Text Mania
You add a title to your training by bolding it. This is what you have done instead.
Added a heading using headings feature.
This is the maximum number of accordions that should be used within a single component as per the accessibility checklist?
8
Fun fact: each accordion needs to have a unique title and long description accordions need to be made otional.
You have a decorative image of a coach throughout your course. This is how you would fill out the alt text field as per accessibility rules.
For each image that should be ignored check that alt attribute, (or alt text field in Adapt) is present and left empty. This is because these images take time to listen to but do not convey information of value as text already states coach is there.
You create your main headings and sub-headings using level 1 headings in Word. This is what you should have done instead…
Usually the best practice is to start the main content of a document with a level 1 heading (<h1>). There should be no other headings before this high-level heading. The sub-sections of the page should each be marked as level 2 headings (<h2>). If there are sub-sections within the level 2 sections, they should be marked as level 3 (<h3>) and so on. et the word "descriptive" in this sense does not imply that the heading should be long. Like page titles, headings should be brief, clear, informative, and unique, yet provide an appropriate way to identify and navigate content. (avoid using the same titles and ….continued for each slide for example) Be careful not to duplicate headings within the same web page or document. Each heading should be unique so as to avoid any potential confusion.
This is the text to use at the start of feedback for all questions types as per the adapt best practices guide.
Unfortunately, you have selected the INCORRECT answer.
You have selected the CORRECT answer(s).
The answer is:
The answer(s) are:
Add feedback if necessary
You are creating a trainer’s guide in Word. This type of font should be used as it is easier for learners to read.
Sans-serif fonts are plainer, without the embellishments. Here are a few examples of sans-serif fonts:
Shocker: Times New Roman is not part of this list!!! Psst. Did you know there are also fonts for people with dyslexia?
This is what you need to include in any course right after the welcome learners to this course page.
Answer: How to navigate through the course instructions in the best practice guide!
How to Navigate Through the Course
Body
This course is designed to be interactive.
As you navigate through each page, you will see different interactive elements that contain more information or activities.
You will need to:
(Alternative text: Screenshot of navigation and interactive components icons)
Activities, sections and images that have been viewed change to grey or have an added grey frame around them once activated; screen readers will announce them as “completed”.
The page level progress at the top right of the page and above the module on the main menu indicates your progress in that particular page or module.
Please select the Open courses' resources button, located in the top right corner of this window, to access the following:
Note: the hyperlinks open in a new tab; these links are accessible from the network.
There are nearly three times more individuals with low vision than those with total blindness. 1 in 12 have a color deficiency or some sort of color deficiency. Name one thing you can do to address this need in your training.
-use color contrast analysis to make sure color ration passes standards.
This is what is missing from this hyperlink in an e-Learning course:
Select here to see more about our programs. https: esdc.prv
Answer: Each hyperlink in a course should explain the purpose to the learner from the link text. E.g.
Welcome to Employment and Social Development Canada | Bienvenue à Emploi et Développement social Canada (esdc.prv)
Link Text Should Makes Sense When Read Out of Context
There are two main principles for making accessible hyperlinks in Word:
This is how you would make this learning slide accessible:
Review the following M107 FTS screen below and assess what type of information you will need to enter into your EI checklist.
*Image of FTS screen.
Add a long description to the image which describes the content the non-sighted (or even sighted) learner needs to absorb to answer the questions to come. This does not mean that you need to type out each and every field in the screenshot but most definitely those that help the learner answer the questonion. Make sure to create alt text to the image that states: long description of the FTS M107 screen follows.
Another option is to describe the image in the text itself. E.g. This screen contains the following key information: Status field: Active, etc. etc. and make the image as decorative.
Or: you can create alt text for the image with a limit of 120-150 characters. Screen reader will read more than this but it’s more user friendly if you use a long description if needed.
You omit headings in your word doc as think: who the heck will read these anyway? However, this is what happens with the screenreader when there are no headings
Answer: Screen readers read in a linear fashion, which means listening to the entire web page, unless there is some other convenient way to get a "glimpse" of the page's layout and structure. It turns out that headings are a way to do that.
Screen reader users can use keyboard shortcuts to navigate through the heading structure of a document. For example, in JAWS, the "H" key jumps from one heading to the next, reading them in sequential order, no matter what level the heading is (h1, h2, h3, etc.). The "1" Key jumps through all of the level 1 headings (<h1>). The "2" key jumps through all of the level 2 headings ( <h2>), and so on. Use the Insert +F6 keyboard shortcut to pull up a list of all the headings on the page.
These are three components you could use in Adapt to walk learners through a system. Explain why you would use them.
Mix and match! Diversity is key!
Accordion to feature long descriptions of images or image + text to feature a sequence in a concise manner.
Make sure to use instructions from the guide that go with each component as they’ve been crafted by accessibility experts!
Hot graphic component: to interact in an accessible way with the various system screen sections.
Media Player: video with transcript to help learners observe system steps.
This is what’s wrong with this instruction in the training: Review the text in blue to gather all of the instructions you’ll need to perform this task.
Text that is differentiated by means of color alone may not be distinguishable to all users with varying degrees of sight.
This is how you would make this training question more accessible.
The following question is written in a training slide.
Mary has a _____________ EI claim that is active.
Select one answer and then select submit to complete this question.
2-Regular
3-Sickness
4-Maternity
-Change question from fill in the blank which is difficult for non sighted persons to understand with the screen reader to an actual question. What type of active claim does Mary have? Select one answer and then select submit ….List options.
This is what is wrong with this interactivity:
Answer all questions below and select Submit when you’re done.
dsfsdf
sdfasfdf
Sdfsdf
Feedback needs to be provided on a for each component in order to help all learners associate the correct question and answer. If the answers are all provided only after a series of questions, many learners will not be able to recall what was asked, or may have difficulty processing all the information at one time.
These are essential criteria to any good e-learning page/slide title (name 2)…
-Add the title (and don’t leave it blank as the visually impaired learner won’t be able to find it on the page)
-Make each title unique as otherwise, the learner cannot easily navigate the progress bar to find what they are looking for (e.g. avoid saying Topic XXXXXX …Continued on every page). Describe what is taught on the slide
-Keep your titles short
These are the two actions you would take to fix this statement in the training to make it accessible:
Refer to the image below to review Connor’s claim information.
Image asfdadsf
-Avoid use of below as it refers to position which is hard for a visually impaired learner to use as a guide in the training
-Use wording such as following which is recommended by MED testers
-Add a long description to the image content…Especially since some screens can be difficult to read and you need to analysis the image content to answer the question.
You’ve created a new learning path for our CSB learners as Service Canada is now engaging in new types of businesses (hey, we’ve done pleasure craft licenses before so why not add new challenges for our CSOs)! Red =difficult, yellow=moderate and green=easy courses. Your colleague gently advises you that though this chart looks great, it’s sadly not accessible. This is the recommended fix for this situation.
Adding text to the otherwise empty table cells like advanced, intermediate, beginner, etc. gives screen readers something to read and helps out users with other kinds of visual impairments. It also removes any possible ambiguity, which is good for all users.
This is what is wrong with this question from an accessibility/training perspective.
Under I would like to modify my pension claim, you would put a checkmark near yes and select the modify button.
True
False
e.g. Under I would like to modify my pension claim, you would put a checkmark near yes and select the modify button. Is this true or false?
True
False
This is the Adapt feature you should use to attach a long description to an image. Explain why it is so important to use this.
combine lock feature
By using the “combineblock” class on the graphic and accordion the two components will appear to belong together. This also helps visually impaired users to easily access the written version of the graphic as it comes immediately after the graphic.
You decide to emphasize important text in your training by putting it in red bolded text. However, you question if this is accessible now that you think of it. This alternate solution could have been used to emphasize this text instead.
-write the word Important in the content.
-put the content in the heading if appropriate/or a list.
-Don’t use colour as the only means of identifying important content but text.
These are two of the rules you should use from an accessibility perspective when using acronyms in training…
Answer: Unfamiliar acronyms and abbreviations mean nothing to readers. Expanding them helps readers learn their meaning. This is especially true the first time, or the first few times, an acronym or abbreviation is used in each lesson/course.
Create a glossary of terms in Adapt.
Repeat the ones that are less common more often.
Name three accessibility criteria for properly using descriptive images like system screen shots in scenarios.
-Use alt text of 100 characters or less
-If you need longer, use long description accordions or make sure the text is described near the image.
-Avoid text if you can into the component in writing. For example, instead of comic strips with text bubbles, use narrative component which allows for dialogue in screen reader with image.
-Only describe what is of value to the learner for them to answer a question!
This is the strategy you will use to meet Stephanie's statement that accessibility is about ADDING options, not removing them!
Appeal to all learning senses no matter what as accessibility is more than keyboard and screen reader access. We all learn differently. So create the graphics, infographics, animations, etc. Just now add all the long descriptions, alt text, transcripts, etc. that are needed. Push MED with your lead to do more for our learners and innovate. Create podcasts with full transcripts. Mix it up and just follow the new rules to get it done!
This is the prompt to include to each Adapt page to learners before they can move on to the next one?
Are you sure you want to leave? Remember that you need to open and select all interactive elements on this page in order to complete this module. To find out which elements are complete and which ones are not completed, select Page Level Progress button at the top right of the page. Select the No button in order to review the Page Level Progress.
Êtes-vous certain de vouloir quitter? N'oubliez pas que vous devez ouvrir et sélectionner tous les éléments interactifs de cette page afin de compléter ce module. Pour savoir quels éléments sont complets et lesquels sont en suspens, sélectionnez la barre de progression qui se trouve dans la partie supérieure droite de la page. Sélectionnez le bouton Non afin de consulter la barre de progression.