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daniel-montalvo edited this page Oct 19, 2020 · 62 revisions

These are tentative dates for surveys and discussions in EOWG WAI Curricula Task Force.

Table of Contents

Curriculum for Developers

Developing Accessible Content as agreed in Weekly Survey for December 13.

Task Force discussing changes based on

Preview: https://deploy-preview-273--wai-curricula.netlify.com/curricula/developing-accessible-content/

16 October 2020

General

  • Change explanatory sentence at the "topics to teach level" from "Optional topics to achieve the learning outcomes" to "Topics to achieve the learning outcomes". Rationale: A specific order or teaching method is not required, but all topics are recommended for the teaching sequence.
  • Changed assessment to guide students to use ATs to interact with headings, regions, form elements, etc. from "Short answer questions" to "Practice", as it better reflects the assessment type.
  • Changed competencies section in several modules for consistency.

Module 1: Structure and Semantics

  • Topic: Section Headings
    • Added learning outcome: "explain how headings provide a summary of page content that can be navigated by assistive technologies such as screen readers"

Module 2: Navigational Menus

  • Added learning outcome for module: "identify and code appropriate keyboard controls for interactive menus"

Module 3: Images and Graphics

  • Topic: Complex Images
    • Reduced scope of assessment
      Original: "Practical — Students are shown charts and graphics without descriptions and are asked to provide them. Assess how students provide adequate descriptions for complex images"
      Proposed: "Practical — Students are asked to code descriptions for a set of given charts and graphics. Assess how students code descriptions for complex images".
      Rationale: While providing descriptions for simple and functional images may be one of the developer tasks, providing descriptions for complex images may be out-of-scope for many developers.

Module 4: Tabular Information

  • Added learning outcome for module: "summarize related requirements for authors and designers to provide information about the relationships between header and data cells"
  • Topic: Simple tables
    • Reworded learning outcome: "define simple tables as those which contain one row or column header"
    • Added learning outcome for topic: "summarize related requirements for designers and content authors to use CSS techniques for avoiding table layout designs"
    • Reworded ideas for assessment: "Practical — A simple table is presented to Students. They are asked to identify the table's headers and to code them using the `th` element. Assess students’ understanding of the `th` element."
  • Topic: Complex tables
    • Reworded learning outcome for topic: "define complex tables as those which contain multiple row and column headers"
  • Added further explanations for scope: "Demonstrate the use of the HTML attribute `scope` and its values `row`, `col`, `rowgroup`, and `colgroup`, to code the direction of the headers. Explain that these values indicate headers for row, column, group of rows, and group of columns respectively."
  • Topic: Table Summaries and Descriptions
    • Qualified uses for the attribute summary in learning outcomes: "the HTML attribute `summary` (recommended for fallback purposes)"
    • Qualified teaching ideas about the summary element: "[...] Emphasize that it is obsolete according to the HTML5 specification and should, therefore, be used with caution. [...]"
  • Clarifying assessment for module: "Short Answer Questions — Students are directed to a web page where there are several tables. Then they are asked to use an accessibility evaluation extension to provide all table header and data cells they have found. Assess how students analyze if a table is coded appropriately to reflect its structure."
  • Added idea to assess knowledge for module: "* Practical — Students are guided to use mechanisms that assistive technologies provide to move to next and previous table, to move between table cells, and to show all the tables of a web page in an isolated list. Assess students’ knowledge of mechanisms of assistive technologies to move through tables."

Module 5: Forms and Input Elements

  • Added WCAG 2 Success Criterion 2.5.3 Label in Name to competencies for instructors.
  • Topic: Form Labels
    • Qualify uses for each of the elements and attributes mentioned in learning outcomes for topic:
      • code labels and input field associations using:
  **** the HTML attribute `for` (when an explicit association is needed)
  **** the WAI-ARIA attributes `aria-label` or `aria-labelledby` (when the label text needs to be visually hidden)
  **** the HTML element `title` (when the label text needs to be visually hidden)
    • Added learning outcome for topic: "explain how labels are used by users of voice control software to activate and interact with form controls"
  • Topic: Form Instructions
    • Added learning outcome: “summarize related requirements for designers to provide mechanisms that consolidate already entered data”
  • Topic: Time Limits
    • Added teaching idea around different types of time limits: "* Demonstrate examples of different types of time limits, such as banking site timeouts, ticket purchasing countdowns and timeouts, assessment timings, inactivity timeouts, or chatbot timeouts."
    • Added assessment for developers to identify mechanisms to stop, adjust, or extend time limits: "* Practical — Students are asked to find several websites where mechanisms to stop, adjust, or extend time limits are in place. They are asked to reference the website or functionality where those mechanisms are found. Assess how students identify mechanisms to stop, adjust, or extend time limits."
  • Topic: Validation and Notifications
    • Added learning outcome for topic: “explain how each of these methods of notifications benefit people with disabilities”
  • Re-scoped assessment for module: “Practical — Students are guided to fill in form controls using mechanisms that assistive technologies provide to move to next and previous form control or to show all form controls in an isolated list. Assess students' knowledge of mechanisms of assistive technologies to interact and fill in form controls.”

Module 6: Custom Widgets

  • Topic: Keyboard and Focus Management
    • Added learning outcome for topic: “* summarize related requirements for designers to provide different choices for users when selecting options in complex widgets, such as typing to narrow results”
    • Reworded assessment: "> * Short Answer Questions — Students are asked to provide all the possible values for the `tabindex` element and to explain what each of those values means. Assess students' knowledge of the attribute `tabindex` and its values."
  • Topic: Live Regions
    • Added assessment around priority levels: "* Practical — Students are presented with different types of alerts. They are asked to indicate their priority level and to code them appropriately. Assess students' understanding of the attribute `aria-live` and its values `polite`, `assertive`, and `off`."

Previous work and surveys:

  • Survey on outline of second curriculum: Survey January 29-4 February. Discussion February 7th.
  • Implementation of suggestions from first round of discussion (learning outcomes for modules and topics). Survey 2-9 March. Discussion March 13.
  • April 14: first Task Force meeting. Discussing timeline proposed and next steps
  • April 21: a closer look at learning outcomes for the modules and topics in the first draft. Is there anything missing? Anything that should be included?
  • April 28: (no teleconference). A closer look at learning outcomes for the modules and topics in the first draft. Survey results.
  • May 5: A closer look at the teaching ideas for topics. Is there anything missing? Anything we should include?
  • May 12: (no teleconference). A closer look at ideas to assess knowledge for topics and modules. Survey results.
  • Survey 15-22 June on complete drafts for modules 1-3.
  • June 23: Discussing results of survey on modules 1-3.
  • Survey 22-29 June on module 4-6.
  • June 30: Discussing survey results on modules 4-6 and remaining issues.
  • Early October: Whole curricula sent for all EOWG review.
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