Accessibility and Usability

The graph compares the time taken by blind users and sighted users to complete tasks on three low accessibility websites and three high accessibility websites. Data plotted from Table 4 of the DRC's report.      

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Accessibility

"The power of the web is in its universality. Access by everyone regardless of disability is an essential aspect." Tim Berners-Lee (1997)

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To make content accessible it needs to be:

• Described if a graphic, sound, animation, video.

• Well organised and bite sized.

• Used successfully (with a keyboard or devices other than a mouse)

• Understood – explain acronyms, short forms etc.

Accessible design requires that you consider all types of disabilities when designing online course materials, but it does not remove the likelihood that further support or adaptations will be needed during the course itself.

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Usability

According to Usablenet

“Website usability is determined by user satisfaction, ease of learning, user ability to remember an organization and its functionalities, user effectiveness, efficiency and likelihood of errors while performing the tasks the site has been designed for. For example, finding the information needed or completing the e-commerce operation.

Usability is very much like quality: you typically notice it only when it is missing.”

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Sites that are not usable score poorly in:

• Consistency of presentation and controls across the site

• Logical and natural organization of information: clear structure, systematic labels, clear and meaningful labels

• Contextual navigation: how much information is given for providing a context for the user (where is s/he in the site? where can s/he go? how can s/he go back?)

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Sites that are not usable score poorly in:

• Efficient navigation: the amount of time and effort the user needs to exert in order to move around the site

• Adequacy of feedback: are user interactions clear, are requests answered, do commands elicit the right response?

• Searchability: how effectively the site content can be sought in search engines

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Universal Design

“Universal design is the design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design.”

Center for Universal Design

Is this possible?

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Can we apply these Universal design principles to e-learning?

• Equitable Use

  • The design is useful and marketable to people with diverse abilities

• Flexibility in Use

  • The design accommodates a wide range of individual preferences and abilities

• Simple and Intuitive Use

  • Use of the design is easy to understand, regardless of the user's experience, knowledge, language skills, or current concentration level.

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Universal design principles

• Perceptible Information

  • The design communicates necessary information effectively to the user, regardless of ambient conditions or the user's sensory abilities.

• Tolerance for Error

  • The design minimises hazards and the adverse consequences of accidental or unintended actions

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Universal design principles

• Low Physical Effort

  • The design can be used efficiently and comfortably and with a minimum of fatigue

• Size and Space for Approach and Use

  • Appropriate size and space is provided for approach, reach, manipulation, and use regardless of user's body size, posture, or mobility

http://www.washington.edu/doit/Brochures/Academics/ud_edu.html

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Assistive Technology

“Any product or service designed to enable independence for disabled and older people.” (King's Fund consultation, 2001)

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Assistive Technology

• Hardware

  • Allow disabled users to interact with the computer

  • Examples

    • Specialised mice/keyboards

    • Head trackers

    • Braille terminals

Smart Nav

Refreshable braille display

Quill Mouse

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Assistive Technology

• Software

  • Designed to provide an accessible interface between other software and the user

  • Examples

    • Speech/Voice recognition

    • Speech synthesis/Text to Speech

    • Screen readers

    • Mouse / keyboard support

    • Switch Access

    • Scanning software

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Learner Characteristics

• Learner characteristics that need to be considered when working with e-learning materials. For example, visual, auditory, motor, language and learning skills. ICT, AT and ILT skills along with user preferences, prior knowledge, attitude and self advocacy skills.

Draffan E.A, Rainger P (2006) A model for the identification of challenges to blended learning ALT-J, Vol. 14, No. 1 pp. 55-67.

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Examples

• Blood type – discuss ease of use and personal preferences.

• DRC website –