Lisa
You are looking in the right places - there is a copy of my latest
version of the application profile being posted regularly on the wiki
application profile page and the discussion is in fact happening
here, on this list, not the wiki.
Thanks for the use cases - i will work on them over the weekend.
Liddy
On 15/12/2005, at 6:26 PM, Lisa Seeman wrote:
> Hi Liddy,
>
>
>> In general, I think that we can already accommodate some of the
>> things you are mentioning - the use cases etc are described in
>> the earlier parts of the standard - so for full reference to the
>> relevant parts of the final standard docs , see the refs on the
>> DC WG page - http://dublincore.org/groups/access and the
>> discussion etc on the wiki at http://dublincore.org/
>> accessibilitywiki
>>
>
>
> I guess I just don't see it. I looked at the wiki at http://
> dublincore.org/accessibilitywiki/AccessForAllDrafts
> and only found my comments there made after I read all 3 documents.
>
> Let me know if I am at the wrong wiki. If I am just missing the
> point please ignore this email, but if not then can we work out how
> we would address the following use cases?
>
> use cases:
>
> 1, Semantically enriched content that works with an enabled tool: A
> student is a new immigrant from rural third world country. They are
> not familiar with computers or textbooks. A resource may have a
> page narrative, that explains things like bullet points, and how
> the page is structured. As the student is a midway through the
> resource the student will need less narrative to understand and
> follow the material.
>
> I would say that ideally one would look for a recourse with page
> narratives that have been tagged for different types, or an
> application that works with knowledge based content tags , so they
> can be turned off as the user skill improve.
>
> Next best would be to at least have the page narrative. However if
> neither are available then the student should receive the resource,
> and (hopefully) someone will be able to help them.
> However this will only work with the right tool or resource- how
> do I work out the match ?
> Another similar example: A page may have been semantically
> enriched to enable conversion to bliss. However it uses a semantic
> encoding that works with some browsers and not others. Also it
> neglects to point out what is the most important sections of the
> content, so although it is convertible the result is confusing.
> 2, Diactric marks for Hebrew and Arabic, are not mentioned. This is
> the key barrier to access in these languages for many people,
> Partial diactric marks are also useful. However sometimes they are
> considered confusing (maybe in Russian) how can a user say they do
> or do not want them.
>
> 3, How well is the structure of the page encoded ? Is a visual
> architecture used, have bulleted lists been marked up as such so it
> can be adapted for my scenario? I also this more and more
> applications will be looking for more explicit knowledge in the
> markup, such as use of roles. Hence if my screen reader for
> struggling students automatically add a page narrative, or
> highlight bullets differently, will it be able to do so?
>
> 4, What cognitive skills are required for a resource: Accessibility
> seems to be moving towards only asking for some acronyms to be
> marked up, (like first instances ). However, if I do not have a
> working visual memory and I am expected to remember, recognize or
> differentiate between similar acronyms across the page to identify
> what has been defined, the page becomes unusable. Another example
> is whether
>
>
>
> All the best
>
> Lisa
>
>
>
>
>
>
>
>
>
>
>
>> On 14/12/2005, at 8:23 PM, Lisa Seeman wrote:
>>
>>
>>> Hi Liddy
>>>
>>> I had a look at it briefly. I think it achieves a fair bit but I
>>> am not yet sure what it is we really we are trying to do. What
>>> issues and scenarios are we (or are we not) addressing?
>>>
>>> For example: How do we address content that has the capacity to
>>> be adapted for new immigrant readers? What if that capacity only
>>> works with some tools and not with others? Are we dealing with
>>> issues of vowels in Arabic and Hebrew? What about Russian? How
>>> are we addressing cognitive abilities needed for a site beyond
>>> reading age?
>>>
>>> Maybe the most pivotal question is how do we accommodate emerging
>>> technologies that address new or more scenarios outside thoughs
>>> typically included as accessibility use cases.
>>>
>>> Have we made a gap analysis? They can be a really useful tool.
>>>
>>> All the best
>>>
>>> Lisa
>>>
>>>
>>> ----- Original Message ----- From: "Liddy Nevile"
>>> <[log in to unmask]>
>>> To: <[log in to unmask]>
>>> Sent: Wednesday, December 14, 2005 10:29 AM
>>> Subject: application profile for A4A accessibility
>>>
>>>
>>>
>>>
>>>> I have had a go at drafting the application profile and have
>>>> what seems to me like a fairly simple model that might work
>>>> (!!!). I'd really like to get constructive comments from those
>>>> of you who have a minute to help....
>>>>
>>>> We are now very short of people who can help so if you are
>>>> willing and able, please let me know. I'd love some help.
>>>>
>>>> The latest version is linked off the Accessibility wiki page
>>>> under the heading 'quick links' - see http://dublincore.org/
>>>> accessibilitywiki/AccessForAllApplicationProfile
>>>>
>>>> The AccessForAll work is in final Committee Draft stage in the
>>>> ISO process and any things that can be improved should be asap!
>>>> The DC application profile is designed to fit very closely with
>>>> other implementations of the AccessForAll work but to be very
>>>> easy for those with DC authoring tools and DC repositories etc.
>>>>
>>>> If the approach I have taken is OK, the next task will be to
>>>> create HTML, XML and RDF recommendations for encoding of the
>>>> work. I would really like to have all this done before the
>>>> final vote on the FCD in early March.
>>>>
>>>> Liddy
>>>>
>>>
>
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