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designer changes after thorough review
daniel-montalvo edited this page Feb 2, 2022
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7 revisions
- Instructor Competencies -- "WCAG Success Criterion" -> "WCAG 2 Success Criterion".
- "Check boxes" -> "checkboxes".
- Added explanatory sentences for modules.
- Topic Color
- Teaching Ideas for Topic, third bullet. Changed "with" to "through". "Show examples of interfaces that convey information exclusively with differences in color," -> "Show examples of interfaces that convey information exclusively through differences in color,".
- Topic Orientation and Cues
- Introduction. Added "themselves". "Explain how people with disabilities use visual and non-visual cues to orient on web pages and applications." -> "Explain how people with disabilities use visual and non-visual cues to orient themselves on web pages and applications."
- Learning outcomes for module, seventh bullet. Removed "the" before information. "evaluate the use of several methods to convey the information, including text, labels, instructions, semantics, and imagery" -> "evaluate the use of several methods to convey information, including text, labels, instructions, semantics, and imagery"
- Topic Naming and Grouping
- Changed "personal information, payment methods, and consent to legal conditions" to "personal information, payment methods, or consent to legal conditions" in Learning outcomes for topic, fourth bullet, and teaching ideas for topic, fourth bullet.
- Topic Tables
- Learning Outcomes for Topic, third bullet. Changed "its" to "their". "define graphical representations of complex tables that help users more easily understand their purpose and meaning"
- Topic: Menus
- Ideas to Assess Knowledge, third bullet. Adjust scope of second sentence to actual assessment. "Give students a navigation menu and ask them to provide visual and non-visual indications about the currently selected item. Assess how students provide appropriate indications about the page location with respect to the entire website." -. "Give students a navigation menu and ask them to provide visual and non-visual indications about the currently selected item. Assess how students provide appropriate indications about the currently selected item."
- Topic Keyboard Interactions
- Introduction, second paragraph. Remove "the". "providing the keyboard interactions" -> "providing keyboard interactions. Changed apostrophe position. "disrupt the users' expectations" -> "disrupt the user's expectations".
- Topic gestures and Motion
- Introduction. Remove "in interaction design" at end of sentence."Present approaches to using complex gestures appropriately in interaction design." -> "Present approaches to using complex gestures appropriately.
- "difficulty to perform" -> "difficulty performing".
- Topic Functional Images
- Learning outcomes for topic, first bullet, third sub bullet. "its" -> "their". "adjacent text inside components to understand its function" -> "adjacent text inside components to understand their function"
- Teaching Ideas for topic, third bullet. Fixed punctuation. "Designer Module 1 Visual Design, Topic Color" -> "Designer Module 1: Visual Design, Topic Color"
- Topic Movement and Animations
- Introduction. Added the word "content". "Do not show blinking or flashing content that can cause seizures".
- Topic Labels and Instructions
- Introduction. Fixed punctuation. "Designer Module 2: Information Design, Topic: Naming and Grouping" -> "Designer Module 2: Information Design, Topic Naming and Grouping"
- Topic: Errors
- Ideas to assess knowledge for topic, third bullet. Fixed grammar. "Suggestion for correction" -> "suggestions for correction".
- "Color contrast" changed to "contrast ratio" for consistency with EOWG decision.
- Changed "voice interaction" and related occurrences to "speech interaction" for consistency with EOWG decision.
- Changed apostrophe position -- "Designers' / developers'" -> "designer's / developer's" for clarity.
- Changed "need to" to "must" when referring to a requirement for clarity in learning outcomes and ideas to assess knowledge.
- Changed some occurrences of "define to "apply", "create", "describe", "design", "identify", and "select",to avoid overuse of "define" in learning outcomes and ideas to assess knowledge.
- Changed "visually and programmatically" to "visually and non-visually" for clarity.
- Updated SCs in "Competencies" section.
- Teaching ideas. Changed "Show examples of [...], for example" to 'Show examples of [...], including/such as" to avoid redundancy.
- Ideas to assess knowledge. Changed "Students + verb" to "have students + verb" for consistency in sentence structure.
- Introduction, list, last bullet. Added "design" to list of accessible techniques for consistency with module title "Forms Design".
- Overall. Changed "position" to "placement" for clarity.
- Learning outcomes for module, fifth bullet -- Added "visual and non-visual" for consistency with topic "Orientation Cues".
- Learning outcomes for module, sixth bullet -- Added "potential" for clarity.
- Topic Color
- Introduction, second paragraph. Rewritten paragraph to avoid good versus bad judgment on user abilities. "Describe how some people rely on color differences to understand and distinguish content. Explain that some people perceive color in different ways, and that some may not perceive color at all. Discuss different ways to supplement information presented using color, such as using shapes and icons".
- Learning outcomes, sixth bullet. Added "user interface" for clarity.
- Teaching Ideas, second bullet. Added references to G207: Ensuring that a contrast ratio of 3:1 is provided for icons and G209: Provide sufficient contrast at the boundaries between adjoining colors.
- Teaching Ideas, last bullet. Rewritten for clarity and to avoid judgment. [...] "Explain that some people perceive color in different ways, and that some may not perceive color at all. Some people may require methods different from color to understand that information." [...].
- Topic Styles
- Introduction. Added "text alignment". "Explain how people with disabilities rely on distinguishable and customizable style properties, such as font types, sizes, spacing, and text alignment to support readability."
- Learning Outcomes, second bullet, fourth sub bullet. Added "text alignment".
- Teaching Ideas, third bullet. Added "Demonstrate the use of custom style properties to increase the contrast ratio in a web page, for example properties in user style sheets and functionality in operating systems. Explain that use of these tools affects how the page is viewed."
- Teaching Ideas, fourth bullet. Added idea on text alignment. "Show examples of text aligned to the left, to the right, and justified. Explain that it is difficult for some users to read justified text due to the uneven spacing created by the justification. Therefore, text should align to only one side where possible to enhance readability."
- Ideas to Assess Knowledge. Added mentions to text alignment.
- Topic Orientation Cues
- Rewritten introduction paragraphs for clarity: "Explain how people with disabilities use visual and non-visual cues to orient on web pages and applications. For example, focus indicators to show interactive elements and spacing and grouping to communicate regions. Present strategies to help students incorporate early planning for such cues within the visual design phase."
- Ideas to Assess Knowledge, first bullet. Changed "define" to "design".
- Topic Flexible Layouts
- Rewritten introductory paragraphs for clarity.
- Learning outcomes, seventh bullet. Inserted "potential" for clarity.
- Added teaching idea, last bullet, and assessment, last bullet, to complement learning outcome on "select elements that minimize distractions and cognitive overload
- Added assessment,
- Learning Outcomes for Module, fifth bullet. Added "user interface" before "components" to clarify meaning of "components".
- Learning Outcomes for Module, sixth bullet. Inserted "the" before "use" for clarity.
- Topic Text and Structure
- Learning outcomes, first bullet, last sub bullet. Added "paragraphs, lists, and other structures to convey content meaning".
- Learning outcomes, second bullet. Removed "representation" to avoid redundancy.
- Learning outcomes, second bullet. Grouped the fourth bullets under "define the presentation of [...]" for better readability.
- Teaching Ideas, first bullet. Changed first sentence to "Discuss different types of page regions, including header, navigation, main, and footer. to clarify scope"
- Teaching Ideas, second bullet. Added references to sections, paragraphs, and lists to broaden scope. "For example, by using headings with their corresponding rank levels to indicate the different parts, as well as sections, paragraphs, and lists to convey content meaning."
- Teaching Ideas, third bullet: Changed "textual information" to "text" for clarity.
- Ideas to Assess Knowledge, first bullet. Added mentions to "paragraphs, lists, and other structures" to clarify scope. Changed "to more easily navigate and understand" to "to make content easier to navigate and understand"
- Ideas to assess knowledge, second bullet. Changed the order from "data cells and header cells" to "header cells and data cells" in the two occurrences of the phrase for consistency with the previous iterations.
- Topic: "Naming and Grouping".
- Introduction. Changed to: "Discuss the use of labels, instructions, and graphical representations to help people understand the purpose and functionality of user interface components" for clarity.
- Learning Outcomes, first bullet. Changed to "select clear and distinguishable labels for components, including visual and programmatic names" for clarity.
- Learning Outcomes, fourth bullet. Changed to "associate controls that share the same purpose, such as those collecting personal information, payment methods, and consent to legal conditions, and communicate such groups visually and non-visually".
- Teaching Ideas, first bullet. Changed "names" to "labels" for consistency with overall resource. .* Topic Tables
- Introduction: Changed "research" to "investigate" to avoid confusion of "research" being a name instead of a verb.
- Learning outcomes for module, fifth bullet. Changed "Interaction" to "Interactions"
- Topic: "Menus".
- Changed "Teaching Ideas" to "Teaching Ideas for Topic" for consistency with the rest of the resource.
- Teaching ideas, third bullet. Changed "menu items large text" to "menu items with large text" for clarity.
- Topic Site Navigation
- Rewritten introduction for clarity: "Discuss strategies that people use to navigate to different pages of the same site, including menus, breadcrumb trails, search functionalities, and site maps. Explain that different people rely on different navigational components. Discuss strategies to use several site navigational methods to favor various user experiences"
- Removed learning outcome "select components that help users navigate and orient" to avoid redundancy.
- Fixed title and intro paragraph for Ideas to Assess Knowledge for Topic
- Topic Page Navigation
- Learning Outcomes for Topic, first bullet. Rewritten for clarity. "specify visual and non-visual methods to help users identify blocks of repeated content, including navigation bars and header contents".
- Learning Outcomes for topic, last bullet. Changed "help users navigate and orient" to "minimize distractions and unnecessary noise" to avoid ambiguity.
- Added teaching Ideas, third bullet to complement last learning outcome. "Invite students to research how the overuse of page navigational components can cause distraction and unnecessary noise for some users. For example, too many methods to bypass blocks of repeated content can contribute to a more cluttered keyboard user experience instead of making navigation easier".
- Ideas to Assess Knowledge, second bullet. Changed "Table of contents for documents" to "the table of contents for documents" for clarity.
- Ideas to Assess Knowledge for Module, first bullet. Fixed typo in "those different types of navigational menus".
- Ideas to Assess Knowledge for Module, second bullet. Moved assessment that was previously in topic Site Navigation, for better coverage of learning outcomes for module. "Give students an interface with excessive use of navigational components and ask them to determine which of these navigational components are necessary and which should be removed. [...]".
- Overall. Changed "accidental actuation" to "accidental activation" for clarity.
- Topic Keyboard Interactions.
- Introduction. Changed "interaction with" to "effective use of" to avoid repetition.
- Learning outcomes, first bullet, second sub bullet. Added "in a meaningful sequences" to reinforce coverage of meaningful sequence.
- Learning outcomes, first bullet, second sub bullet. Changed "enter" to "access" for clarity. Removed "specific" to avoid repetition.
- Learning outcomes, first bullet, fifth sub bullet. Added "meaningful sequences across web pages and applications and inside complex widgets" to reinforce coverage of meaningful sequence.
- Learning outcomes, first bullet, fifth and sixth sub bullets" Changed "specific" to "additional" for clarity.
- Learning Outcomes, second bullet. Changed "when it is necessary to provide additional keyboard shortcuts" to "when additional keyboard shortcuts are necessary" to make sentence easier to understand.
- Learning Outcomes, fifth bullet. Changed "avoid conflicts" to "do not conflict" for clarity.
- Teaching ideas, second bullet. Changed "strategies to define custom keyboard shortcuts" to "strategies to include custom keyboard shortcuts" for clarity. Added inline reference to WAI-ARIA Authoring Practices Developing a Keyboard Interface.
- Ideas to Assess Knowledge, first bullet. Changed "commonly used keyboard shortcuts for operating systems []...]" to "the commonly used keyboard shortcuts in operating systems []...]"
- Ideas to Assess Knowledge, second bullet. Removed that only works with the mouse to avoid inaccessible examples.
- Ideas to Assess Knowledge, third bullet. Fixed grammar: "input" -> "inputs".
- Topic: Gestures and Motion
- Teaching Idea, fourth bullet. Removed "for pointer" to avoid extra WCAG jargon.
- Topic Functional Images
- Introduction. Rewritten for clarity. "Functional images convey the purpose of a component. For example, search, print, and save functionality are often presented using icon imagery. Explain requirements related to color and contrast to help users distinguish these images from other components. Show examples of graphical links and buttons as well as logos. Discuss with students how they would describe each of those examples."
- Learning outcomes, first bullet, second sub bullet. "Of" -> "for".
- Learning outcomes, fourth bullet. Removed "by".
- Ideas to Assess Knowledge, first bullet. Added "for each" in "Ask students to provide a text alternative" to avoid ambiguity. Removed "the image is attached to" to avoid complicated sentence structure.
- Topic Informative Images
- Removed learning outcomes "evaluate the issues associated to accessing information contained in informative images" to avoid redundancy.
- Teaching Ideas, first bullet. Rewritten second sentence to remove passive voice. "Explain that users who do not see the image need text alternatives to understand such information".
- Teaching Ideas, second bullet. Added cross reference to Topic Color.
- Teaching ideas, third bullet. Removed "beings". Now reads "humans" instead of "human beings".
- Topic Complex Images
- Introduction, second paragraph Rewritten for clarity meaning. "Explain that designers must coordinate with different team members to specify the placement, operation, and functionality of complex images visually and through the provided alternatives".
- Learning outcomes, second bullet. Changed "turn on and off" to "control".
- Topic Alternatives to Multimedia Content
- Rewritten introduction, first paragraph for clarity. "Descriptions are essential for people who don’t see visual media content. Captions are essential for people who don’t hear audio content. Text transcripts provide an alternative to both visual and audio information."
- Introduction, second paragraph. Changed "turn on and off" to "control".
- Learning outcomes, third bullet, second sub bullet. Changed "turn on and off" to "control".
- Teaching ideas, bullets 1, 2, and 3. Changed "turn on and off" to "control".
- Ideas to assess knowledge, first bullet: Changed "text" to "images of text" to emphasize scope of description of visual information.
- Ideas to Assess Knowledge, second bullet. Changed "turn on and off" to "control".
- Ideas to Assess Knowledge, fourth bullet. Added more details about diversity and use of sign languages. Changed "understand written language well" to "use written language as their second language" to avoid judgement.
- Topic Movement and Animations
- Introduction, first paragraph. Added warning to ensure instructors do not show examples of flashing content and make sure students can privately opt out from seeing the content. "Caution: Do not show blinking or flashing that can cause seizures. Moving content can cause nausea and other reactions. If you choose to show examples, give students enough time to privately opt out of seeing the content"."
- Introduction, second paragraph. Rewritten second part "... Explain the difficulties these may present for some people with disabilities. Present approaches to using complex gestures appropriately in interaction design." to broad scope.
- Teaching Ideas. Added warning to ensure instructors communicate the use of flashing content and make sure students understand the risks.
- Teaching Ideas, first and second bullets. Split second sentence into two for better readability.
- Ideas to Assess Knowledge, second bullet. Fixed code for —.
- Added Idea to Assess Knowledge for Module, first bullet: "Short Answer Questions — Ask students about the characteristics of accessible media players. Assess how students explain characteristics of accessible media players".
- Topic Form Elements
- Learning outcomes for topic, third bullet. Grouped related bullets under "specify visual and non-visual instructions for [...]".
- Added example of non-standard use of form elements in introduction for clarity: "Explain standard versus non-standard uses of form elements (for example using read-only edit boxes when expecting text input) and how non-standard uses of form elements impacts accessibility".
- Topic: Labels and Instructions.
- Learning Outcomes for Topic, bullet. "Changes in context" changed to "major changes in the content" to clarify meaning.
- Teaching IDeas, third bullet. Rewritten for clarity. "Demonstrate the use of several methods to provide instructions for required form fields, including color as well as visual and non-visual instructions".
- Topic Notifications
- Introduction, first paragraph, second sentence. Rewritten in active voice for clarity.
- Teaching Ideas, fourth bullet. Rewritten first sentence for clarity. "Demonstrate how assistive technologies, including screen readers and voice assistants, process notifications".