For the ITQ we have to use a variety of assessment methods for our portfolio, two of which are witness testimony and observation. For the user fundamentals module I have observed Kathy using correct procedures to start and shutdown an IT system.
Kathy gave herself the additional challenge of operating her laptop without the use of a touchpad or mouse.
To shut down the laptop Kathy first ensured all Word documents on the screen were saved, using the shortcut keys Ctrl S to save documents. For any documents unnamed she was able to give the documents name and then using the tab and enter keys select folders to save them in. Once she had saved her Word documents she used Alt F4 to close Word. If Kathy had just shut down Word her documents might not have saved in the correct place on her computer and she might not have been able to easily find them again.
Next Kathy used Alt F4 to shut down Internet Explorer.
Finally she used the Windows key on the keyboard to bring up the Start menu and then used shift and tab to move to the shut-down button and hit enter to close down the laptop.
To restart her laptop Kathy turned on the power button and then entered her password and hit return.
I asked Kathy how she found the process and she believed it was good to experience how to operate a computer without using a mouse, as some of her students often have to do this.
Showing posts with label kathy. Show all posts
Showing posts with label kathy. Show all posts
Saturday, 5 June 2010
Monday, 24 May 2010
Word - creating and testing accessible documents
As evidence for the course I've created a one page accessible document. Actually, it's only half a page long - but I thought I'd start small!
I currently work for The Reading Agency and regularly produce documents for them. They have a template guide for documents which includes the use of Styles in Word. An appropriately structured document benefits all users, but can be particularly beneficial to disabled users because:
Working in Word on a Mac is often slightly different to using a PC. For example, to view the Document map I have to select: View menu > Navigation pane, then Navigation pane > dropdown menu Document map. In Word for a PC it's just View menu > Document map - much simpler!
Another issue with Word on a Mac is that you cannot add alternative text to images. It's good practice to add alternative text for users who have print related difficulties as screen readers read out the alternative text. Also visually impaired users who magnify documents can benefit from an image description rather than scrolling between the alternative text and image. On the template I'm using the header containing The Reading Agency's logo, but I have no method of adding alternative text 'The Reading Agency logo'. Two solutions would be to either remove the logo or ask a colleague with Word for a PC to add alternative text. My solution on this occassion was to add '..being run by The Reading Agency' to the body text to indicate that this organisation had created the document. In a previous version of the document, the name of The Reading Agency was only in the header logo.
Another frustration is not being able to user test a document. I used to work at BBC Learning where we'd create websites for adult learners. As part of the development process we would test websites on different browsers and using different technology such as screen-readers. It's frustrating not to be able to do the same in Word. I'd like to experience 'jumping' from one header to the next, but haven't come across some free software which would replicate this experience for me on a Mac. But, through hunting around I did find NonVisual Desktop Access for the PC and a great web-based screen reader called WebAnywhere - I'm planning to show the later to some students.
I've sent the incredibly short document to my peer Kathy, I'm looking forward to her feedback.
P.S. For this post I created a Dropbox account to enable me to share documents with my peer, Assessor and IV. I chose to use Dropbox as it uses cloud computing and I can save documents in a public folder, in which I can add document I want to share with other internet users. Dropbox generates URLs which I can link to so users can download documents, as I've done at the top of this blog.
I currently work for The Reading Agency and regularly produce documents for them. They have a template guide for documents which includes the use of Styles in Word. An appropriately structured document benefits all users, but can be particularly beneficial to disabled users because:
- A Document Map can be used to navigate through a structured document
- Screen readers can jump to sections tagged as 'heading'
- A document can be quickly amended by the author or user, to amend display styles such as fonts
- When exported to a PDF the headings create a navigation structure for the PDF
- A motor impaired user can navigate through a document using minimal input
- Headings can be used to automatically generate a table of contents, improving productivity
Working in Word on a Mac is often slightly different to using a PC. For example, to view the Document map I have to select: View menu > Navigation pane, then Navigation pane > dropdown menu Document map. In Word for a PC it's just View menu > Document map - much simpler!
Another issue with Word on a Mac is that you cannot add alternative text to images. It's good practice to add alternative text for users who have print related difficulties as screen readers read out the alternative text. Also visually impaired users who magnify documents can benefit from an image description rather than scrolling between the alternative text and image. On the template I'm using the header containing The Reading Agency's logo, but I have no method of adding alternative text 'The Reading Agency logo'. Two solutions would be to either remove the logo or ask a colleague with Word for a PC to add alternative text. My solution on this occassion was to add '..being run by The Reading Agency' to the body text to indicate that this organisation had created the document. In a previous version of the document, the name of The Reading Agency was only in the header logo.
Another frustration is not being able to user test a document. I used to work at BBC Learning where we'd create websites for adult learners. As part of the development process we would test websites on different browsers and using different technology such as screen-readers. It's frustrating not to be able to do the same in Word. I'd like to experience 'jumping' from one header to the next, but haven't come across some free software which would replicate this experience for me on a Mac. But, through hunting around I did find NonVisual Desktop Access for the PC and a great web-based screen reader called WebAnywhere - I'm planning to show the later to some students.
I've sent the incredibly short document to my peer Kathy, I'm looking forward to her feedback.
P.S. For this post I created a Dropbox account to enable me to share documents with my peer, Assessor and IV. I chose to use Dropbox as it uses cloud computing and I can save documents in a public folder, in which I can add document I want to share with other internet users. Dropbox generates URLs which I can link to so users can download documents, as I've done at the top of this blog.
Tuesday, 18 May 2010
Word - checking accessibility
Peer reviewing is a great way to learn gain greater insight into learning outcomes for an assignment and also improve your own skills.
My peer and I, Kathy, have decided to review each other's work to help us meet course learning outcomes and support each other.
Yesterday she sent me a 'before' and 'after' version of Word document she had created and I'm going to critically appraise its accessibility. To start with, I searched online for guidance on critique the accessibility of Word documents and thought I'd use IBM's document checklist.
Images
When creating Word documents it's good practice to add alternative text for an image. This is possible in Word 2000 and 2007 for a PC, but not the Mac version so this is something I can't go into the images to check.
In the original document the images are not labelled consistently, this has been done in the second document. However, the labels aren't very descriptive. Kathy has chosen quite a tricky document, explaining how to use a computer programme through the use of screen-grabs and text. A true alternative version would need to be created for visually impaired users describing their navigation around the system. For example instead of 'Figure 1 - Login Screen', 'Figure 1 - Login screen with two text enabled fields. The first is for entering a username and the second is for entering a password'. Writing alternative text is quite an art as you have to remember the user may not be able to see the image so you have to describe / explain the important parts. It's a skill I'm constantly trying to improve.
However, I can roll over the images to see the alternative text. Kathy has creatively used this to give instructions, for example on one image giving the user a prompt to 'choose a good image as this will identify you'. Ideally instead the alternative text should serve the equivalent purpose of the information supplied in the image. Particularly as users are unlikely to roll over an image to get instructions.
At the top of the document a header image has been used which contains a brand name, email address and phone number. This information does not need to be in an image and could be taken out and added to the document as text.
Document structure
The first document contains some use of styles, whereas the second document is consistent with the use of 'Heading 1', 'Heading 2' and 'Heading 3' which will aid navigation for screen-reader users.
Where hyperlinks are given the full URL is the text on the page which identifies the purpose of each link. This is useful for screen readers and for other learners who I imagine would print out the document.
Navigation
The document is 10 pages long and does not include a table of contents, which would be useful for navigation.
Colour
The original document is predominantly black text on a white background. In the 'after' version it is light blue text on a white background which I find more difficult to read as there is less contrast.
In comparison to the original document, some text information has been formatted to blue text in a text box with a sand coloured background. This looks very appealing to the eye, but text in a text box doesn't change when a whole document's text is reformatted or the background colour changed to suit the learner. It's preferable to not have information in a text box.
To emphasise a point sometimes words are put in underline. I would leave these just as bold as it suggests the web convention of them being hyperlinks.
Layout
I found the layout of the document easy to read as for the majority of time paragraphs were not split over pages.
On the original document the images were small and randomly on the left or right hand side of the page. In the second document the images were laid out more uniformally which made it easier to read.
On the original often red labelling arrows went over the body text, this was removed in the second document making it easier to read.
Some of the text boxes bled over the print margin of the page, this could mean only part of the document and information printed out.
Interactive
The final part of the document has some interaction where a user can rate the document. I didn't quite understand how to answer some of the questions, it looks like the drop down boxes don't work. I couldn't get the radio buttons to work either.
Kathy also sent over a web version of the document. I'm not sure how this makes a document more accessible but all options are always worth exploring! I opened the file, but text was laid ontop of each other so there maybe a compatibility issue between my Mac and her PC as I know it was legible on her computer.
I found reviewing the document a really useful exercise as it gives me plenty to think about when creating mine!
My peer and I, Kathy, have decided to review each other's work to help us meet course learning outcomes and support each other.
Yesterday she sent me a 'before' and 'after' version of Word document she had created and I'm going to critically appraise its accessibility. To start with, I searched online for guidance on critique the accessibility of Word documents and thought I'd use IBM's document checklist.
Images
When creating Word documents it's good practice to add alternative text for an image. This is possible in Word 2000 and 2007 for a PC, but not the Mac version so this is something I can't go into the images to check.
In the original document the images are not labelled consistently, this has been done in the second document. However, the labels aren't very descriptive. Kathy has chosen quite a tricky document, explaining how to use a computer programme through the use of screen-grabs and text. A true alternative version would need to be created for visually impaired users describing their navigation around the system. For example instead of 'Figure 1 - Login Screen', 'Figure 1 - Login screen with two text enabled fields. The first is for entering a username and the second is for entering a password'. Writing alternative text is quite an art as you have to remember the user may not be able to see the image so you have to describe / explain the important parts. It's a skill I'm constantly trying to improve.
However, I can roll over the images to see the alternative text. Kathy has creatively used this to give instructions, for example on one image giving the user a prompt to 'choose a good image as this will identify you'. Ideally instead the alternative text should serve the equivalent purpose of the information supplied in the image. Particularly as users are unlikely to roll over an image to get instructions.
At the top of the document a header image has been used which contains a brand name, email address and phone number. This information does not need to be in an image and could be taken out and added to the document as text.
Document structure
The first document contains some use of styles, whereas the second document is consistent with the use of 'Heading 1', 'Heading 2' and 'Heading 3' which will aid navigation for screen-reader users.
Where hyperlinks are given the full URL is the text on the page which identifies the purpose of each link. This is useful for screen readers and for other learners who I imagine would print out the document.
Navigation
The document is 10 pages long and does not include a table of contents, which would be useful for navigation.
Colour
The original document is predominantly black text on a white background. In the 'after' version it is light blue text on a white background which I find more difficult to read as there is less contrast.
In comparison to the original document, some text information has been formatted to blue text in a text box with a sand coloured background. This looks very appealing to the eye, but text in a text box doesn't change when a whole document's text is reformatted or the background colour changed to suit the learner. It's preferable to not have information in a text box.
To emphasise a point sometimes words are put in underline. I would leave these just as bold as it suggests the web convention of them being hyperlinks.
Layout
I found the layout of the document easy to read as for the majority of time paragraphs were not split over pages.
On the original document the images were small and randomly on the left or right hand side of the page. In the second document the images were laid out more uniformally which made it easier to read.
On the original often red labelling arrows went over the body text, this was removed in the second document making it easier to read.
Some of the text boxes bled over the print margin of the page, this could mean only part of the document and information printed out.
Interactive
The final part of the document has some interaction where a user can rate the document. I didn't quite understand how to answer some of the questions, it looks like the drop down boxes don't work. I couldn't get the radio buttons to work either.
Kathy also sent over a web version of the document. I'm not sure how this makes a document more accessible but all options are always worth exploring! I opened the file, but text was laid ontop of each other so there maybe a compatibility issue between my Mac and her PC as I know it was legible on her computer.
I found reviewing the document a really useful exercise as it gives me plenty to think about when creating mine!
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