The International Web for All Conference (W4A) began in 2004 as a workshop aiming to make the World Wide Web accessible for people with disabilities. Over the next ten years, the workshop grew into the top conference for web accessibility research, attracting a diverse crowd from academia, industry, government, and non-profit organizations. W4A has become the venue for scientists, students, and practitioners from around the world to showcase their latest research, widen their perspectives through discussions with their peers, and establish future research agendas.
{"title":"Proceedings of the 13th Web for All Conference","authors":"Tiago Guerreiro","doi":"10.1145/2899475","DOIUrl":"https://doi.org/10.1145/2899475","url":null,"abstract":"The International Web for All Conference (W4A) began in 2004 as a workshop aiming to make the World Wide Web accessible for people with disabilities. Over the next ten years, the workshop grew into the top conference for web accessibility research, attracting a diverse crowd from academia, industry, government, and non-profit organizations. W4A has become the venue for scientists, students, and practitioners from around the world to showcase their latest research, widen their perspectives through discussions with their peers, and establish future research agendas.","PeriodicalId":337838,"journal":{"name":"Proceedings of the 13th Web for All Conference","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127819906","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Fabiano Marcon de Moraes, Vagner Figuerêdo de Santana, J. Braga
Internet offers a huge amount of services related to government, entertainment, and communication. However, to ensure that any citizen can have proper access to all services and information, it is necessary to think about accessibility in a broader way than it is found in the Web. Universal Design points to a way of thinking about the heterogeneity of capabilities instead of segregating according to individual disabilities. In the Web, applying this approach involves solving the challenge of selecting the appropriate content modality, at the appropriate time. Thus, this work present a study focusing on selecting the modality of a Web content based on the data resulting from a single pageview, minimizing efforts related to profile filling or explicit customization of Web systems. The study involved the analysis of 261 sessions, 31 coming from people that informed being using assistive technology. From the experiment performed it was possible to identify that the algorithm Random Committee provided the best results for the studied problem (precision 94.8%; recall of 94.3%). Results are potentially of interest for Human-Computer Interaction practitioners aiming at providing adequate content modality after minimum usage.
{"title":"Supporting the selection of web content modality based on user interactions logs","authors":"Fabiano Marcon de Moraes, Vagner Figuerêdo de Santana, J. Braga","doi":"10.1145/2899475.2899500","DOIUrl":"https://doi.org/10.1145/2899475.2899500","url":null,"abstract":"Internet offers a huge amount of services related to government, entertainment, and communication. However, to ensure that any citizen can have proper access to all services and information, it is necessary to think about accessibility in a broader way than it is found in the Web. Universal Design points to a way of thinking about the heterogeneity of capabilities instead of segregating according to individual disabilities. In the Web, applying this approach involves solving the challenge of selecting the appropriate content modality, at the appropriate time. Thus, this work present a study focusing on selecting the modality of a Web content based on the data resulting from a single pageview, minimizing efforts related to profile filling or explicit customization of Web systems. The study involved the analysis of 261 sessions, 31 coming from people that informed being using assistive technology. From the experiment performed it was possible to identify that the algorithm Random Committee provided the best results for the studied problem (precision 94.8%; recall of 94.3%). Results are potentially of interest for Human-Computer Interaction practitioners aiming at providing adequate content modality after minimum usage.","PeriodicalId":337838,"journal":{"name":"Proceedings of the 13th Web for All Conference","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129595382","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
With the goal of creating an accessible digital world, software as, but not limited to, screen readers have been developed to help users with disabilities of various types in performing tasks with a computer, a smartphone, or similar devices. Projects like VoiceOver, NVDA, and JAWS allow every day billions of users to use software installed on these devices, to access information, and connect with other people. Two of the main constraints of screen readers are portability over other operating systems and their need to be installed on the user's machine. To overcome these issues, at the price of providing less features, alternative approaches such as cloud-based solutions have been developed. In this paper, we briefly describe WebReader, a free and open source client-side library built "with the Web" and for the Web. It takes the best of cloud-based solutions to help users with disabilities in interacting with web pages. WebReader implements a subset of the features provided by classic screen readers. It is built on top of technologies integrated in most browsers, can be integrated in any web page, and does not require any software to be installed on a user's machine, except for a browser. The project is available at the URL https://web-reader.digital-detox.co.uk.
{"title":"WebReader: a screen reader for everyone, everywhere","authors":"Aurelio De Rosa, Donovan Justice","doi":"10.1145/2899475.2899510","DOIUrl":"https://doi.org/10.1145/2899475.2899510","url":null,"abstract":"With the goal of creating an accessible digital world, software as, but not limited to, screen readers have been developed to help users with disabilities of various types in performing tasks with a computer, a smartphone, or similar devices. Projects like VoiceOver, NVDA, and JAWS allow every day billions of users to use software installed on these devices, to access information, and connect with other people. Two of the main constraints of screen readers are portability over other operating systems and their need to be installed on the user's machine. To overcome these issues, at the price of providing less features, alternative approaches such as cloud-based solutions have been developed. In this paper, we briefly describe WebReader, a free and open source client-side library built \"with the Web\" and for the Web. It takes the best of cloud-based solutions to help users with disabilities in interacting with web pages. WebReader implements a subset of the features provided by classic screen readers. It is built on top of technologies integrated in most browsers, can be integrated in any web page, and does not require any software to be installed on a user's machine, except for a browser. The project is available at the URL https://web-reader.digital-detox.co.uk.","PeriodicalId":337838,"journal":{"name":"Proceedings of the 13th Web for All Conference","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115414177","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Despite the inclusive vision of the OER initiative, the challenges faced by people with disabilities for accessing and using these educational resources are still being addressed. In this work, we present an OER website designed for enhancing the User Experience (UX) of learners with disabilities in the interaction within this website for searching and retrieval of resources according to their needs and preferences. This design is based on a framework previously developed that included the concepts of accessibility, information architecture, and usability as the main aspects for the UX. The personalization defined by a user for a better UX is stored for successive accesses, but it can be changed any moment.
{"title":"Improving OER websites for learners with disabilities","authors":"Rosa Navarrete, S. Luján-Mora","doi":"10.1145/2899475.2899517","DOIUrl":"https://doi.org/10.1145/2899475.2899517","url":null,"abstract":"Despite the inclusive vision of the OER initiative, the challenges faced by people with disabilities for accessing and using these educational resources are still being addressed. In this work, we present an OER website designed for enhancing the User Experience (UX) of learners with disabilities in the interaction within this website for searching and retrieval of resources according to their needs and preferences. This design is based on a framework previously developed that included the concepts of accessibility, information architecture, and usability as the main aspects for the UX. The personalization defined by a user for a better UX is stored for successive accesses, but it can be changed any moment.","PeriodicalId":337838,"journal":{"name":"Proceedings of the 13th Web for All Conference","volume":"175 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116110646","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The learning managements systems (LMS)s that are widely used to provide access to educational opportunities on the Web are limited by a text based, linear presentation of course materials and the standard temporal restrictions in the traditional classroom. Making a fundamental change in how course materials are presented and interfaced with can make educational opportunities available to a broader spectrum of people with diverse abilities and various circumstances. We have developed a graph-based approach to presenting the learning materials of a course using a system called ENABLE [6, 7] with three major goals: (1) facilitate restructuring a set of synchronous classroom materials into a dynamic online system, (2) provide algorithms to analyze and enhance student performance as well as provide insights to the instructor concerning the efficacy of the learning items and their organization, and (3) identify ways to use data from an existing linear, temporal based course presentation to train predictive models for a course that allows individual flexibility in the ordering of the material. This work demonstrates the possibility of presenting course materials in a graphical way that expresses important relations and provides support for manipulating the order and timing of those materials. The graphical course map adds a new approach to making education accessible to people from many different spectrums of ability that respond and interface better with visual representations and those who will benefit from the removal of temporal limitations.
{"title":"Laying a foundation for the graphical course map","authors":"L. DuHadway, T. Henderson","doi":"10.1145/2899475.2899486","DOIUrl":"https://doi.org/10.1145/2899475.2899486","url":null,"abstract":"The learning managements systems (LMS)s that are widely used to provide access to educational opportunities on the Web are limited by a text based, linear presentation of course materials and the standard temporal restrictions in the traditional classroom. Making a fundamental change in how course materials are presented and interfaced with can make educational opportunities available to a broader spectrum of people with diverse abilities and various circumstances. We have developed a graph-based approach to presenting the learning materials of a course using a system called ENABLE [6, 7] with three major goals: (1) facilitate restructuring a set of synchronous classroom materials into a dynamic online system, (2) provide algorithms to analyze and enhance student performance as well as provide insights to the instructor concerning the efficacy of the learning items and their organization, and (3) identify ways to use data from an existing linear, temporal based course presentation to train predictive models for a course that allows individual flexibility in the ordering of the material. This work demonstrates the possibility of presenting course materials in a graphical way that expresses important relations and provides support for manipulating the order and timing of those materials. The graphical course map adds a new approach to making education accessible to people from many different spectrums of ability that respond and interface better with visual representations and those who will benefit from the removal of temporal limitations.","PeriodicalId":337838,"journal":{"name":"Proceedings of the 13th Web for All Conference","volume":"80 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134631135","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
It can be very difficult and sometimes impossible for people who are blind to create visual diagrams on their own. Even with sighted assistance, it can be difficult to verbally convey the visual image in one's mind. We conducted a survey to determine the need of people who are blind to create their own diagrams. Based on this survey, we created a preliminary design probe app on a tablet and revised the prototype through preliminary user feedback. Then, using this second app, we conducted a design probe study with 8 participants who are visually impaired and interviewed them about the potential of using touchscreens to create diagrams. Our results show that most participants were enthusiastic about the possibility of creating their own diagrams via a touchscreen and felt that this also makes touchscreens more accessible to them, creating more inclusion for them in the use of touchscreens.
{"title":"AudioDraw: user preferences in non-visual diagram drawing for touchscreens","authors":"William Grussenmeyer, Eelke Folmer","doi":"10.1145/2899475.2899483","DOIUrl":"https://doi.org/10.1145/2899475.2899483","url":null,"abstract":"It can be very difficult and sometimes impossible for people who are blind to create visual diagrams on their own. Even with sighted assistance, it can be difficult to verbally convey the visual image in one's mind. We conducted a survey to determine the need of people who are blind to create their own diagrams. Based on this survey, we created a preliminary design probe app on a tablet and revised the prototype through preliminary user feedback. Then, using this second app, we conducted a design probe study with 8 participants who are visually impaired and interviewed them about the potential of using touchscreens to create diagrams. Our results show that most participants were enthusiastic about the possibility of creating their own diagrams via a touchscreen and felt that this also makes touchscreens more accessible to them, creating more inclusion for them in the use of touchscreens.","PeriodicalId":337838,"journal":{"name":"Proceedings of the 13th Web for All Conference","volume":"228 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130826236","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
If our formal education systems were to be graded on achieving the following assignment: "to enable all students to reach their diverse, full potential, so that they can be prosperous, self-guided contributors to our global community," our systems of education would be flunking. The impact of this failure will exponentially worsen over time, given socio-technical trends. To achieve this crucial learning goal we need more than incremental improvement. We need disruptive innovation. Can the Web be the disruptive impetus and generative scaffolding for an education system that can achieve this goal? How can we both reform and leverage Web accessibility approaches to support this mission? These are the questions explored in this article. Complex adaptive systems, emerging decentralized systems of trust, "small" and "thick" data analytics, Internet of things sensing, open platforms, but most importantly -- connected communities, are all recruited in the thought experiment to craft a candidate response.
{"title":"Life-long learning on the inclusive web","authors":"J. Treviranus","doi":"10.1145/2899475.2899476","DOIUrl":"https://doi.org/10.1145/2899475.2899476","url":null,"abstract":"If our formal education systems were to be graded on achieving the following assignment: \"to enable all students to reach their diverse, full potential, so that they can be prosperous, self-guided contributors to our global community,\" our systems of education would be flunking. The impact of this failure will exponentially worsen over time, given socio-technical trends. To achieve this crucial learning goal we need more than incremental improvement. We need disruptive innovation. Can the Web be the disruptive impetus and generative scaffolding for an education system that can achieve this goal? How can we both reform and leverage Web accessibility approaches to support this mission? These are the questions explored in this article. Complex adaptive systems, emerging decentralized systems of trust, \"small\" and \"thick\" data analytics, Internet of things sensing, open platforms, but most importantly -- connected communities, are all recruited in the thought experiment to craft a candidate response.","PeriodicalId":337838,"journal":{"name":"Proceedings of the 13th Web for All Conference","volume":"122 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114572353","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this paper, we describe the requirements for making video on the web accessible to all users, the shortcomings of a number of popular offerings, and outlines the enhanced accessibility features of the OzPlayer web video player.
{"title":"Accessible OzPlayer video player","authors":"Matt McLeod, Gian Wild","doi":"10.1145/2899475.2899507","DOIUrl":"https://doi.org/10.1145/2899475.2899507","url":null,"abstract":"In this paper, we describe the requirements for making video on the web accessible to all users, the shortcomings of a number of popular offerings, and outlines the enhanced accessibility features of the OzPlayer web video player.","PeriodicalId":337838,"journal":{"name":"Proceedings of the 13th Web for All Conference","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115110927","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Organizations that deliver online learning must be strategic and holistic in their accessibility approach, ensuring all necessary structures are in place to support accessible and equitable experiences for learners with disabilities. Responsibility for accessibility must be distributed appropriately across all stakeholder groups. By adopting stewardship activities common in physical campuses, a more strategic approach can be applied to the digital campus. Masterplanning the digital campus means addressing near-term activities with a long view---one that takes into account the underlying infrastructure as well as the surface-level structures where people engage more directly in the learning process. This paper presents foundational activities around policy, process, programs, and practice that are necessary to support the creation of a sustainable, accessible online learning environment.
{"title":"Masterplanning the digital campus to support learners with disabilities","authors":"D. Sloan, S. Horton, Billy Gregory","doi":"10.1145/2899475.2899497","DOIUrl":"https://doi.org/10.1145/2899475.2899497","url":null,"abstract":"Organizations that deliver online learning must be strategic and holistic in their accessibility approach, ensuring all necessary structures are in place to support accessible and equitable experiences for learners with disabilities. Responsibility for accessibility must be distributed appropriately across all stakeholder groups. By adopting stewardship activities common in physical campuses, a more strategic approach can be applied to the digital campus. Masterplanning the digital campus means addressing near-term activities with a long view---one that takes into account the underlying infrastructure as well as the surface-level structures where people engage more directly in the learning process. This paper presents foundational activities around policy, process, programs, and practice that are necessary to support the creation of a sustainable, accessible online learning environment.","PeriodicalId":337838,"journal":{"name":"Proceedings of the 13th Web for All Conference","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125286171","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In the use of the Web, one of the main problems for people with visual disability is the use of geographic maps which are visual by nature. This paper presents an accessible map visualization prototype that is designed with WCAG 2.0. For the development of the prototype, we have designed an architecture that helps to mitigate the visual barriers of the online geographical maps. As case study, the prototype displays some maps of the Ecuador. In addition, the prototype has been tested in different browsers and has been evaluated by accessibility tools, thereby, the degree of accessibility of the prototype has been determined in a real environment.
{"title":"Accessible map visualization prototype","authors":"Tania Calle-Jimenez, S. Luján-Mora","doi":"10.1145/2899475.2899516","DOIUrl":"https://doi.org/10.1145/2899475.2899516","url":null,"abstract":"In the use of the Web, one of the main problems for people with visual disability is the use of geographic maps which are visual by nature. This paper presents an accessible map visualization prototype that is designed with WCAG 2.0. For the development of the prototype, we have designed an architecture that helps to mitigate the visual barriers of the online geographical maps. As case study, the prototype displays some maps of the Ecuador. In addition, the prototype has been tested in different browsers and has been evaluated by accessibility tools, thereby, the degree of accessibility of the prototype has been determined in a real environment.","PeriodicalId":337838,"journal":{"name":"Proceedings of the 13th Web for All Conference","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125948727","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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