INT2WD Web Development is a level two undergraduate subject taken by students enrolled in courses such as Business, Marketing, Education (Teaching), Science and IT. It has been running since the early days of the web. The subject is based heavily on W3C standards, originally HTML and now XHTML 1.0. Web Development emphasises the need to use validated HTML for structure and content, Cascading Style Sheets (CSS) for presentation and Javascript for interactivity. It is entirely based on the client side. Students are required to write code by hand using either a text editor, Amaya or NetBeans. The lab work is conducted in a Linux lab.
I have been teaching Web Development since 2002. The subject content is published entirely on the web. Previously, 'Web Accessibility' was mentioned in the first lecture and occasionally during the semester to explain why certain HTML attributes were used. Producing semi accessible code was a byproduct of demonstrating sound coding principles, rather than through formal means.
In 2003, I was approached my Maureen McMahon from the Rural Access Program (based at the City of Greater Bendigo), who asked about incorporating Accessibility principles into my subject. This resulted in an evening session presented to my Web Development students conducted by Sofia Celic from Vision Australia. Since that time I have formally incorporated Web Accessibility into the syllabus and it is a predominant theme throughout the semester.
Since web accessibility has taken a higher profile in Web Development, I have had one vision impaired students who successfully completed the subject.
Even though there has only been one student who has directly benefitted from accessible web notes, I will continue to do so because:
Accessibility is emphasised in most lectures as new XHTML tags are introduced and design techniques are demonstrated. Web Development has one 50 minute lecture devoted entirely to web accessibility. The lecture provides some detail on:
Whilst this can only offer some insight into the need for and the coding techniques of accessible design, it is reinforced through one practical tutorial and it forms the basis of both assignments which contribute a total of 40% to the students' final grade. The final exam usually contains questions which also have an accessibility component. (eg. 20 marks dedicated to one specific question on exam for semester 2, 2006 and 20 marks allocated across several questions semester 2, 2005 exam)
I have previously delivered a short workshop to Kangaroo Flat Secondary College (KFSC) year 10 staff and students. I have also attempted to conduct similar workshops to other Secondary Colleges in our region but have received little interest. I strongly believe that introducing assessible design techniques into young minds has the potential to change a generation of web designers to benefit a greater audience.
There is a web site design competition (an intiative of the local Y’s club and the e-commerce association of central victoria) which I strongly encourage my students to base their assignment work on. Students have the potential to win up to $800 for the top prize. Vision Australia has come on board to offer an accessibility prize of $100 to those winning entries which meet a minimum standard (single A conformance to WCAG 1.0 for secondary schools & double A conformance to WCAG 1.0 for tertiary and TAFE). It has been rewarding to see that in addition to some of my students receiving Accessibility prizes, that since my workshop at KFSC, a number of their students have also received accessibility prizes.
When I was first allocated this subject in my teaching load, I inherited it from a colleague, Mal Sutherland, who paid fairly close attention to standards but this was in the very early days of the web. I have progressively redesigned, updated and massaged the underlying code to incorporate as many accessible design techniques as possible. The lecture notes are not 100% WCAG 1.0 compliant but most are close.
This semester I have inherited a non web related subject and have commenced producing accessible code in addition to placing all resources on the Bendigo department's server. Previous lecturing staff paid little attention to producing validated HTML or accessible code and I have come to appreciate the relatively easy run I have had with Web Development. Coincidentally, I have a vision impaired student enrolled in my new subject.
After the initial talk by Sofia Celic to my Web Development students, together with Maureen McMahon (Rural Access - City of Greater Bendigo) I arranged for Brian Hardy of Vision Australia to deliver a day long workshop on accessibility to interested staff from Bendigo campus and some members of local industry.
The department expects a lecturer to keep abreast of current practice and emerging technology and as such this process is part of the normal workload. The department supports me by financing attendance at the likes of OZeWAI (the Australian Web Accessibility Initiative conference) and Workshops run by Vision Australia and Dey Alexander. A branch of local government is currently developing a Level double A conformance WCAG 1.0 website with my assistance for which the department is taking into account for my workload allocation.
Initially, students’ reactions range from ’light bulb’ moments recognising the fact that the web isn't exclusively a visual medium right through to ’is this going to be on the exam’. Accessible techniques are emphasised during the semester and are generally well accepted by students as part of the syllabus. At the end of semester students generally demonstrate a sound understanding of the need for accessible design, knowledge of the WCAG 1.0 guidelines and the ability to write XHTML which addresses WCAG 1.0 level requirements as a minimum. Whilst there are students who will do the absolute minimum and ignore accessibility requirements, the majority embrace accessible principles as part of the norm of sound web design.