diff --git a/content/1-1.md b/content/1-1.md index 048f86743..9434c4f2f 100644 --- a/content/1-1.md +++ b/content/1-1.md @@ -72,7 +72,7 @@ Students should be able to: #### Teaching Ideas -Optional ideas to teach the learning outcomes: +Include the most appropriate to deliver the learning outcomes. * Point out how design features can enhance people's quality of life by teaching the social model of disability. Refer to Introduction to Web Accessibility page, [Accessibility in Context section](/fundamentals/accessibility-intro/#context). * Invite expert users with disabilities to show the assistive technologies and adaptive strategies they use when interacting with online banking, online shopping or eGovernment. Ask these users to explain how technology and the Web benefits them. @@ -85,7 +85,7 @@ Optional ideas to teach the learning outcomes: #### Ideas to Assess Knowledge -Optional ideas to support assessment: +Include the most appropriate to assess the learning outcomes. * Practice — Students explore the use of assistive technologies to perform a task, such as reading the news, making a purchase, or interacting in social networks. Assess students' capacity to understand how the assistive technology functions and interact with it. * Presentation — Students present digital life and most important use cases for a particular type of disability they are interested in. Assess students' capacity to reflect on the benefits of computers and the Web for people with disabilities. @@ -115,7 +115,7 @@ Students should be able to: #### Teaching Ideas -Optional ideas to teach the learning outcomes: +Include the most appropriate to deliver the learning outcomes. * Define web accessibility as the ability for people with disabilities to use web content, tools, and technology equally. * Guide students through a reflection on the relevance of web accessibility. Focus on the widespread use of web content and applications across different types of devices (desktop, mobile, television, etc.). Emphasize that accessibility favors social participation (for education, employment, commerce, healthcare, entertainment, etc.). Encourage students to participate in the discussion by adding any previous experiences of access barriers and exposure to accessibility. @@ -128,7 +128,7 @@ and accessibility. Explain that accessibility is needed to cover those aspects f #### Ideas to Assess Knowledge -Optional ideas to support assessment: +Include the most appropriate to assess the learning outcomes. * Debate — From a given set of accessibility features in buildings, transportation, education, or healthcare, students draw analogies to web accessibility and share with their peers. Assess students' capacity to recognize how some features help make digital products accessible. * Presentation — Students select a device (e.g., computer, smartphone, smartwatch, television, etc.) and describe the accessibility features and settings that are available on that device. Assess students' capacity to identify accessibility features in a given product. @@ -138,7 +138,7 @@ Optional ideas to support assessment: ## Ideas to Assess Knowledge -Optional ideas to support assessment: +Include the most appropriate to assess the learning outcomes. * Reflective Journal — Students reflect on how accessible technology benefits people, regardless of disability. Assess students' capacity to identify how accessibility can promote overall inclusion. * Short Answer Questions — Students describe in their own words terms such as web accessibility, usability, and inclusion. Assess students' capacity to describe these terms clearly and succinctly. diff --git a/content/1-2.md b/content/1-2.md index 7857991e9..fbd1fa03e 100644 --- a/content/1-2.md +++ b/content/1-2.md @@ -70,7 +70,7 @@ Students should be able to: #### Teaching Ideas -Optional ideas to teach the learning outcomes: +Include the most appropriate to deliver the learning outcomes. * Ask students to engage with people with disabilities, such as relatives, friends, or colleagues. Ask students to gather information on the assistive technologies and/or adaptive strategies used to interact with digital technology. Help students classify the tools they learn about. * Guide students to focus on the abilities of people with disabilities and on how technology is part of their everyday life. Coach students towards thinking about people first and promote an inclusive approach. For further information, refer to [Interacting with People with Disabilities](http://www.uiaccess.com/accessucd/interact.html). @@ -83,7 +83,7 @@ Optional ideas to teach the learning outcomes: #### Ideas to Assess Knowledge -Optional ideas to support assessment: +Include the most appropriate to assess the learning outcomes. * Report — Students write a report describing some of the design features that one of the assistive technologies they learned about relies on to function. Assess students' capacity to identify how people with disabilities rely on specific features to use the Web. * Practice — Students go to three different types of websites (e.g., shopping site, banking site, or entertainment site) and identify accessibility features from those they learned about. Assess students' capacity to recognize accessibility features. @@ -110,7 +110,7 @@ Students should be able to: #### Teaching Ideas -Optional ideas to teach the learning outcomes: +Include the most appropriate to deliver the learning outcomes. * Based on the previously taught topics, reflect with students on the links between assistive technologies, adaptive strategies, and digital content. Guide them through how one relies on the other and how using different combinations of tools may yield different user experiences. * Explore with students some of the accessibility features built into Web technologies. For example, HTML headings and lists. Ask students to reflect on how these relate to prior observations they made. @@ -120,7 +120,7 @@ Optional ideas to teach the learning outcomes: #### Ideas to Assess Knowledge -Optional ideas to support assessment: +Include the most appropriate to assess the learning outcomes. * Reflective Journal — Students reflect on specific types of accessibility features and barriers, and how they relate to the different components of web accessibility. Assess students' capacity to recognize how components work together to improve accessibility. * Guided Quiz — Students identify three websites where one accessibility feature in Web technology is being used. For example, Where are ordered and unordered lists used effectively? Where is heading structure in place? Assess students' capacity to identify instances of content that promote accessibility features. @@ -130,7 +130,7 @@ Optional ideas to support assessment: ## Ideas to Assess Knowledge -Optional ideas to support assessment: +Include the most appropriate to assess the learning outcomes. * Practice — Students perform basic tasks with assistive technologies, such as using the tab key to navigate different interfaces or using screen readers' navigation quick keys. Assess students' capacity to interact with assistive technologies. * Multiple Choice Questions — From a list of 10 - 15 accessibility barriers. Students decide for each of them if they are related to the content, the underlying technology, the user agent, and/or assistive technology. Assess students' capacity to relate the different components of web accessibility. diff --git a/content/1-3.md b/content/1-3.md index ee8b05620..a9d2295f7 100644 --- a/content/1-3.md +++ b/content/1-3.md @@ -77,7 +77,7 @@ Students should be able to: #### Teaching Ideas -Optional ideas to teach the learning outcomes: +Include the most appropriate to deliver the learning outcomes. * Introduce case studies of organizations who have adopted accessibility. Explain the resulting benefits, such as improved brand reputation or improved search results ranking. * Compare the cost and effectiveness of integrating accessibility requirements into a project from the start versus integrating accessibility later. Discuss the need to integrate accessibility requirements and standards into procurement as well as development processes. @@ -90,7 +90,7 @@ Optional ideas to teach the learning outcomes: #### Ideas to Assess Knowledge -Optional ideas to support assessment: +Include the most appropriate to assess the learning outcomes. * Practice — Students perform a specific task with the virtual assistant in their mobile phones. For example, students read the news, query the weather, or check items into a shopping cart. Assess students' capacity to recognize innovation behind features originally design for accessibility that many people use nowadays. * Portfolio — Students research how an organization could benefit from improving accessibility. Assess students' capacity to outline business opportunities gained from taking this approach. @@ -103,7 +103,7 @@ Optional ideas to support assessment: ## Ideas to Assess Knowledge -Optional ideas to support assessment: +Include the most appropriate to assess the learning outcomes. * Guided Quiz — From a list of business case arguments, students describe the benefits that match the corresponding business case arguments. Assess students' capacity to relate business case arguments to benefits. * Presentation — Students present business case arguments that are applicable to an organization of their choice. Assess students' capacity to explain the rationale for each argument. diff --git a/content/1-4.md b/content/1-4.md index 12f2f27b7..3074fe23c 100644 --- a/content/1-4.md +++ b/content/1-4.md @@ -83,7 +83,7 @@ Students should be able to: #### Teaching Ideas -Optional ideas to teach the learning outcomes: +Include the most appropriate to deliver the learning outcomes. * Explain the web accessibility concepts: Perceivable information and user interface, Operable user interface and navigation, Understandable information and user interface, and Robust content and reliable interpretation. * Provide examples of each of the principles. @@ -91,7 +91,7 @@ Optional ideas to teach the learning outcomes: #### Ideas to Assess Knowledge -Optional ideas to support assessment: +Include the most appropriate to assess the learning outcomes. * Report — Students write a summary describing the four principles of web accessibility. Assess students' capacity to provide examples, such as captions and other alternatives for multimedia under the principle Perceivable. * Debate — Students provide and discuss with others further examples of each principle (beyond what is in the W3C "Accessibility Principles" resource). Assess students' capacity to expand the applicability of the principles. @@ -121,7 +121,7 @@ Students should be able to: #### Teaching Ideas -Optional ideas to teach the learning outcomes: +Include the most appropriate to deliver the learning outcomes. * Explain the overall structure and sections of the standards. Relate them to web technologies and components such as HTML, authoring tools, web browsers, assistive tools, and media players. Refer to [Essential Components of Web Accessibility](/fundamentals/components/). * Highlight that W3C updates standards periodically. Underline that updates respond to changes in technologies, components, and user needs. @@ -131,7 +131,7 @@ Optional ideas to teach the learning outcomes: #### Ideas to Assess Knowledge -Optional ideas to support assessment: +Include the most appropriate to assess the learning outcomes. * Report — Students write a short report about each standard, focusing on their scope and overall structure. Assess students' capacity to elaborate on the web technologies and components these standards address. * Debate — From a given set of accessibility issues, students discuss and decide which standard and specific section covers each issue. Assess students' capacity to apply knowledge of accessibility standards to real accessibility issues. @@ -166,7 +166,7 @@ Optional ideas to teach the learning outcomes. #### Ideas to Assess Knowledge -Optional ideas to support assessment: +Include the most appropriate to assess the learning outcomes. * Guided Quiz — From a given set of accessibility checks, students explain which principle(s) and success criteria they belong to. For example, students select the check Page Titles and attach it to the principle Operable. Assess students' capacity to relate some checks with their corresponding principle(s). * Practice — Students choose three accessibility checks from [Easy Checks](/test-evaluate/preliminary/). Students try the checks on several web pages and report results. Assess students' capacity to relate the checks to specific groups of users and point to solutions for the problems they found in the analyzed websites. @@ -175,7 +175,7 @@ Optional ideas to support assessment: ## Ideas to Assess Knowledge -Optional ideas to support assessment: +Include the most appropriate to assess the learning outcomes. * Presentation — Students explain the POUR principles of web accessibility and refer to specifics. For example, students elaborate on setting the language of a web page, under the principle Understandable. * Short Answer questions — From specific examples of accessibility features, students identify which principle they belong to and which users it helps. For example, Functionality Available from the Keyboard belongs to the principle Operable and helps keyboard users as well as people using voice recognition software. diff --git a/content/1-5.md b/content/1-5.md index 43c1fbe2d..7765345d8 100644 --- a/content/1-5.md +++ b/content/1-5.md @@ -78,7 +78,7 @@ Students should be able to: #### Teaching Ideas -Optional ideas to teach the learning outcomes: +Include the most appropriate to deliver the learning outcomes. * Introduce specific considerations to integrate accessibility based on your particular students. See [Planning and Managing Web Accessibility](/planning-and-managing/). * Emphasize the importance of involving real users with disabilities early, and throughout projects. See [Involving Users with Disabilities](/planning/involving-users/). @@ -86,7 +86,7 @@ Optional ideas to teach the learning outcomes: #### Ideas to Assess Knowledge -Optional ideas to support assessment: +Include the most appropriate to assess the learning outcomes. * Reflective Journal — Students identify accessibility related processes based on what they have learned, and research how to update them to better integrate accessibility. Assess students' capacity to identify strengths and weaknesses in an overall accessibility strategy. * Guided Quiz — From a given set of roles, students list main responsibilities associated to each of these roles. Assess students' capacity to identify roles and attribute responsibilities. @@ -112,14 +112,14 @@ Students should be able to: #### Teaching Ideas -Optional ideas to teach the learning outcomes: +Include the most appropriate to deliver the learning outcomes. * If possible, bring in some examples of accessibility policies you are aware of or may have access to. Explain that they serve to document organizational commitments, to encourage implementation, and to define processes. If you do not have such documents, walk students through the different elements that are needed for an effective accessibility policy. Refer to [Accessibility Policies](/planning/org-policies). * Explore publicly-available accessibility statements and reflect with students on some of the aspects they include. #### Ideas to Assess Knowledge -Optional ideas to support assessment: +Include the most appropriate to assess the learning outcomes. * Report — Students draft an accessibility policy based on an organization of their choice. Assess students' capacity to define the scope of the policy, and to reference current standards. * Presentation — Students draft an accessibility statement for a product of their choice and present it to their peers. Assess students' capacity to reflect on current status of the product and to demonstrate commitment to accessibility. @@ -151,7 +151,7 @@ Optional ideas to teach the learning outcomes. #### Ideas to Assess Knowledge -Optional ideas to support assessment: +Include the most appropriate to assess the learning outcomes. * Multiple Choice Questions — From a given set of product features, students assign their corresponding roles and responsibilities. For example, if an alternative text is required for an image, who would provide that text? Who would implement it? @@ -174,7 +174,7 @@ Students should be able to: #### Teaching Ideas -Optional ideas to teach the learning outcomes: +Include the most appropriate to deliver the learning outcomes. * Introduce some of the methods to gain an understanding of the current accessibility status in the project, e.g., performing a first review or carrying out a detailed accessibility evaluation. Refer to [Web Accessibility First Aid](/planning/interim-repairs/). * Introduce some of the strategies that can be used to prioritize issues. @@ -183,7 +183,7 @@ Optional ideas to teach the learning outcomes: #### Ideas to Assess Knowledge -Optional ideas to support assessment: +Include the most appropriate to assess the learning outcomes. * Presentation — Students identify accessibility issues in a website or application and share their findings with their peers. Assess students' accuracy when performing first checks. * Debate — Students prioritize the issues found and elaborate on how to fix them. Assess students' capacity to identify key tasks and contents and to consider the impact of issues. @@ -192,7 +192,7 @@ Optional ideas to support assessment: ## Ideas to Assess Knowledge -Optional ideas to support assessment: +Include the most appropriate to assess the learning outcomes. * Multiple Choice Questions — From a list with all accessibility planning and managing strategies, students select those they consider relevant for their particular situation. * Presentation — Students present different roles and responsibilities involved in web accessibility and describe their associated tasks. Assess students' capacity to identify responsibilities and map them to their corresponding roles.