1. Teachers’ Domain: An Accessible Digital Library for Education Bryan Gould and Trisha O’Connell WGBH National Center for Accessible Media bryan_gould@wgbh.org AER 2010

2. Teachers’ Domain  Free, publicly available digital library of K-12 learning resources  473,000 registered users  Teachers in 75% of US K-12 schools  Users in 188 countries, about 20% of registrations outside US  About 70K resource views per month, during school year  College Edition, Mass K-12 edition, NY K-12 edition

3. Captioned Videos Available Now  Most videos and audio clips in TD have captions  Users turn on captions about 20% of the time  Probably for computer labs with no speakers  Universal design! teachersdomain.org

4. Access For All Pilot  Adding Access For All metadata and user preferences to Teachers’ Domain  Teachers can find resources that are accessible to their students  Captions or audio description are turned on automatically

5. The Access For All Approach  All of your materials can automatically adapt to the needs of every customer, student, or citizen you serve  A flexible approach to accessibility that benefits everyone you need to reach  Increases the usability of information while assisting with accessibility requirements  Incorporates personalization into the global web infrastructure, offering potential business opportunities for personalization

6. Disability in Info Delivery Context  Disability = Mismatch between user needs and materials offered  Not a personal trait but an artifact of relationship between the user and the delivery environment  Accessibility = The ability of the delivery environment to adjust to the needs of all users  Environment includes AT tools

7. Two Approaches to Meeting Accessibility Commitments  One compliant resource for everyone  Rejection of valuable resources that are not compliant  Time and expertise required of all resource creators  “Accessible for everyone but optimal for no-one”  Two resource versions and maintenance neglect  Ignores diversity of people with disabilities  A transformable, flexible resource system  Cumulative authoring  Matching resources to user needs  Resource re-aggregation  Providing tools needed by each user

8. Serving…  Users with disabilities  Users with diverse learning approaches  Users with diverse hardware and software  Users in disabling environments  Users with diverse cultural or linguistic requirements  Anyone who diverges from the hypothetical norm  Any context, including commerce, government, publishing, internal communications, training

9. You can avoid…  Stereotypes and assumptions of requirements  Labeling or classifying users in politically sensitive ways  Collecting irrelevant private information

10. Take advantage of ability to:  Transform the user interface of resources (display and control)  Re-aggregate learning resources  Configure tools to meet user needs

11. Access For All Standard  A description of the user’s personal needs and preferences  A description of a digital resource  Can be used with or without other personal profiles and other resource metadata

12. Accessibility Standards Efforts  IMS Guidelines for Developing Accessible Learning Applications  IMS Access For All Specifications (Version 2 under development now)  ISO JTC1 SC36 Standard 24751 http://www.imsglobal.org/accessibility http://ncam.wgbh.org/salt http://www.iso.org/iso/iso_catalogue/catalogue_tc/catalogue_detail.ht m?csnumber=41521

13. Deployment = Instant Impact  Large user base means that new features will instantly be available to thousands of teachers  Launching this summer on teachersdomain.org

14. Demonstration

15. Participate in our research  Try out the pilot site  Fill out our survey, linked from the front page  Use it with your students as much as you like  Warning: some firewalls at schools cause trouble

16. Costs and Benefits of Access For All  Increased accessibility of content (but at non- trivial cost that scales linearly)  Increased efficiency for users looking for content (one-time investment in metadata, profile changes, and algorithms)  Small amounts of metadata yield big benefits (trivial but linear cost)  Increased promotion of accessible content that already exists (nearly free)

17. Questions?  Contact info: bryan_gould@wgbh.org  Pilot site: http://tdstage.teachersdomain.org:8001