Making Learning Accessible – Solving A Complex Puzzle
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The document outlines a panel discussion held on September 1, 2016, regarding accessibility in learning environments, highlighting the importance of making online and classroom learning accessible to all, including individuals with disabilities. It emphasizes the need for organizations to adopt the Web Content Accessibility Guidelines (WCAG) and shares practical strategies for implementing accessible practices in learning design. Various key speakers contributed insights into the challenges, best practices, and the significance of fostering inclusive learning experiences for diverse populations.
Making Learning Accessible – Solving A Complex Puzzle
- 1. 1 Thurs, 1st September, 2016 12-1 PM, Sydney Ways to participate: • Q&A Box - comment, whinge & opinions • Twitter Backchannel - @lrncafe #LearningAccessibility Knowledge Sharing Better Practices Experienced Panel
- 2. Introductions ABC Accenture Angus Knight Learning ANZ Aspire B Online Learning Bank Australia BNZ Calvary Community Care Cancer Council Queensland Capgemini CBA CCA DEDJTR Elders Insurance Fairfax Media Flydubai Gilbert + Tobin Lawyers GRC Solutions IAG IMC IP Australia Jobfind Centres Australia Learning Seat Lendlease Maddocks Moodle Pty Ltd NAB NATA Newcastle City Council NSW Department of Industry NSW Dept of Education NSW transport Optus OSR Partners in Performance Presence of IT Primary health care QBE Insurance Rio Tinto RMIT University SAI Global Shine Lawyers SNP security/contractor Sprout Labs StarTrack swinburne university Sydney Water TAFE NSW Target Target Corporation India Taronga Conservation Society Australia The Knowledge Project The Treasury Tocal College Toyota University of Calgary, Continuing Education University of Sydney UQ Wavelength Ltd Westpac Registrations75+ Robyn Chapman – Chief Executive Officer & Company Secretary, Assistive Technology Australia Libby Lake Management Consultant Talent & Org Performance Accenture 60+ Organisations Amit Garg– Founder & Director (Custom Learning Solutions) Upside Learning Solutions Chris Johnson Senior Learning Design Consultant CBA
- 3. Blog Magazine Webinar Discussions UnConference Twitter Linkedin Facebook Coffee Catch Ups Capability Building Workshops Community of Learning Professionals with a focus on implementing ideas Building L&D Capability
- 4. Ideasatwork.com.au Collaborative explorations by Australian organisations facilitated by LearningCafe Starting Soon TinCan/xAPI MOOCs Capability Management ? (Too soon) Yes
- 5. What are the design and implementation challenges for making Learning accessible in the online and classroom format? Problem Statement #1
- 6. Have you any research in accessibility in underrepresented or socio-economically underprivileged populations? Danelle Greebe Can and where do you draw the line in applying WCAG to eLearning John Blackwell
- 7. What are the budgeting implications for making Learning accessible? Can we be smart and do more within allocated budgets? Problem Statement #2
- 8. Just interested in hearing what they panelists can share about how to get mobile/social learning happening with no/little budget Teachers are over whelmed with administration, compliance and continual change. How do we engage them to learning accessible? Jane O'Neill Christine Brown
- 9. What are the spectrum of accessibility requirements and obligations, to make Learning and information more accessible? Problem Statement #3
- 11. ROBYN CHAPMAN Chief Executive Officer & Company Secretary at Assistive Technology Australia
- 12. Assistive Technology Australia Recognized leader in the field of Assistive Technology and Accessible built environments - Public and Private Help facilitate maximum independence Provide impartial advice, information and training on assistive technologies and the built environment
- 13. Signatory to the UN Convention on the Rights of people with Disabilities Disability Discrimination Act makes discrimination on the grounds of disability unlawful Provide same level of access service including employment and education/learni ng opportunities Providers are required to make reasonable adjustments -Built environment -Assistive technologies to carry out tasks -Learning materials, Websites Legislative Framework
- 14. Employers expected to provide standard items Funding available for assistive technologies to support the learner or employee Funding is attached to the individual who needs it. Specific funding related to employment NDIS, especially for learning goals if the person is NDIA eligible Websites and Online -Screen readers, pdfs, Text to speech e.g. Coles What does this mean?
- 15. CHRIS JOHNSON Senior Learning Design Consultant at CBA
- 16. The CBA Group’s centre of excellence providing instructional and digital design expertise to our partners across the Group.
- 17. Update learning practices to provide accessible and inclusive employee education by December 2016 including: • Develop an action plan for Group-wide learning to meet accessibility standards. • Develop guidelines for learning designers to meet WCAG 2.0 A and AA standards. • Develop interactive e-learning templates for CommBank endorsed e-learning tools. • Develop test scripts and actively test for compliance to standards. • Develop support documentation for learning staff including resources and tip sheets. • Provide awareness and education sessions for designers and support staff within the learning practice. • Monitor modules and skill levels across learning practice in order to meet the requirements.
- 18. We don’t have any deaf people, we don’t need it to be accessible. The system isn’t accessible, so the solution doesn’t need to be It limits the creativity and the interactions I can use in the design.
- 19. What are the guidelines? What does it mean to be AA accessible? What are the requirements? What is the current experience? What does this actually ‘mean’? Why is it a requirement? What purpose does it serve? How is it commonly implemented? What if it can’t be implemented? How is this functionality achieved in this tool? • Articulate Storyline 2 • Captivate 9 • Lectora 12 How does this change the design of online learning? How does this impact development timeframes? How do we support our designers? • Base templates for each tool • Implementation guides • Education sessions How do we educate our clients & stakeholders? How do we measure implementation? Perceivable, Operable, Understandable, Robust.
- 20. LIBBY LAKE Management Consultant Talent & Organisation at Accenture
- 21. A Learner’s Perspective • I have a Bachelors Degree in Social Sciences • I’ve had roles in a variety of industries since gradating and have lived and worked overseas and interstate • I’ve been in L&D professional for almost a decade designing and delivering training and developing learning strategies • I’ve been with Accenture for six years and have worked with a number of large Australia companies, none of whom I can say are the benchmark for accessibility! • I was born with a severe Astigmatism and Ocularcutaneous Albinism, a genetic condition that impaired the development of my optic nerves and caused a lack of melanin in my skin, hair and eyes • I’m not considered legally blind as I have 6/26 vision not 6/60. A person is considered legally blind if they cannot see at 6 metres what someone with normal vision can see at 60 metres • I live independently but I can’t drive, I’m not eligible for government support or assistance with mobility costs but have recently been provided with a number of job aids through Job Access A Bit About My Condition A Bit About Me
- 22. By asking the right questions Awareness Planning Right Assistance Evaluation By proper planning during design and adapting your delivery By being aware that the severity and Impact of a person’s disability, and their learning preferences, will vary By acquiring the same information and enjoying the same level of learning service What Can Your Organisation Do?
- 23. What You Can Do In The Classroom • Don’t single anyone out, ask the class “Can everyone read the screen and hear me?” If they can’t invite them to shift seats • People with disabilities can feel isolated so make this an open question to allow for everyone to feel comfortable moving seats – break down that reluctance to sit at the table nearest the screen! Don’t assume, ask! • PowerPoint presentations that are filled with small text and complicated visuals are very difficult to read – keep it simple! • Offer to provide either soft copies of the material or a print outs • Let the class know when you’re going to show a video and get them up the front as a group to be sure all can see clearly Think About Your Presentations! Flip Charts & Whiteboards • Red markers are the bane of my existence! It’s a very difficult colour to see when you have a visual impairment • Black, blue and green are much easier on the eye in my experience • Draw in BIG letters and invite people to take a picture
- 24. What You Can Do Online • If your organisation has the budget, make sure content is created in line with accessibility standards • ‘AAA’ is the gold standard but you don’t necessarily have to achieve this, you can work with your IT department to be assessed as A’ with elements of ‘AA’, or assessed ‘AA’’ with elements of ‘AAA’ Web Content Accessibility Guidelines (WCAG) 2.0 • The best courses for people with a disability offer the learner the option to watch a video or read the transcript • Ideally learners should be able to zoom in on the text • Content on screens should be compatible with screen readers that read out loud the content that is on the computer screen Text vs audio visual content Making Your Learners Comfortable • Ask your staff members what they need in order to be comfortable taking online courses • Do they need a larger screen to take their training? • Another option is to private area where they can take the course without feeling conspicuous
- 25. What You Can Do On The Job • Ensure your staff are undergoing OH&S assessments to determine what the organisation can provide to help them • Request further assistance through Job Access, an information hub for employers, people with disabilities and service providers - they can help with funding for job aids Get Assistance • When coaching or providing 1:1 training, ask your staff “what do you need to be in the best position to learn?” • Do they need access to a training environment on their own laptop? • Do they want to sit in a room and whiteboard? • Do they want to listen to podcasts or watch YouTube Videos? Ask! Presentations & Printouts • When presenting during a meeting, apply the same principles of simplicity as you would when delivering in a classroom • Printouts are great, if they’re legible! Print on A3 and in colour if necessary • When demonstrating something 1:1, do not assume the person can read your screen, you may need to send them the document
- 26. AMIT GARG Founder & Director (Custom Learning Solutions) at Upside Learning Solutions
- 28. The WCAG 2.0 are structured around four principles of accessibility: erceivable Any learner should be able to perceive content and interface components in some way. These cannot be invisible to ALL of the senses. Any learner should be able to understand the information presented as well as how to use the interface. Any learner should be able to consume the content through assistive technologies or other user agents. ThePOURPrinciples of Accessibility P perable Any learner should be able to perform actions in some way to navigate through and interact with the content as required. O nderstandableU obustR
- 30. Guideline 1.2 – Time-based Media Provide alternatives for time-based media. Principle 1 - Perceivable A Success Criterion 1.2.1 - Audio-only and Video-only (Prerecorded) AA Success Criterion 1.2.5 - Audio Description (Prerecorded) AAA Success Criterion 1.2. 6 - Sign Language (Prerecorded) Technique G158 - Providing an alternative for time-based media for audio-only content Technique SL17 - Providing Static Alternative Content for Silverlight Media Playing in a MediaElement Technique SM7 - Providing audio description in SMIL 2.0 Technique FLASH26 - Applying audio descriptions to Flash video Technique G54 - Including a sign language interpreter in the video stream Technique SM14 - Providing sign language interpretation through synchronized video streams in SMIL 2.0 Example
- 31. AA Conformance What We Do for Alternative Textual Description Synched Transcript
- 32. Page Load 100% AA Conformance What We Do for
- 33. AA 16 AA Conformance What We Do for
- 34. AA Conformance What We Do for
- 35. Key success parameters are in blue. Key success parameters are indicated by a blue star ( ).* Textual Description (Color, Shape, Position) Textual Description (Color, Shape, Position) Textual Description (Color, Shape, Position) AA Conformance What We Do for
- 36. Select the round blue “Next” arrow to continue. AA Conformance What We Do for Select the blue button. Select the icon on the right. Select the round button.
- 37. AA Conformance What We Do for Textual Summary Textual Summary
- 38. AA Conformance What We Do for
- 39. AA Conformance What We Do for Less than 3x / second
- 40. AA Conformance What We Do for 1 2 3 4
- 41. AA Conformance What We Do for
- 42. AA Conformance What We Do for IE Firefox Chrome Window-Eyes
- 43. Accessibility Mobile Platform Accessibility Settings Zoom /Magnification Control Over Orientation Navigation and Interaction Control Over Content
- 44. AccessibilitySupport by Authoring Tools Storyline 2 Captivate 9 Lectora 16 Output Type Supported Flash HTML and Flash HTML Keyboard Support Yes, with some exceptions Yes, with some exceptions Yes, with some exceptions Visual Focus Yes Yes, with a few exceptions Yes Flicker Reduction Yes Yes No * Non-Visual Operation and Information Retrieval Yes (JAWS) Yes (JAWS, Window-Eyes) Yes (JAWS, Window-Eyes) * To be manually implemented through code.
- 45. AccessibilitySupport by Authoring Tools Storyline 2 Captivate 9 Lectora 16 Readability Control Yes Yes Yes Text Alternatives Yes Yes Yes Assistive Technology-Ready UI Yes Yes No * Assistive Technology-Ready Forms Yes Yes, with a couple of exceptions No * Assistive Technology-Ready Scripts Yes Yes Yes, with a few exceptions * To be manually implemented through code.
- 46. LET US TALK TO THE PANEL AND YOU
- 47. Helpful Resources • Australian Disability Clearinghouse on Education & Training http://www.adcet.edu.au// • Vision Australia http://www.visionaustralia.org/business-and-professionals • American Association For The Blind http://www.afb.org/info/low- vision/living-with-low-vision/creating-a-comfortable-environment-for- people-with-low-vision/235
- 48. www.learningcafe.com.au lrncafe http://bit.ly/lcafefb blogs learning conversations free resources workshops UnConference 2016 Sydney Melbourne Webinar recording, ebooks, L&D frameworks Building Effective Employee Social Networks 48 Ideas@work Collaborations
Editor's Notes
- #2: What are the current approaches/ trends for managing change for Learning initiatives ? We look at contemporary Change Management frameworks including the Burke and Lewin Model of Organisational Performance and Change. Their experiences including: Approach for designing and implementing a Technical Academy. Change management for learning technology projects in financial services. Change approach when Learning is integrated with other HR processes for large transformation initiatives. Many Learning professionals are skilled in change management (and visa versa). Does this result in better results due to closer integration ? Do the change approaches differ for technology enabled learning ? Are the change approaches for Learning meeting the needs to be responsive and agility ?
- #22: Opportunities Develop stronger business cases to secure, maintain resource allocation to L&D To demonstrate L&D activity as synchronised to operations and overall organisation goals Better secure significant investment in new HRM initiatives through CAPEX Challenges Deciding upon the most critical measures (“vital few versus trivial many”) The financial literacy of L&D (and HR staff more broadly) is highly variable across organisations Proving links between the training intervention/s and the operating and business outcomes “how confident am I that the increase in sales was due to training as opposed to advertising/promotional activity”
- #24: Let us quickly talk about Learning Café. It is a community of experienced learning professional who open to exploring innovative and collaborative approaches to deliver greater value. This is reflected in the content and topics we choose to talk about like todays topic. The design of the learning café is user centric which means that it tries to deliver value when you want it and how you want it. You have the flexibility of engaging with the community via blogs, social media, webinars or face to face in our coffee catch ups and the UnConference. At the heart of Learning Café is the desire to develop the capability of our profession.
- #25: Let us quickly talk about Learning Café. It is a community of experienced learning professional who open to exploring innovative and collaborative approaches to deliver greater value. This is reflected in the content and topics we choose to talk about like todays topic. The design of the learning café is user centric which means that it tries to deliver value when you want it and how you want it. You have the flexibility of engaging with the community via blogs, social media, webinars or face to face in our coffee catch ups and the UnConference. At the heart of Learning Café is the desire to develop the capability of our profession.
- #26: Let us quickly talk about Learning Café. It is a community of experienced learning professional who open to exploring innovative and collaborative approaches to deliver greater value. This is reflected in the content and topics we choose to talk about like todays topic. The design of the learning café is user centric which means that it tries to deliver value when you want it and how you want it. You have the flexibility of engaging with the community via blogs, social media, webinars or face to face in our coffee catch ups and the UnConference. At the heart of Learning Café is the desire to develop the capability of our profession.