Mary is in her first year of college and is living away from home for the first time. She is continually frustrated trying to use the University's web site to schedule lab time for her Chemistry class. The lab times are not fixed and she needs to schedule lab time each week. In order to do this via the Scheduling web site she needs to navigate through a table of open lab times and select her first, second, and third choices for the week. Mary has difficulty using a mouse and finds it difficult to select the checkboxes next to the open lab times using the keyboard. Often she has to get her roommate to help her which is very frustrating. Mary would like to complain to the University about this problem but wants to understand the issues better. One of her classmates told her about the W3C and WAI so she decided to investigate. From www.w3c.org/WAI, Mary sees Web Content Accessibility Guidelines and begins reading that document. Mary doesn't know much about specific web technologies but she uses the web everyday and finds the Guidelines enlightening. She is particularly interested in Guideline 2.1, Make all functionality operable via a keyboard or a keyboard interface. It certainly seems like the lab scheduling web site is lacking in this respect. She sees a link for Techniques and clicks on it. This takes her to a page that contains information about implementing this guideline in various technologies. She copies this link and includes it in her email to the campus web master complaining about the lack of keyboard accessibility in the lab scheduling page. Her sister Jessica is a lawyer so Mary cc's her on the letter as well, maybe if the university doesn't respond, her sister can exert a little pressure.
Mary has trouble with checkboxes. I’ve adapted the page that has checkboxes.
It is now marked up so that the user does not have to select only the box in
order to select it. Mary can select any part of the sentence. The revised page
Jessica is a lawyer at a large industrial company. Her sister, Mary, is a freshman at the State University. Mary recently sent an email to the university complaining that she is unable to navigate the university web site using a keyboard and cc'ed Jessica. This made Jessica start thinking about her own company's web site - she wants to know if it meets accessibility guidelines to avoid any possible lawsuits. Her sister's letter mentioned that the W3C has a set of accessibility guidelines. She opens the W3C site in her browser and navigates to WAI and then finds the Web Content Accessibility Guidelines. Jessica doesn't really care what the guidelines are, she just wants to know how to determine if the company web site complies. She scans the Guidelines document contents and clicks on the link for "Compliance checklists". This brings her to a new page that lists checklists for different technologies. Jessica has no idea what technology the company website uses. She cuts and pastes the link into an email to the corporate web site owner with a note that says, "Please review and complete the appropriate checklists for our company web site and return to me". Jessica returns back to the WCAG Guidelines document and searches for information about marking her web site as conforming. She follows a link on the contents page that brings her to a page explaining the "Conformance Requirements" and saves a reference to this link for use when her web site owner returns the completed checklist(s) to her.
Jessica consists of two parts: 1) Sending Checklist gateway link to the site
owner 2) Getting conformance requirements page
1) The first link she sends is here:
(Please note that the checklist gateway the above link is very preliminary and will probably be inadequate until I know what the Checklists do and how they will work.)
2) I’m not sure about what the use case means when it talks about the "conformance requirements" page. I believe this is covered in the success criteria which Jessica would see immediately following each guideline.
I broke down Andy’s activities into 2 drawings because he completed the first task (Guideline 2.3) before moving to the second task (Guideline 2.5)
Andy is in charge of his company's web site. He codes mostly in HTML and
CSS. He has been asked by one of the company lawyers to review the web
site for accessibility compliance. She sent him a URL to a checklist he
is to complete for the site. Andy isn't happy about taking time out from
"real" work to review the website. He thinks about assigning this task
to someone else but decides he should probably understand this
"accessibility stuff". He follows the link and is taken to a checklist
page that list different technologies. Since the company site is mostly
HTML he follows that link to the WCAG HTML checklist. He doesn't
understand the checklist item, "there is no content that could cause
photosensitive epileptic seizures." So he clicks on a link on the page
that takes him to Guideline 2.3 - Allow users to avoid content that could
cause photosensitive epileptic seizures. He reads the guideline to fully
understand it, determines that this is not an issue for his site and then
returns to the checklist. The checklist has an entry, "User errors are
flagged and it is easy for the user to correct them". His site does have
a form with some required fields so he decides to investigate further. He
clicks on the techniques link to find out how to implement this item and
is taken to a Techniques "home" page for this checklist item. He selects
the HTML techniques link for Guideline 2.5, Help users avoid mistakes and
make it easy to correct them. He wonders if he could implement this using
CSS rather than pure HTML. He returns back to the Techniques "home" page
and selects CSS and reviews that techniques document. Andy returns to
the Techniques for Guideline 2.3 home page, returns from there to the
checklist, home page, selects the HTML specific checklist again, prints it
out, manually marks the appropriate answer for each checklist item and
walks the form back to the lawyer.
Andy introduces several interactions between diagrams that I had not previously mapped or modeled. I thought that they might complicate my “high level” diagrams. I’ve modeled these relationships into these diagrams. I hadn’t developed the relationships between the check lists and the system because I’m pretty unclear about what the check lists will look like. So it opens lots of room for discussion about checklists.
Marc has been charged with redesigning a large company's web site. Marc is a graphics designer for a small web design company and this is his first "corporate" client. He looks forward to using his graphic design skills to create an exciting web site for what he believes is a boring corporate customer. The corporate customer insists that the web site be fully accessible and meet WCAG 2.0. Mark heads out to the W3C site to find out what that means. Marc hopes to create a very flashy web site that he expects will include some SVG and possibly flash, He designs the "ideal" site but knows he will have to negotiate with the actual site implementers who have to use current technologies to make his ideas come to life. He isn't quite sure where to start - from the WCAG home page Marc notices a link to a WCAG Navigation (Traffic cop) document. This document lists each guideline and has links to provide more detailed information and implementation techniques in different technologies. He begines reading through the table of guidelines. He isn't quite sure he understands Guideline 1.4, In visual presentations, make it easy to distinguish foreground words and images from the background. He clicks on the link to the HTML specific techniques for this guideline. After returning, he also clicks on the link for SVG specific information. He also doesn't understand Guideline 3.2, Organize content consistently from "page to page" and make interactive components behave in predictable ways. Is this accessibility compliance going to ruin his cool new idea for page navigation? How can he tell whether his design meets this rule or not? He clicks on the success criteria for this item. That helps but he wants to know if there is a pass / fail for meeting this requirement? He returns to the Traffic cop page and sees a link to "Compliance Checklists" He clicks on that and is taken to the "checklists" home page. He can view the checklist by technology or by guideline, he selects "By Guideline" and than scrolls to Guideline 1.4. Then he clicks on the link for specific technologies that might be used to implement his site, HTML, CSS, SVG, etc. Marc feels that he has a reasonable idea about how to make his site accessible, he returns to the Guidelines home page, bookmarks it and gets started creating some story boards for the new site.
The use case says:
“He returns to the Traffic cop page and sees a link to ‘Compliance Checklists.’ He clicks on that and is taken to the ‘checklists’ home page.”
I hadn’t put a link from the Traffic Cop to the Checklists. It is certainly possible to do this. I think we have to weigh the value of sacrificing some of the Cop’s current simplicity a bit if links to the checklists. That’s a good discussion topic. This use case seems to suggest there is just one link to the Checklists from the Traffic Cop (rather than a link for every guideline). I like the idea of just one link off the Traffic Cop to the checklists so that people in the traffic cop can get to the checklists but I would rather not have dozens of Links to Checklists in the Traffic Cop. I think that might be confusing.
The use case says:
“…He can view the checklist by technology or by guideline, he selects "By Guideline" and than scrolls to Guideline 1.4. … he returns to the Guidelines home page”
I have not fleshed out the checklist relationships lately so none of my
models address this until I get a better idea of the Checklists, and how they
will look and function. This might be something worth discussing.