Last month, IT accessibility leaders from several states presented a policy-driven model as another approach toward evaluating vendor bids and the level of accessibility in those information technology products.
On Jan. 18, the Information and Communication Technology Standards and Guidelines rule was published in the Federal Register, and brought to an end a nearly eight-year process of updating and “refreshing” the U.S. Section 508 Standards.
One question colleges struggle with is how to verify if information and communication technology (ICT) products, such as websites or other IT applications, meet accessibility standards.
A question often asked is, “Why are web and IT accessibility requirements necessary when students can request accommodations?” This perception is not uncommon and stems from a misunderstanding as to the right of access and the role of student accommodations in the higher education environment.
Last month, we focused on the benefits of manual accessibility testing and why manual tests were more effective in determining the true level of accessibility and usability of a website for individuals with disabilities.
Automated accessibility tools are often perceived as a poor substitute for accessibility testing on websites and other online applications. Automated tools are limited in their ability to identify the full range of accessibility barriers that can impact individuals with disabilities, and none
Introduced in the early 1990s by Adobe Systems, the Portable Document Format (PDF) file offered a solution for sharing visually rich documents. Text, fonts, graphics and other content could be bundled into a single file and be reproduced with the same visual fidelity on other computer systems and
Most colleges are aware of their non-discrimination obligations for students with disabilities, and can point to policies and administrative procedures outlining the institution’s commitment to a diverse and inclusive campus. Policies and administrative procedures are important, but those alone do not
Addressing web and information technology (IT) accessibility topics can often raise more questions than answers. Changes in technology capabilities, including that of assistive technologies for students with disabilities, can create confusion and uncertainty as to what is considered accessible or
Web and information technology (IT) accessibility evaluations involve a combination of both automated and manual accessibility testing. Whereas automated accessibility tests focus on code accuracy and technical conformance, manual accessibility tests focus on functionality and the degree to which an
Recent legal outcomes have identified the expectation for higher education institutions to identify a college representative to oversee information and communication technology (ICT) accessibility issues.
A notable outcome from the recent court cases, legal settlements and consent decrees involving IT accessibility is the expectation that institutions conduct regular accessibility reviews. Such examinations are not intended to be punitive but rather to highlight the websites and campus technologies
Including checks for accessibility into information technology (IT) purchases is not intended to create difficulties or obstruct the procurement process. In fact, you can have a positive impact on accessibility when interacting with vendors even if you are not an expert.
Technology standards are a fundamental aspect towards ensuring the reliable interoperability of devices and systems as well as the exchange of information in a consistent and accurate manner.
Feedback can be a valuable opportunity for a college to understand what students, faculty and staff find beneficial and what areas of the campus may require additional improvement. Feedback from individuals encountering web or information technology (IT) accessibility barriers can be critical in
Accessibility standards, such as the Web Content Accessibility Guidelines 2.0 or US Section 508 Standards, can be used to set institutional benchmarks and provide guidance in developing or procuring electronic and information technology (IT) supporting access for individuals with disabilities.
Website and information technology access for students with disabilities still poses challenges for colleges. While accessibility policies and procedures are critical for providing guidance and direction to colleges, tools and resources can aid institutions in identifying and fixing actual
In July, the Department of Justice (DOJ) placed rulemaking for web accessibility regulations under the Americans with Disabilities Act (ADA) on the inactive list – an indication that no regulations should be expected any time soon.
Reducing Annual IT Operating Budget by 30 Percent While Achieving State-of-the-Art Systems
Like many California colleges in the current budgetary crisis, Lake Tahoe Community College (LTCC) has very little discretionary funding available for systems sustenance, let alone advancement.
The Wall Street Journal, in its “Journal Report/Big Data” section, posted an interesting article by Joel Schectman, “Public Data…at Your Fingertips: Federal and state governments are a trove of information. Now a lot of it is just an app away.”
On July 7, 2010, Blackboard announced that it is buying Elluminate and Wimba, two Web conferencing systems very familiar to users of CCC Confer. The intent is to create Blackboard Collaborate, which will focus on synchronous learning technologies.
I want to thank those who choose to take a deeper look at community colleges and online learning than the authors of some recent articles have done. The California Community Colleges (CCC) is aware of the completion gap, and why it exists.
I'm writing this piece in the Pages app for Apple's iPad using the keyboard dock for the device. Propped up on my lap, the arrangement is workable but, as my wife points out, it seems counterintuitive to indulge in the "iPad scrunch" while a perfectly good laptop with a larger screen is waiting on a
The last few weeks saw members of the California Community Colleges (CCC) Online Education Initiative (OEI) traveling all over, discussing the OEI with interested folks. The week of Nov. 14 was packed!
The purpose of this blog is twofold. The main goal of my writing these is to keep everyone updated on the progress of the California Community Colleges (CCC) Online Education Initiative (OEI). The secondary purpose is to foster an understanding of what it’s like to do this work. This month, I’ll be
The crazy conference season is upon us and the California Community Colleges (CCC) Online Education Initiative (OEI) management team is everywhere! Look for us and introduce yourselves. We will be answering questions and collecting your ideas.
This post is about how we think about success in
This is the 10th month of blog posts from me and, as I look back, it is clear that we at the California Community Colleges (CCC) Online Education Initiative (OEI) have completed a ton of work!
August was a significant month for the California Community Colleges (CCC) Online Education Iniatiative (OEI) staff. We hired the permanent replacements for the launch team officers. The new peeps start this week. We received the Request for Information (RFI) with initial vendor information for
The California Community Colleges (CCC) Online Education Initiative (OEI) has been actively engaged with colleagues statewide to expand support for online education in our system, specifically aimed at student completion toward transfer and enhancing access to high quality online learning
Page 1 of 6
