Description of the creation of an online accessibility or inclusion self-evaluation tool for a variety of roles in education, including library, staff development, learning technology, IT, marketing, disability support and senior management.
Similar a OASES: Online Accessibility Self Evaluation Service - a web-based tool for education institutions to self-assess the accessibility of their practice
Similar a OASES: Online Accessibility Self Evaluation Service - a web-based tool for education institutions to self-assess the accessibility of their practice (20)
Measures of Central Tendency: Mean, Median and Mode
OASES: Online Accessibility Self Evaluation Service - a web-based tool for education institutions to self-assess the accessibility of their practice
1. OASES: Online Accessibility Self Evaluation Service - a web-based tool for education institutions to self-assess the accessibility of their practice Download this presentation http://slideshare.net/simonjball Dr Simon Ball JISC TechDis [email_address]
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OASES: Online Accessibility Self Evaluation Service - a web-based tool for education institutions to self-assess the accessibility of their practice Download this presentation http://slideshare.net/simonjball Dr Simon Ball JISC TechDis [email_address] 12/07/10
JISC TechDis www.techdis.ac.uk Funded to increase accessibility and inclusion through technology in UK post-compulsory education. Work in many areas from guidance for teachers on using MS Word more accessibly, or using podcasts or video; to guidance for university managers on policy and strategy for inclusion. 12/07/10
Initial Research Feedback from our initial research showed that although there are many ‘pockets’ of good inclusive, accessible practice with technology in UK education, they often do not have wider influence on policy and practice. Accessibility is still seen as a ‘specialist’ area – not something that everybody has responsibility for. 12/07/10
Roles Roles are key. Role-specific information is needed to help people understand how accessibility applies to them. Then the roles need to come together to ‘join-up’ the accessibility practice to inform policy. But the question remained…How do we get people interested in playing their part? 12/07/10
Benchmarking From our research it seemed that one thing usually guaranteed to encourage participation is competition – especially if you remove the possibility of ‘losing’. We wanted to enable people to judge their own performance on accessibility, in private, anonymously, against their peers. 12/07/10
The Solution: OASES Online Accessibility Self Evaluation Service Rationale – Accessibility Maturity Model. Role selection and introduction to specific issues. Survey including links to further information. Presentation of results in context – benchmarking. Direction of further work including collaboration with other roles in institution. Tested in live synchronous pilots with 98 institutions. 12/07/10
OASES Demo Hopefully I will be able to take you through the resource at www.techdis.ac.uk/getOASES Failing this, I have some screen shots I can use on the following slides…. 12/07/10
Screenshot from introductory video 12/07/10
Screenshot of Accessibility Maturity model, showing institutions moving from Luck (with any luck we won’t have any disabled students) and Tokenism (here’s a text-only version), through Specialism (we have a unit that helps disabled students) and Standards (we are WCAG AA compliant) to Ownership (staff all take responsibility for accessibility) and ultimately Partnership (accessibility is a partnership between learners and staff). 12/07/10
Screenshot showing the background rationale why this role is important in accessibility 12/07/10
Screenshot from role introduction video 12/07/10
Screenshot from survey introduction screen, telling users it will take around half an hour and guiding them to additional resources to help them if they are unsure what some of the concepts in the survey are referring to. 12/07/10
Screenshot showing question 1, describing the purpose of the survey and how it relates to meeting the requirements of UK legislation. 12/07/10
Screenshot of Question 4, asking where the role has influence within the insitution 12/07/10
Screenshot of question 5, asking which multimedia are used to inform and support students, and which are actively publicised 12/07/10
Screenshot of question 6 asking how widespread are a range of key accessibility features such as font change and colour 12/07/10
Screenshot of Question 8 asking how this role communicates with users 12/07/10
Screenshot of question 11 asking how many resources are available to students online 12/07/10
Screenshot of question 12 asking about the use of assistive technology 12/07/10
Screenshot of question 14 asking about the integration of support for assistive technologies between different roles or units within the university 12/07/10
Screenshot of question 18 asking about policy on free and Open Source technologies 12/07/10
Screenshot of question 21 asking about strategic partnerships between roles in the institution 12/07/10
Screenshot of the anonymised benchmarking results, showing how many institutions responded for each potential answer 12/07/10
Screenshot of the benchmarking data for the question about online facilities 12/07/10
Screenshot of the benchmarking date for the question about assistive technologies 12/07/10
Screenshot of the benchmarking data on access to sound cards, headphones and USB ports 12/07/10
Screenshot of the summary report sent to those who complete the survey, interpreting the results with graphs and explaining the consequences of their own results 12/07/10
Screenshot of the report sent to people who complete the survey, showing graphical representations of the findings 12/07/10
Screenshot of the Next Steps video at the end, advising people to come together and share results between roles in the same institution. 12/07/10
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