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You could even try submitting a PR yourself to fix the failing tests! -.. _Open edX Forums: https://discuss.openedx.org/ .. _openedx.org/cla: http://openedx.org/cla + +.. include:: /links.txt \ No newline at end of file diff --git a/source/educators/concepts/accessibility/accessibility_guidelines.rst b/source/educators/concepts/accessibility/accessibility_guidelines.rst index 60465f29a..cf5fb858e 100644 --- a/source/educators/concepts/accessibility/accessibility_guidelines.rst +++ b/source/educators/concepts/accessibility/accessibility_guidelines.rst @@ -14,7 +14,9 @@ assistive technologies. The Open edX project is dedicated to creating a platform that is not only itself accessible, but also enables course content creators to create accessible content. If you encounter platform issues that you believe might affect your ability to -provide accessible course content, please `submit a Github issue <.. _Submit an Open edX Issue>`_ to the Open edX project. +provide accessible course content, please post on the `Open edX forums`_ +for advice. However, for clarity, please note that use of Open edX authoring +tools does not ensure that your course content will be accessible. It is highly recommended that you implement the best practices in this document and in other resources. If you cannot easily address any of these barriers to @@ -27,10 +29,10 @@ Who Are Our Learners? ************************ In the following sections, we provide guidance on creating and delivering -course content that allows students to use built-in accessibility +course content that allows learners to use built-in accessibility functionality (such as text-to-speech and magnification features), assistive technologies, and alternative formats. These practices consider learners with -diverse needs, such as those in the following list. +diverse needs, such as: * Blind learners who use a screen reader, which reads page text aloud, or a Braille display device, which renders page text in refreshable Braille. @@ -69,9 +71,9 @@ disabilities, learners whose native language is not English, and learners with technical issues such as low bandwidth internet or no access to audio. To supplement the -accessibility of the materials you can create within our platform, we recommend that -you engage the resources available at your institution to support learners -with disabilities. Most institutions offer disability support services and +accessibility of the materials you can create within the platform, it is recommended that +you engage any available resources at your institution to support learners +with disabilities. Many institutions offer disability support services and information technology resources that provide accessibility advice and support. These trained professionals typically provide the following services, which may be equally applicable to courses that are taught online: @@ -90,18 +92,18 @@ content. * `User Agent Accessibility Guidelines (UAAG) `_ may be useful if you're intending to implement a browser or browser extension that will be compatible with the Open edX® platform. * `Authoring Tool Accessibility Guidelines (ATAG) `_ guides efforts to make Studio more accessible. -* `HTML5 `_ and `WAI-ARIA (Accessible Rich Internet Applications) `_ are the standards to help ensure that the platform is accessible. You should follow the same standards to ensure that learner content inside `xBlocks `_ (learning units) is accessible. +* `HTML5 `_ and `WAI-ARIA (Accessible Rich Internet Applications) `_ are the standards to help ensure that the platform is accessible. You should follow the same standards to ensure that learner content inside `XBlocks `_ (learning units) is accessible. * `EPUB 3.0 `_ is a format for ensuring that redistributable learning materials are accessible, though `Adobe PDF `_, `Microsoft Office `_, and `Google Docs `_ may also be made accessible. -* The `DAISY Consortium `_ contributes to EPUB accessibility standards and has a tool for che checking EPUB document accessibility. +* The `DAISY Consortium `_ contributes to EPUB accessibility standards and has a tool for checking EPUB document accessibility. * `MathML `_ is a preferred markup format for all math content. -* `MathJax `_ is the system we use for rendering MathML content. +* `MathJax `_ is the system used within the Open edX platform for rendering MathML content. * `WCAG2ICT `_ covers non-web Information and Communications Technologies. While your ability to support students in the MOOC context might be different from supporting on-campus students, we encourage you to develop a plan to respond to students who inform you of accessibility barriers to learning. However, given the large numbers of learners enrolling in many of the courses, -you will quickly see how important it is to address accessibility concerns +you will quickly see how important it is to proactively address accessibility concerns when creating a course. .. seealso:: @@ -117,5 +119,5 @@ when creating a course. +--------------+-------------------------------+----------------+--------------------------------+ | Review Date | Working Group Reviewer | Release |Test situation | +--------------+-------------------------------+----------------+--------------------------------+ -| | | | | +| 2025-03-02 | Sarina Canelake | Sumac | Pass | +--------------+-------------------------------+----------------+--------------------------------+ diff --git a/source/educators/concepts/accessibility/design_for_mobile.rst b/source/educators/concepts/accessibility/design_for_mobile.rst index ac5a6f9c1..e22674136 100644 --- a/source/educators/concepts/accessibility/design_for_mobile.rst +++ b/source/educators/concepts/accessibility/design_for_mobile.rst @@ -14,21 +14,23 @@ mobile apps. For information about accessibility best practices, see :ref:`Accessibility Best Practices Checklist`. -The percentage of learners who access MOOCs using smartphones is increasing +The percentage of learners who access online courses using smartphones is increasing every day. Courses on your instance may be viewed on smartphones using the -Android and iPhone apps, although we still recommend that learners complete +`Android app `_ +and `iPhone app `_, +although we still recommend that learners complete graded assignments on a desktop computer, depending on the type of assessments -that their courses include. For information on which exercises and tools are +that their courses include. *For information on which exercises and tools are mobile-ready, see the table in the :ref:`Introduction to Exercises and -Tools` section. +Tools` section.* To make the course experience for mobile learners as rewarding as it is for learners using desktop computers, keep the following best practices in mind as you design, test, and run your course. -* Course updates that you make might take longer to appear in the mobile +* *Course updates that you make might take longer to appear in the mobile apps than on your course site. In particular, newly published content can take up - to an hour to update on the Android app. + to an hour to update on the Android app.* * Display names are critical for navigating through courses on smartphones. As you create course content, make sure you replace the default display names @@ -53,7 +55,7 @@ you design, test, and run your course. displays of different sizes. * Learners might be viewing your course materials on screens as large as a - high-resolution Mac Thunderbolt display, or as small as a 5 inch smartphone + high-resolution 4k display, or as small as a 5 inch smartphone screen, so it is difficult to size an image so that it displays well at all resolutions. In general, it is recommended to keep most images under 0.5MB in size so that learners who have low Internet bandwidth will not have trouble @@ -64,13 +66,13 @@ you design, test, and run your course. * When you make choices about the problem types to use for graded and ungraded assignments in your course, or which problem types to present in a single - unit, keep the mobile experience in mind. Whenever possible, use mobile- - ready assessment types. If you use assessment types that are not supported on + unit, keep the mobile experience in mind. Whenever possible, use mobile-ready + assessment types. If you use assessment types that are not supported on smartphones, notify learners in the body of your course that they will not be able to complete assignments that contain unsupported assessment types using the iPhone and Android mobile apps. -* Timed and proctored exams cannot be completed using the mobile app. +* *Timed and proctored exams cannot be completed using the mobile app.* * When learners access your course using the Android and iPhone apps, they progress from component to component by swiping through them. It might seem @@ -95,9 +97,9 @@ To test the mobile experience of your course, sign in to your course using the Android or iPhone app, and view each course unit to make sure that it renders as you expect it to. -.. note:: Keep in mind that course updates that you make might not be +.. note:: *Keep in mind that course updates that you make might not be immediately reflected in the mobile apps. In particular, newly - published content can take up to an hour to update on the Android app. + published content can take up to an hour to update on the Android app.* .. seealso:: @@ -113,5 +115,8 @@ renders as you expect it to. +--------------+-------------------------------+----------------+--------------------------------+ | Review Date | Working Group Reviewer | Release |Test situation | +--------------+-------------------------------+----------------+--------------------------------+ -| | | | | +| 2025-03-03 | Sarina Canelake | Sumac | Italicized sections need review| +| | | | `Slack thread`_ | +--------------+-------------------------------+----------------+--------------------------------+ + +.. _Slack thread: https://openedx.slack.com/archives/C04RX2DDZ9N/p1741051062766679 \ No newline at end of file diff --git a/source/educators/how-tos/course_development/manage_video_transcripts.rst b/source/educators/how-tos/course_development/manage_video_transcripts.rst index 148d2bb29..49d0eb425 100644 --- a/source/educators/how-tos/course_development/manage_video_transcripts.rst +++ b/source/educators/how-tos/course_development/manage_video_transcripts.rst @@ -20,13 +20,13 @@ Add a Transcript .. note:: This section is for videos that do not have integrated transcripts. Only use - this option for transcripts in .srt format. If you want to provide a - transcript in any other format, such as .pdf, see + this option for transcripts in ``.srt`` format. If you want to provide a + transcript in any other format, such as ``.pdf``, see :ref:`Additional Transcripts`. You can provide transcripts for your video in more than one language. To do -this, you work with a third-party service to obtain an .srt transcript file for -each language, and then associate the .srt file with the video in Studio. +this, you work with a third-party service to obtain an ``.srt`` transcript file for +each language, and then associate the ``.srt`` file with the video in Studio. Before you add a transcript file, make sure that each file has a unique name. If you use the same transcript name more than once, only the most recently @@ -35,25 +35,37 @@ transcript with that name. To avoid this problem, a best practice is to name additional transcript files by appending the transcript's language to the video file name. -For example, you have two videos, named video1.mp4 and video2.mp4, and their -original transcripts are named video1.srt and video2.srt. When you add Hindi -transcripts for these videos, you name them video1_hi.srt and video2_hi.srt. -When you add Spanish transcripts for the videos, you name them video1_es.srt -and video2_es.srt. +For example, you have two videos, named ``video1.mp4`` and ``video2.mp4``, and their +original transcripts are named ``video1.srt`` and ``video2.srt``. When you add Hindi +transcripts for these videos, you name them ``video1_hi.srt`` and ``video2_hi.srt``. +When you add Spanish transcripts for the videos, you name them ``video1_es.srt`` +and ``video2_es.srt``. To add a transcript to a video component, follow these steps. -#. After you obtain the .srt files, open the video component for the video. +#. After you obtain the ``.srt`` files, open the video component for the video. #. Scroll down to the **Transcript** section, and then select **Add a transcript**. + .. image:: /_images/educator_how_tos/add_a_transcript.png + :alt: A screenshot of the video editor with the Add a Transcript section highlighted. + + #. Select the language for the transcript that you want to add. -#. In the dialog box, browse to the .srt file for the transcript in that + .. image:: /_images/educator_how_tos/add_a_transcript_2.png + :alt: A screenshot of the video editor with the Add a Transcript language picker shown. + +#. In the dialog box, browse to the ``.srt`` file for the transcript in that language, and then select **Open**. -#. Repeat steps 2 - 5 for any additional languages. +#. It is recommended to allow transcript downloads by checking the "Allow transcript downloads" button. + This option improves accessibility by allowing learners to manipulate the + transcripts as needed, for example magnifying the text for those with vision impairments. + See :ref:`Downloadable Transcripts`. + +#. Repeat steps 2 - 6 for any additional languages. When your learners view the video, they can select the **Language menu** to select a language. @@ -71,8 +83,12 @@ these steps. #. In Studio, open the video component for the video. -#. For an .srt transcript, locate the **Transcript** section, and then select +#. For an ``.srt`` transcript, locate the **Transcript** section, and then select the **menu icon (•••)** for the desired language and select **Download**. + + .. image:: /_images/educator_how_tos/add_a_transcript_3.png + :alt: A screenshot of the video editor with the Add a Transcript three-dot menu shown. The options are Replace, Download, and Delete. + #. After the file downloads, open a text editor and make any changes that you want. #. Select the **menu icon (•••)** and select **Replace** to upload the edited @@ -88,18 +104,20 @@ Add a Supplemental Downloadable Transcript You can also use this procedure to upload a different kind of handout for learners to download, such as an image or a chart. -By default, a .txt file is created when you upload an .srt file, and learners -can download either the .srt or .txt transcript when you allow transcript +By default, a ``.txt`` file is created when you upload an ``.srt`` file, and learners +can download either the ``.srt`` or ``.txt`` transcript when you allow transcript downloads. For more information about allowing transcript downloads, see :ref:`Enable Video and Transcript Downloads`. In addition, you can provide a downloadable transcript in a format such as -.pdf. To do this, you upload the additional transcript in the video player as a +``.pdf``. To do this, you upload the additional transcript in the video player as a handout. Learners see an option to download the handout below the video. -To add another downloadable transcript, follow these steps. +.. note:: See :ref:`Creating Accessible Course Materials` for tips on creating accessible ``.pdf`` documents. + +To add another downloadable transcript or handout, follow these steps. -#. Create or obtain your transcript as a .pdf or in another format. +#. Create or obtain your transcript or handout as a ``.pdf`` or in another format. #. Locate the **Handout** section, and then select **Upload Handout**. #. In the dialog box, select the file on your computer, and then select **Open**. @@ -108,10 +126,14 @@ To add another downloadable transcript, follow these steps. :ref:`Video Process Overview` (how-to) + :ref:`Accessibility Best Practices Checklist` (reference) + + :ref:`Accessibility Guidelines` (concept) + **Maintenance chart** +--------------+-------------------------------+----------------+--------------------------------+ | Review Date | Working Group Reviewer | Release |Test situation | +--------------+-------------------------------+----------------+--------------------------------+ -| | | | | +| 2025-03-03 | Sarina Canelake | Sumac | Pass | +--------------+-------------------------------+----------------+--------------------------------+ diff --git a/source/educators/references/accessibility/accessibility_best_practices_checklist.rst b/source/educators/references/accessibility/accessibility_best_practices_checklist.rst index dd1db5d54..824cd224a 100644 --- a/source/educators/references/accessibility/accessibility_best_practices_checklist.rst +++ b/source/educators/references/accessibility/accessibility_best_practices_checklist.rst @@ -9,7 +9,8 @@ Accessibility Best Practices Checklist The Open edX project is dedicated to creating a platform that is not only itself accessible, but also enables course content creators to create accessible content. If you encounter platform issues that you believe might affect your ability to provide -accessible course content, please `submit a Github issue <.. _Submit an Open edX Issue>`_ to the Open edX project. +accessible course content, please post on the `Open edX Forums`_ +for advice. .. contents:: :local: @@ -24,10 +25,10 @@ Make Sure Your Course Content is Perceivable The `WCAG `_ guidelines are organized around several principles, one of which is that web content must be perceivable. That is, information and user interface components must be -presentable to users in ways they can perceive; it cannot be invisible to all +presentable to users in ways they can interpret and understand; it cannot be invisible to all of their senses. In almost all cases, this means that the information should be available as text, which can be rendered or transformed into a format that can -be perceived. +be perceived via assistive technologies such as screen readers or screen magnification. To produce content that is perceivable by all learners, follow these guidelines. @@ -61,10 +62,11 @@ Make Sure Your Content is Adaptable Design your course content so that it can be presented in different ways without losing information or structure. If your content includes specific -information, structure, and relationships (such as sequence) that is conveyed +information, structure, and relationships (such as sequences) that are conveyed through presentation, make sure the same information, structure, and -relationships can be programmatically determined or are available in text. HTML -is an ideal format in which to publish course content, because it provides +relationships can be programmatically determined or are available in text. + +HTML is an ideal format in which to publish course content, because it provides semantic elements with standardized roles, states, and properties. Users of assistive technologies rely on such semantic elements to effectively and efficiently consume and navigate content. Publish your content in HTML whenever @@ -102,7 +104,7 @@ Make Sure Your Course Content is Understandable Make sure your course content is readable and understandable. Online courses often have a global and diverse audience, including learners whose native language is not -the language in which you created your course, as well as learners who have a +the language in which you created your course. There may also be learners who have a disability that affects reading, such as dyslexia or a visual impairment. Learners will be better positioned to access concepts in your content if you @@ -118,10 +120,10 @@ materials. When you use an abbreviation or acronym, provide the full phrase the first time it appears. For example, "World Health Organization (WHO)." The Center for Plain Language provides `detailed resources on writing clearly -and concisely `_, +and concisely `_, in language appropriate for your content and target audience. -See also the W3C's new Working Group Note on `Making Content Usable for People with Cognitive and Learning Disabilities `_. +See also the W3C's Working Group Note on `Making Content Usable for People with Cognitive and Learning Disabilities `_. ================================= Make Your Course Easy to Navigate @@ -145,11 +147,11 @@ easier to navigate and search. See :ref:`Best Practices for HTML Markup` for guidance on creating accessible HTML. When you provide links to external materials, use link text that clearly -explains the link destination (for example, "Review the Course Syllabus"). -Avoid using constructs such as "Review the Course Syllabus here", with only -the word "here" serving as link text. For links that point to documents rather -than web pages, include the document type in the link. For example, -"Supplemental Reading for Week 1 (EPUB)". Screen reader users frequently +explains the link destination (for example, "**Review the Course Syllabus**"). +Avoid using constructs such as "Review the Course Syllabus **here**", with only +the word "**here**" serving as link text. For links that point to documents rather +than web pages, include the document type within the link text. For example, +"**Supplemental Reading for Week 1 (EPUB)**". Screen reader users frequently browse lists of links, or navigate web pages by moving from one link to the next. Ensuring that link text is understandable without surrounding context is important. @@ -173,21 +175,28 @@ would obtain from viewing the image. If the image contains words that are important for understanding the content, include the words in the text alternative. If the image itself is being used as a link, the text alternative should describe the destination or action that will be performed -when the link is activated. +when the link is activated. The following sections describe in greater detail +the best ways to provide alternative text for various types of images. The primary mechanism for providing a text alternative for an image in HTML is the ``alt`` attribute. The text value of this attribute is what screen reader users hear when they encounter the image in your content. +The revamped HTML editor that was implemented as part of the Redwood release +includes a native field allowing authors to specify alt text when inserting an image: + +.. image:: /_images/educator_references/alt_text_image_editor.png + :alt: A screenshot of the image editor with the alt-text form field. There is also a checkbox, "This image is decorative (no alt text required)." + .. note:: All images *must* include an ``alt`` attribute. There are some cases, noted below, when an empty ``alt`` attribute (``alt=""``) is desirable. However, the ``alt`` attribute must never be omitted. .. note:: For SVG elements, use ``aria-label`` instead of ``alt`` attributes. Non-interactive SVGs should also have ``role="img"`` and ``focusable="false"``. -If an image description that captures the essential information in an image does not fit in 200 characters, you can instead add a -Create useful and meaningful text alternatives for images in your course by -following these guidelines for particular situations. +If an image description that captures the essential information in an image does not fit in 200 characters, you can instead +create useful and meaningful text alternatives for images in your course by +leveraging the following guidelines for particular situations. .. contents:: :local: @@ -218,7 +227,7 @@ otherwise accessible text, including it in the ``alt`` attribute would be redundant. In this case, setting an empty ``alt`` attribute (``alt=""``) is acceptable. Doing so effectively "hides" the image from screen reader users. -.. note:: All images *must* include an ``alt`` attribute so do not omit +.. warning:: All images *must* include an ``alt`` attribute so do not omit the ``alt`` attribute entirely. If the ``alt`` attribute is omitted entirely, screen readers will read the value of the ``src`` attribute (the path to the image on a web server) as a fallback. This is rarely helpful to @@ -289,7 +298,7 @@ Images With Unknown Descriptions at The Time of Publication If a suitable text alternative is unknown at the time of publication (for example, a webcam image that updates every 10 minutes) provide an ``alt`` attribute that includes as much useful information as possible. For example, -"Traffic on Interstate 90 at 5:45 PM June 26, 2015." +"Live view of traffic on Interstate 90; refreshes every 10 minutes" ====================== Non-Informative Images @@ -297,7 +306,7 @@ Non-Informative Images Images that do not provide information, including purely decorative images, do not need text descriptions. For example, an icon that is followed by link text -that reads "Course Syllabus (EPUB)" does not need alternative text. +that reads "**Course Syllabus (EPUB)**" does not need alternative text. For non-informative images that should be skipped by screen reading software, include an ``alt`` attribute but leave it with an empty value (also known as a @@ -305,6 +314,10 @@ NULL ``alt`` attribute). ```` +The visual HTML editor, new as of the Redwood release, provides a checkbox in the +image settings modal that allows you to provide an empty ``alt`` attribute. This +option reads, "This image is decorative (no alt text required)." + .. note:: While it is appropriate to have an empty ``alt`` attribute, it is never acceptable to omit the ``alt`` attribute entirely. If image elements do not include an ``alt`` attribute at all, a screen reader will read the path @@ -331,7 +344,9 @@ graphics accessible to visually impaired learners. example, on a line graph, use a different symbol or line style as well as color to distinguish the data elements. -* Use colors that have a minimum 3:1 luminance contrast vs. the background color. +* Use colors that have a minimum 3:1 contrast vs. the background color. + See this `contrast checker `_ + for more detail. * Whenever possible, use an image format that supports scaling, such as .svg, so that learners can employ zooming or view the image larger. Consider @@ -427,7 +442,7 @@ Accessible Course Materials Resources * `The EPUB 3 format `_, widely adopted as the premier format for accessible digital books, is now managed by the W3C. -* The EPUB 3 working group has an `automated EPUB 3 accessibility checker `_. +* The EPUB 3 working group has an `automated EPUB 3 accessibility checker `_. .. _Creating Accessible PDFs: @@ -442,13 +457,15 @@ supplied by publishers. However, converting materials to PDF documents can create accessibility barriers, particularly for learners with visual impairments. Such learners rely on the semantic document structure inherently available in HTML, DAISY, or EPUB 3 to understand and effectively navigate PDF -documents. For more information, see :ref:`HTML Markup Resources`). +documents. For more information, see :ref:`HTML Markup Resources`. Accessibility issues are very common in PDF files that were scanned from printed sources or exported from a non-PDF document format. Scanned documents are simply images of text. To make scanned documents accessible, you must perform Optical Character Recognition (OCR) on these documents, and proofread -the resulting text for accuracy before embedding it within the PDF file. You +the resulting text for accuracy before embedding it within the PDF file. Note +that OCR is often particularly inaccurate when it comes to transcribing mathematical +formulas, such as those authored in LaTeX. You must also add semantic structure and other metadata (headings, links, alternative content for images, and so on) to the embedded text. @@ -507,8 +524,8 @@ Accessible PDF Resources ************************ * Microsoft provides detailed `guidance on generating accessible PDFs from - Microsoft Office applications `_, including Word, Excel, and - PowerPoint. + Microsoft Office applications `_, + including Word, Excel, and PowerPoint. * Adobe provides documentation on how to `create and verify PDF accessibility `_. @@ -530,13 +547,10 @@ Creating Accessible Word Documents Many of the same accessibility techniques and principles that apply to authoring web content also apply to creating Word documents. -* Images must have `descriptive text `_ associated with them. - -* Documents should be `well structured `_. - -* `Hyperlinks should be meaningful `_ and describe the destination. - -* Tables should include `properly defined column and row headers `_. +* `Microsoft's resources on making Word documents accessible `_ + includes resources on providing descriptive text to images, structuring documents + correctly, providing meaningful hyperlinks, and properly defining column and row + headers within tables. * Color combinations should be sufficiently high contrast. @@ -550,13 +564,15 @@ authoring web content also apply to creating Word documents. appearance allows users of assistive technology to consume and navigate documents effectively and efficiently. -Accessible Microsoft Word Resources -*********************************** +Accessible Microsoft Word and Google Docs Resources +*************************************************** * Microsoft guide to `creating accessible Word documents `_. * Microsoft tool that allows you to `check Word documents for accessibility issues `_. +* `Creating Accessible Documents in Google Docs `_ + =================================== Creating Accessible Excel Documents =================================== @@ -564,14 +580,8 @@ Creating Accessible Excel Documents Many of the same accessibility techniques and principles that apply to authoring data tables in HTML also apply to creating Excel spreadsheets. -* Images must have descriptive text associated with them. For more information, - see `Add alternative text to images and objects in Excel documents - `_. - -* `Column and row headings should be programmatically identified `_. - -* `Hyperlinks in spreadsheets should be meaningful `_ and describe the destination. +* `Microsoft's resources on making Excel documents accessible `_ + provide guidance on image descriptive text, as well as column headings, row headings, and hyperlink accessibility. * Use a unique and informative title for each worksheet tab. @@ -583,8 +593,8 @@ authoring data tables in HTML also apply to creating Excel spreadsheets. Checker `_. -Accessible Microsoft Excel Resources -************************************ +Accessible Microsoft Excel and Google Sheets Resources +****************************************************** * Microsoft guide to `creating accessible Excel workbooks `_. +* `Creating Accessible Documents in Google Sheets `_ + + ======================================== Creating Accessible PowerPoint Documents ======================================== @@ -601,24 +614,12 @@ Creating Accessible PowerPoint Documents Many of the same accessibility techniques and principles that apply to authoring web content also apply to creating PowerPoint presentations. -* Images must have descriptive text associated with them. For more information, - see `Add alternative text to images and objects in PowerPoint documents - `_. - -* Column and row headings should be programmatically identified. For more - information, see `Specify column header information in tables in PowerPoint - documents `_. - -* `Hyperlinks in presentations should be meaningful `_ and describe the destination. +* `Microsoft's resources on making Powerpoint documents accessible `_ + provide guidance on image descriptive text, as well as column headings, row headings, and hyperlink accessibility. * Use a unique and informative title for each slide. -* Ensure that information is `presented in a logical order - `_ +* Ensure that information is presented in a logical order * Color combinations should be sufficiently high contrast. @@ -637,8 +638,8 @@ to view the reading order of objects on each slide. If the reading order is not logical, change the order of the objects. -Accessible PowerPoint Resources -******************************* +Accessible PowerPoint and Google Slides Resources +************************************************* * Microsoft guide to `creating accessible PowerPoint presentations `_. +* `Creating Accessible Documents in Google Slides `_ + .. _Best Practices for Math Content: ******************************************* @@ -671,8 +674,8 @@ you use MathML to author your math content. MathJax renders MathML in a variety of formats on the client side, offering the end user the ability to consume math content in their preferred format. -Studio also supports authoring math directly in LaTeX using the :ref:`LaTeX Source Compiler -` to transform LaTeX into MathML. +As of the Redwood release, Studio no longer supports authoring math directly in LaTeX +using the :ref:`LaTeX Source Compiler`. ========================================= @@ -797,7 +800,7 @@ If you include links to third-party content in your course, be mindful of the accessibility of such resources. It is recommended that you evaluate third-party content prior to sharing it with learners. -You can use the eReader tool or :ref:`Add Course Files ` to incorporate +You can :ref:`add course files ` to incorporate third-party textbooks and other publications in PDF format into your course. You can also incorporate such materials into your course in HTML format. See :ref:`Creating Accessible PDFs` for guidance on working with third-party @@ -811,13 +814,14 @@ creating accessible HTML. Accessible Custom Content Resources =================================== -* `Provide access to digital publications `_, from the National Center for Accessible Media, provides best practices for describing graphs, charts, diagrams, and illustrations. +* `Guidelines on providing digital publications `_, from the National Center for Accessible Media, provides best practices for describing graphs, charts, diagrams, and illustrations. * `AccessSTEM `_ provides guidance on creating accessible science, technology, engineering and math educational content. -* The National Center on Educational Outcomes (NCEO) provides `Principles and Characteristics of Inclusive Assessment and Accountability Systems `_. +* The National Center on Educational Outcomes (NCEO) provides + `Principles and Characteristics of Inclusive Assessment and Accountability Systems `_. .. _Creating Accessible Media: @@ -845,7 +849,7 @@ loss affects about 10% of the population to some degree. It causes disability in 5% (360 to 538 million) and moderate to severe disability in 124 million people. Timed text captions also be helpful for learners whose native languages are languages other than the primary language of the media or who -have cognitive conditions that benefit from visual. The media player +have cognitive conditions that benefit from visual text. The media player displays timed text captions as links in an interactive area adjacent to the video, which allows all learners to navigate to a specific section of the video by selecting some location within the caption text. @@ -858,8 +862,6 @@ Simply review the recorded video and update the script as needed. Proper editing should maintain both the original meaning, content, and essential vocabulary. -For situations where the video content includes a lot of information that cannot be easily described in audio, you can include references to an annotations file in the SRT file. Example: [See Note 5a]. - Text captions can be uploaded to YouTube along with the video to create a timed text file in `SubRip (SRT) format `_. `YouTube can also automatically create caption files `_. Though you'll need to copy-edit the auto-generated captions to correct the inevitable errors, this feature can still be a big time saver because the auto-generated timestamps are generally quite accurate. @@ -874,8 +876,8 @@ captions with videos. If you choose to create your own timed text caption files yourself, you must follow these guidelines. -* Each caption frame should not be on screen for less than three seconds. -* Each caption frame must not be on screen for less than two seconds. +* Each caption frame should be on screen for three seconds or longer. +* Each caption frame must be on screen for more than two seconds. * Each caption frame should not exceed more than 2 lines. * Each caption frame must not exceed more than 3 lines. * Each line should not exceed more than 32 characters @@ -902,6 +904,16 @@ you perform them. Ask yourself if your video would make sense if the learner were only listening to the audio content, for example while they were driving a car. +For situations where the video content includes a lot of information that cannot +be easily described in audio, it is recommended to include a handout file that details +the learning objectives. As of Redwood, the Open edX video editor includes an option +to include a handout alongside a video. + +.. image:: /_images/educator_references/video_player_add_handout.png + :alt: A screenshot of the video editor's "Upload Handout" option. + +.. _Downloadable Transcripts: + ======================== Downloadable Transcripts ======================== @@ -915,7 +927,7 @@ learning materials for study and review. Accessible Media Resources ========================== -* `Accessible Digital Media Guidelines `_ provides detailed advice on creating online video and audio with accessibility in mind. +* `Accessible Digital Media Guidelines `_ provides detailed advice on creating online video and audio with accessibility in mind. * `Captioning Key `_ by the National Association for the Deaf provides excellent guidance on creating described and captioned media. * `Closed Captioning & Subtitling Standards in IP Video Programming `_ by 3PlayMedia discusses best practices in this recorded webinar and white paper. @@ -934,8 +946,8 @@ Most of the problem type templates in Studio conform to our recommended best practices in terms of good HTML markup. You can manually add appropriate HTML tagging even if it does not exist in the component template. Depending on the type of component you are adding to your course in Studio, the raw -HTML data is available either automatically or by selecting the "Advanced -Editor" or "HTML" views. +HTML data is available either automatically or by selecting **Show Advanced +Settings > Switch to advanced editor**. Keep the following guidelines in mind when you create HTML content. @@ -954,9 +966,9 @@ Keep the following guidelines in mind when you create HTML content. In your :ref:`HTML` and :ref:`problem` components, be sure to apply - only heading levels 2 through 6 to your content. Because the components - that you add are part of a complete page, and heading level 1 is - already in use by other elements on the page, any text with a heading 1 + only heading levels 3 through 6 to your content. Because the components + that you add are part of a complete page, and heading levels 1 and 2 are + already in use by other elements on the page, any text with a heading 1 or 2 style within an HTML or problem component can interfere with the functionality of tools such as screen readers. @@ -969,7 +981,7 @@ Keep the following guidelines in mind when you create HTML content. * Ordered lists, where the order of items is important. Each item is listed with a number. - * Definition lists, where each item is represented using term and + * `Definition lists `_, where each item is represented using term and description pairs (like a dictionary). * Use table elements to format information that works best in a grid format, @@ -1056,5 +1068,5 @@ Universal Design for Learning Resources +--------------+-------------------------------+----------------+--------------------------------+ | Review Date | Working Group Reviewer | Release |Test situation | +--------------+-------------------------------+----------------+--------------------------------+ -| | | | | +| 2025-03-03 | Sarina Canelake | Sumac | Pass | +--------------+-------------------------------+----------------+--------------------------------+ diff --git a/source/educators/references/accessibility/accessibility_checker.rst b/source/educators/references/accessibility/accessibility_checker.rst index 5bb02e403..8a6e32462 100644 --- a/source/educators/references/accessibility/accessibility_checker.rst +++ b/source/educators/references/accessibility/accessibility_checker.rst @@ -1,11 +1,13 @@ .. _Accessibility Checker: -##################### -Accessibility Checker -##################### +############################################################ +Accessibility Checker (Requires paid TinyMCE subscription) +############################################################ .. tags:: educator, reference +.. note:: This feature requires a paid TinyMCE subscription. It is currently unknown how to do this; `this issue ticket `_ has up-to-date tracking on this issue. + * This feature allows you to check HTML in the editor for various WCAG and Section 508 accessibility problems. * The Accessibility Checker focuses on exceeding WCAG "A", "AA", @@ -115,5 +117,8 @@ content: +--------------+-------------------------------+----------------+--------------------------------+ | Review Date | Working Group Reviewer | Release |Test situation | +--------------+-------------------------------+----------------+--------------------------------+ -| | | | | +| 2025-03-03 | Sarina Canelake | Sumac | Fail, `unknown how to get a | +| | | | subscription`_. | +--------------+-------------------------------+----------------+--------------------------------+ + +.. _unknown how to get a subscription: https://github.com/openedx/frontend-components-tinymce-advanced-plugins/issues/27 \ No newline at end of file diff --git a/source/links.txt b/source/links.txt index 1f1807615..6b3fd15ef 100644 --- a/source/links.txt +++ b/source/links.txt @@ -232,6 +232,8 @@ .. _Submit a Docs Issue: https://github.com/openedx/docs.openedx.org/issues/new/choose +.. _Open edX Forums: https://discuss.openedx.org + .. _Open edX Doc Migration Tracking: https://docs.google.com/spreadsheets/d/1r0mbC1Ay-6vGVzGvHKRq9VHyowT7j-lm-4-8z38c5mM/edit .. _Time and Date Time Zone Converter: http://www.timeanddate.com/worldclock/converter.html diff --git a/source/other/getting_help.rst b/source/other/getting_help.rst index 941981078..a0a846f43 100644 --- a/source/other/getting_help.rst +++ b/source/other/getting_help.rst @@ -6,8 +6,8 @@ Getting Help If you are unable to find what you need here or need more help than the documentation provides, we'd love to hear about it via the :doc:`feedback`. -To get more help we recommend checking out the `Open edX Forums -`_. Make sure to search the forums before posting a +To get more help we recommend checking out the `Open edX Forums`_. +Make sure to search the forums before posting a new question in case others have had the same question as you. The community also has a `slack workspace @@ -20,3 +20,5 @@ responses. The Open edX community has agreed upon a shared `code of conduct `_, please be sure to review it. + +.. include:: /links.txt \ No newline at end of file