material.
3. Have all tools open in “Same Window” when given
option.
4. Don’t use icons or paste the source in the title field.
5. Provide text alternative for all self-test and feedback.
Developed by CATEA with funding from U.S Dept of Education Grant # P33A020050
© 2005 All Rights Reserved, Georgia Tech Research Corporation, Atlanta, GA.
Tips to Improve WebCT Accessibility
6. Deliver all questions one at a time with ability
to revist or make copy with alternate settings.
7. Use Discussion tools with as much division by
topic.
8. Add Search, myGRADES, myProgress, and
Glossary to Home page.
9. Be certain each link is Course Menu on left also
available on home page or organizer.
Developed by CATEA with funding from U.S Dept of Education Grant # P33A020050
© 2005 All Rights Reserved, Georgia Tech Research Corporation, Atlanta, GA.
Tips to Improve
Usability and Accessibility
1. Proper links, labelled individually.
2. Clear navigation mechanisms.
3. Logically structured page layouts.
4. Clear color contrast.
5. Reasonably-sized, adjustable text.
6. Straight-forward language.
7. Resources For More Info on CMS Access (Word)
Developed by CATEA with funding from U.S Dept of Education Grant # P33A020050
© 2005 All Rights Reserved, Georgia Tech Research Corporation, Atlanta, GA.
Challenge To You …
 Redefine true accessibility to be a state of …
UNIVERSAL DESIGN.
THINK
Developed by CATEA with funding from U.S Dept of Education Grant # P33A020050
© 2005 All Rights Reserved, Georgia Tech Research Corporation, Atlanta, GA.
?Questions and Comments!
Marsha Allen, Web Developer
marsha.allen@coa.gatech.edu
Robert Todd , Project Director
robert.todd@coa.gatech.edu
Center for Assistive Technology & Environmental Access
Georgia Tech, College of Architecture
490 Tenth Street, Atlanta, Georgia 30318
404-894-4960 (v/tty)
404-894-9320(fax)
www.catea.org/grade/
gradeproject@coa.gatech.edu
Developed by CATEA with funding from U.S Dept of Education Grant # P33A020050
© 2005 All Rights Reserved, Georgia Tech Research Corporation, Atlanta, GA.