New regulations, new risks

6. Aims of the session Introductory briefing to include: • Plain English explanation • Timeline for compliance • Roles and responsibilities • Common barriers • Resources and support • What next?

7. EUWeb Accessibility Directive The Public Sector Bodies (Websites and Mobile Applications) (No. 2) Accessibility Regulations 2018

8. • ”The accessibility requirement” • Exceptions • Disproportionate burden • Standards • Accessibility statement • Monitoring and reporting • Enforcement

9. Timeline for compliance

10. Levels of responsibility • Procured (3rd party) systems • Internally managed systems • Created content • Mitigation • Assistive Technology • Self-help support • Access options • Standards template Assistive Technology 3rd Party Created Content Internal Levels of responsibility

11. Lost in translation? Each level of responsibility translates to specific elements of user experience. Ensure your processes, policies and practices don't lose this focus. For users

12. Common barriers? Jisc's accessibility snapshots have identified a range of common problems on student-facing platforms and resources – these are explored in more detail in our online training sessions. Barriers?

13. What does POUR mean POUR – what does it mean? Perceivable Operable Understandable Robust

14. POUR example - your website… Are there ways to change the colours on the website if you are colour blind? Perceivable

15. POUR example - your website… How long does it take you to get to the accessibility statement on the website - if you can’t use the mouse? Operable

16. POUR example - your website… How easy is it to log into different platforms or resource bases? Is it clear how to do it? Understandable

17. POUR example - your website… Would you know if you can access everything you need with assistive technology? Robust

18. Sample good practices Clear Tab focus Automated feedback and support Content reflows at high magnification. Well structured web pages / detailed accessibility statement. Inbuilt personalisation options Accessible video guides

19. Accessibility Statements New statement requirements • model accessibility statement • publish • review • explain content not accessible • alternatives • contact information • enforcement procedure

20. Good practice recommendations 1. Ensure that the accessibility statement makes sense. Include practical information that is helpful to users. 2. Include information on who to contact if you have a problem using the website or platforms. 3. Explain the accessibility options of e-books and resources to everyone. Not everyone will want to declare a disability. 4. Make it easy to find guidance on creating accessible documents for use on the learning platform. 5. Explain the ‘complaints’ and comments procedure and respond! …going beyond compliance… Recommendations

21. Example Edinburgh University Jisc website

22. Does all your content need to comply?

23. Exceptions for some content 1. office file formats 2. pre-recorded time-based media 3. live time-based media 4. online maps 5. third-party content 6. heritage collections 7. extranets and intranets published before 23rd September 2019 8. archives Exceptions

24. A requirement and an opportunity 1. Improve usability of all digital assets 2. Increase accountability 3. Involve everyone in accessibility 4. Review guidance and standards 5. Create an effective feedback loop 6. Integrate support and maximise independence 7. Create student entitlement 8. Build accessibility into digital process – design and procurement 9. Another Take the opportunity to…

25. What next? What one thing will you do now?

26. Questions? Actions? • We'll take Qs through the sector focused Jiscmail list (link). • Accessibility Snapshot Service • Online webinar series • Jisc mailing list • Involved in steering the sector implementation • Landing page on compliance (online session, consultancy options) • Retained expertise- Quality and Inclusion • Get in touch with your Jisc account manager Jisc support

Hinweis der Redaktion

New Regulations, new Risks EU Directive on web accessibility – What does it mean to you? (Image of phone) Jisc subject specialists: John Kelly Alistair McNaught Julia Taylor
(Image of two hands giving a thumbs up) Poll 1 On a scale of 10 – How ready are you? On a scale of 1-10 where are you in terms of readiness for the directive? Pod Activity (Purpose, find out who’s attending and why) Which role are you in and what areas can you influence? i.e. Whatever area you influence can you write a sentence in the pod on what you could do? i.e. induction of staff, or creating training days or are you a budget holder for training? Give a Green Tick when you are done
How would you assess your awareness by sector? Results: Significantly lower awareness in FE About ½ didn’t know and ¼ thought they were unlikely to be compliant (Bar chart showing survey results comparing HE and FE awareness of EU directive)
How would you assess your institution's awareness? About ½ didn’t know and ¼ thought they were unlikely to be compliant (Pie chart showing survey results for 'readiness' for implementing the EU directive)
Has your institution conducted an assessment of the work needed ? Getting on for ½ haven’t done an assessment and clearly many people don’t know. (Pie chart showing survey results on assessment of work needed to implement EU directive)
These are the stated aims related to audience with the focus on quality improvement: Plain English explanation Timeline for compliance Roles and responsibilities Common barriers Resources and support What next?
Does it apply to my institution? EU Web Accessibility Directive The Public Sector Bodies (Websites and Mobile Applications) (No. 2) Accessibility Regulations 2018 Confirmation that it applies to Public Sector FE v Sixth form v Schools a. Statement on WCAG compliance Standards and Clear procedures b. Setting up a 'complaints procedures' Making clear how users can get problems resolved What you have done in relation to POUR and what you will do What you haven’t done and what alternatives exist - so as not to waste peoples time. N.B The focus should be on the 'intention' of the legislation and the 'opportunity'.
Does it apply to my institution? ”The accessibility requirement” Exceptions Disproportionate burden Standards Accessibility statement Monitoring and reporting Enforcement That learning providers ensure that their websites, apps, intranets, digital platforms and associated content meet high and measurable standards of accessibility to enhance the educational experience of disabled people. We are going to look at specifics but this is more than a checklist - This is an opportunity to focus on Inclusive practice across the digital provision. See the blog post - https://accessibility.jiscinvolve.org/wp/2018/09/13/web-app-accessibility-make-eu-accessibility-directive/
(Infographic on timeline for compliance of new and existing website, content and apps) All new websites , content and Apps need to be compliant by 2019 Existing website, content and apps need to be compliant by 2020 Without a plan you won’t be able to meet the ongoing obligations of the requirements of the accessibility statement Two aspects need planning: a. Planning and managing digital assets and content - b. Monitoring and reporting (Accessibility statement and establishing response procedures) All websites, content and Apps created after Sept 2018, must be compliant by 2019. That’s means starting to weave accessibility requirements into existing digital processes now so that everything ‘new’ is accessible by default. Then you have two years to work on managing existing assets that are still useful.
(Venn Diagram showing 3 levels of overlapping responsibility) Managing the process strategically – Levels of responsibility Procured (3rd party) systems Internally managed systems Created content Most organisations have multiple levels of digital responsibility where accessibility could be made a requirement. Areas of influence over policy, quality or compliance across the organisation. This could be through external, tender, procurement or contractual processes or through internal policies and procedures. For example. The way you manage your externally designed website compliance will be different to the procedures you put in place to govern learning programmes that are designed ‘inhouse’. Some platforms may be hosted externally but if they have accessibility features that can be ‘switched on internally’ - you can and should, plan to make use of them. Mitigation You should also consider the options available that will mitigate against your ‘New risk’. What Assistive Technology, productivity tools and access features can be used. Assistive Technology Self-help support Access options Standards template Are there help videos and practical guidance you could provide to support staff and students to create accessible content for themselves?
(Screen grab of Xerte learning object) Lost in translation Each level of responsibility translates to specific elements of user experience. Ensure your processes, policies and practices don't lose this focus
(Screen grab of xerte learning object) Common barriers? Jisc's accessibility snapshots have identified a range of common problems on student-facing platforms and resources – these are explored in more detail in our online training sessions.
(Image of someone pouring from a tea pot) What does POUR actually mean? As mentioned websites need to conform to POUR Perceivable Operable Understandable Robust Perceivable- Elements can't be invisible to all the senses or to Assistive Technologies Operable – eg. Buttons and forms that require the use of a mouse must also be ‘operable' by a keyboard user Understandable –Both content and operation must not be beyond the users ability to understand. ie. Don't make it unnecessarily difficult to understand Robust – eg. 'Capable of being interpreted reliably by a wide variety of user agents such as screen readers' and remain accessible to Assistive Technology over time. Take a look at your website, VLE or library platform if you prefer, and answer the questions on the next slide.
Learning outcome: What POUR actually means to student experience. AMN 1. Are there ways to change the colours on the website if you are colour blind? If not it isn’t ‘perceivable’ (Screen grabs of colour spectrum)
What POUR actually means to student experience. How long does it take you to get to the accessibility statement on the website? – if you have to use a mouse then it isn’t ‘Operable’ if you only use the keyboard to navigate (Screen grab of computer keyboard keys)
What POUR actually means to student experience. How easy is it to log into different platforms or resource bases? Is it clear how to do it? If not, it’s not ‘Understandable’ (Screen grab of log in screen and password with lock)
What POUR actually means to student experience. Would you know if you can access everything you need with Assistive Technology? There should be clear information for AT users otherwise it isn’t really ‘Robust’ (Screen grab of drop down menu showing Read out selection command)
(Multiple Screen grabs of Good practice Examples from Jisc A&I snapshots) - showing good practice is possible in accessibility and what it can achieve for learners Screen grab of websites demonstrating: Clear tab focus Accessible video guides Well- structured web pages / detailed accessibility statement Inbuilt personalisation options Content reflows at high magnification Automated feedback and support
Accessibility Statement new requirements model accessibility statement publish review explain content not accessible alternatives contact information enforcement procedure Accessibility statement: regulation 8 requires public sector bodies to publish an accessibility statement and keep that statement under regular review. The accessibility statement must explain which parts of the content of a website or mobile application are not accessible, and, where appropriate, provide links to accessible alternatives. It will also include a contact form (e.g. an email address) for citizens to report accessibility issues and request information that has been excluded from a website or mobile application in an accessible format, and a link to the enforcement procedure if they are not content with response received from the public sector body.
Accessibility Statements are supposed to support transparency and participation Compliance is only the start we recommend going beyond compliance. Making information available on the website should aim to support independence and enhance any adjustments, not just document the changes you have made. Here are our recommendations for going beyond compliance: Ensure that the accessibility statement makes sense. Include practical information that is helpful to users. Include information on who to contact if you have a problem using the website or platforms. Explain the accessibility options of e-books and resources to everyone. Not everyone will want to declare a disability. Make it easy to find guidance on how to create accessible documents for use on the learning platform. Explain the ‘complaints’ and comments procedure on the website and make it easy for everyone to make contact - Respond! After the session, check your website. How useful is your accessibility statement? Is the information useful to users? Are there any gaps in the reporting system that should be addressed?
Going beyond compliance The proposed template for the Accessibility statement covers the ‘basic’ requirements. This example from Edinburgh University illustrates ‘the spirit’ of the directive – it goes beyond compliance (Screengrab of Accessibility Information Pages on Edinburgh University website) https://www.ed.ac.uk/about/website/accessibility There are external links to accessibility help resources A statement of commitment that links to policies and action plan There is a section on practical help with customising the site, text, and colour contrast - to make it easier to read and navigate. There is also a list of assistive technologies that’s easy to find up front. There are recommendations on creating accessible content as well as where to get alternative formats. A clear date stamp that indicates the monitoring process. Just as important, they acknowledge accessibility limitations and give details of who to contact if you can’t access parts of the website.
(Image of a persons face showing anxious expression - peering over a table top ) Does all your content need to be compliant? Yes and No ‘Yes’ – to all work planned in the future. So you will need to introduce criteria and standards for procurement, commissioning and managing it all towards compliance by 2019. For existing assets – ‘No’ - Start with an evaluation of what is still useful, and make an assessment of what's required to make it compliant in order to make a decision on compliance. Not all existing content will have to be compliant – your organisation will need to do an assessment. There are some specific exceptions on a following slide. What is suitable for the sector is ‘under discussion’ because educational websites and platforms are different to other sites in their purpose. What is clear is that you need to know what you have got and how useful it is going to be to decide if its worth ‘upgrading’. This is where a Jisc VLE review and A&I snapshot will help. You will need this awareness to complete the accessibility statement on your website and create your response processes because you need to be able to state: What your planning to do? What you haven’t been able to do? What you NOT planning to do - What alternatives you have in place? Who is responsible for what?
Exceptions that won’t need to be addressed – at least right away * Some types of content are also exempt including: live video; third-party content not under the control of the public sector body concerned; and contents of intranets and extranets published before 23 September 2019 (until such websites undergo a substantial revision on or after that date). (2) These Regulations do not apply to the following content of a website or mobile application of a public sector body— (a)office file formats published before 23rd September 2018, unless such content is needed for active administrative processes relating to the tasks performed by the public sector body; (b)pre-recorded time-based media published before 23rd September 2020; (c)live time-based media; (d)online maps and mapping services, as long as essential information is provided in an accessible digital manner for maps intended for navigational use; (e)third-party content that is neither funded nor developed by, nor under the control of, the public sector body; (f)reproductions of items in heritage collections that cannot be made fully accessible because of either— (i)the incompatibility of the accessibility requirement with either the preservation of the item concerned or the authenticity of the reproduction; or (ii)the unavailability of automated and cost-efficient solutions that would easily extract the text of manuscripts or other items in heritage collections and transform it into content compatible with the accessibility requirement; (g)content of extranets and intranets published before 23rd September 2019, until such websites undergo a substantial revision*; and (h)content of websites and mobile applications qualifying as archives.
(Image of a checklist being ticked) Not just a checklist A legal requirement AND an opportunity to improve inclusion Multiple answer Poll 3 – What are the top 3 outcomes that Jisc can help with? Improve usability of all digital assets (Quality Improvement) Increase Accountability (Business efficiency and Quality) Involve everyone in accessibility (Staff development) Review guidance and standards. (ISO CSR and IT and Sustainability) Create an effective feedback loop (Quality, student Voice, TEF Ofsted...) Integrate support and maximise independence (EqD&I Policy) Create Student entitlement (Student agreement) Build accessibility into digital process – (design and procurement) We will address these in a series of online webinars
(Image of a mug with 'Begin' written on it) What happens now? What one thing are you going to do now?
What Jisc can do to help and how you can be involved in shaping the EU Directive for the sector Please join the Jisc mailing list to get updates. https://www.jiscmail.ac.uk/cgi-bin/webadmin?A0=DIGITALACCESSIBILITYREGULATIONS Our Jisc Accessibility Snapshot Service will identify gaps and recommend solutions Jisc Online webinar series in the spring are designed to provide practical support in your roles, will focus on Website, VLEs, Library platforms and AT and governance. Get involved in steering the guidance for the sector. Visit our Jisc Landing page on EU directive compliance Jisc subject specialist also offer retained expertise on legal, quality and Inclusion Get in touch with your Jisc account manager

New regulations, new risks

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Hinweis der Redaktion