Older adults are still suspicious of digital transactions. This is one of the conclusions from a study in Ireland. It would be interesting to see if we would get similar results in Australia. With institutions such as Centrelink and Medicare going digital, it is important that we don’t leave people behind. This report, “A Social Policy Report of Older People’s Everyday Experiences of Banking and Telecommunication Providers in County Roscommon” gives some good insights into older people’s behaviours in this digital world. Using ATMs was not popular mainly due to concerns over safety, so there is still a preference to physically visit the bank. Online banking and telephone banking was not favoured either, in spite of many people having a smart phone and a computer. At least visiting the bank means an outing and some exercise for people who spend most of their time at home. Perhaps this should be factored into policies as well. The report lists the key findings at the front of the document. The Economist posted an article on a similar theme. Would be good to see an Australian study.
Walking the walk and talking the talk in training sessions is an important factor in adult learning. So when running a course on digital access, the course designer and facilitator needs to think about both their learners as well as the learners of those taking the course. The way to do this was the subject of an interesting Masters study in Canada using ethnographic techniques. The conclusion lists some useful points that every course designer and trainer should think about regardless of the topic.
In her introduction, Keshia Goodwin makes some pertinent points, “The result of a design is dependent on the outlook of the designer, and the design process they use. In very general terms, standard designs follow the standard design iteration process: define the problem, collect information, brainstorm and analyse, develop, test, revise, repeat. The designer continues this process until the design performs as expected. There may, or there may not be feedback from the potential user of the design while the designer tests for solutions.”
“While developing my design I learned that not only did the learners need to be aware of what an end user may need; I, the instructor, needed to be conscious of, and accommodate learning barriers to my end users. I needed to be inclusive in my instructional approach, and, be accommodating to what my audience may need when I delivered training. The design, at that point, had come full circle, being inclusive and accessible to learners, and to the learner’s future audience”
The title of the study is, Inclusive Access: An Inclusive Design Approach to Digital Accessibility Skills Training
Professor Gerard Goggin’s latest publication about internet accessibility covers some history of digital inclusion in Australia as well as related social policy. He and his co-authors discuss how the legal action taken against the Sydney Organising Committee for the Olympic Games set a new standard in providing information in accessible formats. The World Wide Web Consortium (W3C) cites this case as how not to do web accessibility in “A Cautionary Tale of Inaccessibility: Sydney Olympics Website” (W3C, 2009).
However, little progress has been made since the Olympic Games in 2000 as any reporting on web accessibility compliance within the Australian government appears absent. In the United States, legislation is pushing the boundaries, but no such legislation exists in Australia. The article, Internet accessibility and disability policy: lessons for digital inclusion and equality from Australia, also discusses the nexus with the National Broadband Network, the NDIS, and other aspects of social policy. The article concludes, “As the Australian case shows, all these broader social aspects are important coordinates, when it comes to internet policy for digital inclusion to people with disabilities”.
Professor Goggin was a Keynote speaker at the 2nd Australian Universal Design Conference in 2016. You can download an edited transcript.
Listen closely. To some people, these are words are of little help. No matter how carefully they attend, some of the words go missing. The result is reduced listening comprehension. Hearing aids, FM hearing augmentation systems, and cochlear implants do not provide the speech clarity required to understand every word that is said. This is where captioning comes to the rescue. Research into captioning in learning situations is showing how much students of any age can benefit. This is regardless whether they have good hearing or not.
Anyone who has clicked a YouTube video for Google automated captioning knows it is useless, albeit sometimes funny. Automated captioning programs have improved a lot lately. For example, Interact-AS is designed for school children from about age 7 upwards. The teacher wears a microphone and the in less than two seconds words appear on the student’s computer or tablet. The before and after results show both children and teachers just how much comprehension is being is being lost.
You can read more about this technology and the benefits to students who didn’t realise how much they were missing. Children who are deaf or hard of hearing are usually diagnosed before they reach the age of 7. Low levels of hearing loss is not always apparent in children who, for example, might have experienced many ear infections. As a consequence they would miss out on the benefits of this technology. Perhaps this further research will reveal the need for routine hearing tests for all school age children. It will be interesting to see how this technology develops and how soon it will become mainstream for all students as an aid to staying focused and learning from both listening and reading. You can read more about the value of captioning in higher education settings for all students.
With tertiary education institutions turning to online learning and creating videos of lectures, the need to caption these videos could be more important for all students than first realised. The findings of this study show the need for more work in this area, but early results show that captioning benefits most students, with or without disability. This finding could transfer to the general community.
“When queried whether captions were helpful, 99% of students reported they were helpful (5% slightly, 10% moderately, 35% very, 49% extremely). We were unable to determine differences among students with and without disabilities, as we did not track individual survey responses.” Interestingly, in this study 13% of respondents indicated having a disability, but only 6% were registered as such.
Various reasons were given for the benefits of closed captioning – noise in their listening environment, unclear speech in the video, spelling of new or unfamiliar words, and being able to take notes just by stopping the video and not needing to rewind to listen again. Students with English as a second language also benefitted. Although these results show the need for more research, they found there was a 7% increase in student results compared to the previous year’s students who did not have captioning. The article also discusses the cost of captioning and other options, such as speech recognition. The title of the article is, Closed Captioning Matters: Examining the Value of Closed Captions for All Students, and is published in the Journal of Postsecondary Education and Disability, 2016.
Editor’s note: Anyone who has seen the results of “automatic” online Google captioning will know that the results are very haphazard. It is good to see how captioning is now being seen within the scope of universal design and could be more widely applied.
Fluent readers might be surprised to find that their world of books is not accessible to everyone. In Gerard Goggin’s foreword to Paul Harpur’s book, Discrimination Copyright and Equality, we are introduced to some thorny problems in the e-publications world. The ability to read is something that most people take for granted. Books can expand a person’s worldview, be entertaining, enlightening, and of course open up a world of knowledge and understanding. But what if you can’t read the printed word? Hard print books are translated to Braille, talking books, and there are apps that will ‘read aloud’ the text. But the e-Book world is another matter.
Goggin provides a comprehensive overview of the issues covered in Harpur’s book and gives an excellent snapshot of things we should all consider. The actions of Amazon and the impact on Kindle are mentioned. The right to read is clearly not recognised in the e-publication world. Goggin says, “The continuing oppression of print disabled readers, and their exclusion from the world of books, can no longer continue…” It is time to bring these issues into the mainstream, apply the principles of universal design, so that those who need accessible formats are no longer considered an exception needing special treatment.
Those unable to access the printed word include people who are blind and have low vision, people with difficulty holding or manipulating a book, and people with cognitive disabilities such as dyslexia, autism, and acquired brain injury.
Gerard Goggin was a presenter at the 2016 Austalian Universal Design Conference. He is Professor of Media and Communications at the University of Sydney.
Colour is often used in map designs to help observers locate places of interest, and community amenities, among other features. However, not everyone can perceive colour in the same way as map makers. Members of the Faculty of Computer Science and Media Technology, Norway have turned their attention to map reading and the ability to discern different colours. Two articles were published from their research: Quality of color coding in maps for color deficient observers; and Colour coding of maps for colour deficient Observers. The latter requires purchase or institutional access. The abstract from the former follows:
Abstract: For a color deficient observer, the quality of a map or other information design may be defined as the ability to extract features. As color is such important conveyor of information, the colors need to appear correct and be perceived in the desired and intended way. As color appearance is affected by the size of the stimuli, the task of discriminate colors may be even more difficult for a color vision deficient observer. In order to investigate the discriminability of the color coding in an official Norwegian map product, we conducted an experiment involving both color deficient and color normal observers. Also, we investigate to what extent the ability to discriminate colors is influenced by size of the visual field. The experiment revealed that the color vision deficient observers made significant more errors than the normal observers, especially when the visual angle was reduced.