LaZay
commented
11 months ago Here is a selection of the minimum values that impaired student do absolutely need. These values will help them understand the interest of educational contents, and their potential difficulty/risk in using it:
- "learning-resource(s)" - alias "lesson(s)"
- "practice(s)" - alias "activity/ies"
- "assessment(s)" - alias "test(s)"
Detailed roles describing the very detail of the content would be nice to have, but is less critical (ex : answer, feedback), etc..
You can also look at:
https://www.w3.org/TR/dpub-aria-1.0/#role_definitions
There are no roles for educational publishing in the DPUB-ARIA standard. Visual, or motor impaired people absolutely need to know if some content is an activity, or an assessment (test). As a matter of fact, an assessment will have consequences for them. Furthermore, amoung the activities, it is even better to know about their interactivity type, in order to skip them, or be prepared for such an interaction.
A list of interactive exercises is under construction in the EPUBs Structural Semantics Vocabulary. It now includes the values proposed long ago by the EDUPUB project, which is great news. You will notice that in this spec, apart from the doc-qna value, no other mapping with DPUB-ARIA roles can be achieved, as they do not exist yet.
If you plan to define a new version of DPUB-ARIA standard, it would be great to take into account the needs of the students with visual, or motor impairment. In educational publishing, some publications are EPUBs, others are not (i.e. web sites, webapps = most of them by the way). As a consequence, EPUB standard will not cover all the user's needs.
Hope this will draw your attention.