Upload
denim
View
28
Download
0
Embed Size (px)
DESCRIPTION
Metadata and Accessibility. Liddy Nevile [email protected]. Summary. How does a user find the content or services they need? What about content that contains inaccessible elements? content that needs to substitute new elements? content that needs to be transformed?. Goals. - PowerPoint PPT Presentation
Citation preview
Liddy Nevile - OzeWAI 2002 - 20021129
Summary• How does a user find the content or
services they need?• What about
– content that contains inaccessible elements?
– content that needs to substitute new elements?
– content that needs to be transformed?
Liddy Nevile - OzeWAI 2002 - 20021129
Goals
• To provide information about the learner’s needs and preferences that will allow the delivery of user interfaces and content that is accessible to learners using alternative access systems
Liddy Nevile - OzeWAI 2002 - 20021129
Matching users to contents
• Users have different sensory perception because of– Disabilities– Surrounding contexts– Equipment
i.e. differences can be described in terms of sensory perception
Liddy Nevile - OzeWAI 2002 - 20021129
Typical problems
• Can’t see screen• Can’t see colours• Can’t read text• Can’t hear• Can’t control cursor• Can’t type
Liddy Nevile - OzeWAI 2002 - 20021129
Accessibility
• Direct accessibility• Compatible accessibility• Alternative modality• Equivalent content• User choice• User rights - legal requirements
Liddy Nevile - OzeWAI 2002 - 20021129
User profiles
• Classification of sensory perception• How is the record created?• Where should the report be kept?• Who should have access to the
record?
Liddy Nevile - OzeWAI 2002 - 20021129
The IMS Learner Info Profile
• The ‘LIP’• IMS has a closed environment
based on the fact that students are enrolled in institutions and that they are registered for special needs.
• See http://www.imsproject.org/
Liddy Nevile - OzeWAI 2002 - 20021129
Three main categories• Control:
– How the user interface is controlled
• Display: – How the user interface and content is
displayed
• Content: – Content structuring, content types, and
content equivalents or alternatives.
Liddy Nevile - OzeWAI 2002 - 20021129
Generic and Specialized Elements
• Generic: – a set of settings common to most
alternative access systems within the category
• Special: – settings specific to certain
technologies within the category
Liddy Nevile - OzeWAI 2002 - 20021129
Control Elements• Keyboard enhanced: keyboard enhancements
such as sticky keys, slow keys, etc.
• Alternative keyboard: settings for enlarged keyboards, miniature keyboards, or keyboards with
alternative control methods • On-screen keyboard: settings for keyboards
displayed on the screen, controlled using pointers or discrete switches. Access methods include scanning and coded input.
• Alternative pointing: Settings for alternative pointing systems e.g. headpointers, trackballs, joysticks.
Liddy Nevile - OzeWAI 2002 - 20021129
Control Elements cont.
• Mouse emulation: Settings for access systems that emulate a mouse e.g., mouse keys.
• Voice Recognition: Settings for voice recognition systems, including pointers to voice files.
Liddy Nevile - OzeWAI 2002 - 20021129
Display Elements• Screen reader: Settings for systems that read
the screen and interpret what the user interface otherwise presents visually (without visual cueing).
• Screen enhancement: Settings for systems that enhance the screen visibility using magnification, enhanced contrast etc.
• Text-read and hi-light: Settings for systems that both read text and visually cue the user.
• Braille display: Settings for refreshable Braille displays
• Tactile display: Settings for haptic and other tactile displays.
Liddy Nevile - OzeWAI 2002 - 20021129
Content Elements
• Alternatives to visual: Video description, alt-text, haptic rendering, etc.
• Alternatives to audio: Captioning, ASL translation, enhanced multimedia captioning
• Structural presentation: Compression and expansion of document
Liddy Nevile - OzeWAI 2002 - 20021129
• Structural navigation: Mechanisms for navigating through the structure of the content (eg. header to header)
• Learner scaffold: Settings to specify learner scaffolds needed by the learner
• Personal style sheet: Pointers to style sheets
Liddy Nevile - OzeWAI 2002 - 20021129
Example ImplementationWeb4All (http://www.web4all.ca)• Personal smart card with XML preference
string • Automatically configures multi-user
workstation according to preferences• Configures system settings, launches and
configures browser preferences and AT• Workstation returns to default settings
when card is removed
Liddy Nevile - OzeWAI 2002 - 20021129
Example ImplementationBarrierfree ProjectXML accessibility preference string used
to:• Configure Browser/Player interface• Retrieve and aggregate necessary
content, style sheets and equivalent content (e.g., captioning)
• Customize content display and control• http://www.barrierfree.ca
Liddy Nevile - OzeWAI 2002 - 20021129
Note the other ‘users’
• Legislation and policies demand accessibility of contents
• Evaluation and monitoring of accessibility is of concern to management
• Metadata can be useful in this management process...
Liddy Nevile - OzeWAI 2002 - 20021129
What do we want to do?
• Provide compliance information• Support personal discovery by
– Enabling search on compliance– Matching users to resources– Matching resources to repair tools– Matching resources to
transformations
Liddy Nevile - OzeWAI 2002 - 20021129
DC accessibility proposal
• title• identifier• creator• contributor• publisher• Date• language• rights• subject
• description• coverage• source• relation• format• type
+ what?
Liddy Nevile - OzeWAI 2002 - 20021129
dc:relation* Replaces, is required by, is part of, is
referenced by, ….• is format of
– expects changes in format but not in content
• is version of– expects changes in content
• conforms to– relates to a standard
Liddy Nevile - OzeWAI 2002 - 20021129
• Accessibility communities consider that some content can be available in alternative formats but some is more than this, it is equivalent, i.e. for some users the alternative will be not merely interpretation of the original but suitable to be used instead.
Liddy Nevile - OzeWAI 2002 - 20021129
dc:relation qualifier proposal
• Is-equivalent-to• Has-equivalent• Questions
– does it need to say this is equivalent content??
– That it is accessibility specific?– What about phone users etc ...
Liddy Nevile - OzeWAI 2002 - 20021129
Other ideas
• Earl– Evaluation And Report Language
• CC/PP – Composite capabilities preferences
profile
Liddy Nevile - OzeWAI 2002 - 20021129
A generalised goal
• To produce information and systems that will allow access to all content even where accessibility has not been built into the original content and has not been anticipated by the original authors.
Liddy Nevile - OzeWAI 2002 - 20021129
An invitation...
• If you are interested in contributing to this work, please visit http://dublincore.org/groups/access/
• And join the dc.accessibility discussion list