Live Session – Hampus and Eric Part 2 (2024)

I really need to invest into like some elevator music for these breaks.

It's only better, yes, because it's not done by me.

This could be found.

I installed, someone suggested that you can install a soundboard because of these online

meetings sometimes being like you feel like you're talking into a wall and you can have

different things play like if you make a joke you can have, here we go, laughter.

And stuff like that.

There's also booing and stuff.

So it could be some elevator music there.

Yeah.

All right.

Yeah.

You tell me when I should close the survey.

I think it'd be interesting to see the survey now.

So let's check it out.

Let's make sure that nobody is typing.

So I give you another like 20 seconds.

I want to close it like in the middle of your, like if you are writing like a novel or something

like that, you know, that would be really bad.

So going, going, and I'm closing it right now.

Oh, and now I can share the results.

I don't know how that looks for you.

The third answer looks good.

But the other one you just get 100% to answer.

But you want to obviously see what people have answered.

Okay.

I have opened the web view so I can share that.

Give me just a second.

Okay.

That's interesting.

Share.

While you're doing that, we can notice that on the third question, like, yeah, it's a

mix of how much knowledge you guys have previously.

33% said barely worked with accessibility before.

Most people said I worked with it a bit.

56%.

And then 11%.

Yes.

So that's a lot.

So some really experienced people here as well.

We hope to get some of your knowledge shared in the discussions and in different situations

in this course.

All right.

Cool.

It looks like nobody has not heard of accessibility at all, which is great.

And if you haven't filled it out because you're, you know, you're ashamed and you think, like,

oh, I don't know, that's totally fine.

Like, you know, you will learn everything, like, from the ground up.

Because that's how we have structured the course.

Because one of the things that we have seen is even between people who have some knowledge

or a bit of knowledge in accessibility that, like, getting up to the same place is very

helpful.

So that's how we built this up.

And I think it works pretty well.

I dare to say so myself.

All right.

And I'm gonna scroll up.

If it lets me.

There we go.

So this is the first question.

Where do you work right now?

And what's your current job title?

So we have people who are, like, independent business owners, which is awesome.

UX designers.

Digital transformation coach.

That sounds interesting.

Designer.

Business developer.

Product designer.

UX designer.

Frontend developer.

UX designer with accessibility focus.

Technical writer.

Tester.

Very important.

More designers.

Full stack writer.

And, like, I'm not sure how many people are in the chat.

But I'm sure there are a lot of people.

So I'm gonna scroll up.

So we have people who are, like, independent business owners.

Product designer.

UX designer.

Frontend developer.

UX designer with accessibility focus.

Technical writer.

Tester.

Very important.

More designers.

Full stack writer.

Technical writer.

Very important.

More designers.

Full stack web developers.

Oh, and there are multiple pages.

I don't like multiple pages.

Because it's scrolling up again.

More UX designers.

Product designers.

UX, UX.

And stack developer.

Administrators.

Yeah.

And if you're currently unemployed, that's no problem at all.

Because, you know, we're all working together.

So we have people who are, like, independent business owners.

And we have people who are, like, independent business owners.

And we have people who are, like, independent business owners.

And we have people who are, like, independent business owners.

And we have people who are, like, independent business owners.

And we have people who are, like, independent business owners.

And we have people who are, like, independent business owners.

And we have people who are, like, independent business owners.

And we have people who are, like, independent business owners.

And we have people who are, like, independent business owners.

And we have people who are, like, independent business owners.

And we have people who are, like, independent business owners.

And we have people who are, like, independent business owners.

And we have people who are, like, independent business owners.

And we have people who are, like, independent business owners.

And we have people who are, like, independent business owners.

And we have people who are, like, independent business owners.

And we have people who are, like, independent business owners.

And we have people who are, like, independent business owners.

And we have people who are, like, independent business owners.

And we have people who are, like, independent business owners.

And we have people who are, like, independent business owners.

And we have people who are, like, independent business owners.

And we have people who are, like, independent business owners.

And we have people who are, like, independent business owners.

And we have people who are, like, independent business owners.

And we have people who are, like, independent business owners.

And we have people who are, like, independent business owners.

And we have people who are, like, independent business owners.

And we have people who are, like, independent business owners.

And we have people who are, like, independent business owners.

And we have people who are, like, independent business owners.

And we have people who are, like, independent business owners.

And we have people who are, like, independent business owners.

And we have people who are, like, independent business owners.

And we have people who are, like, independent business owners.

that's not like super useful. So we try to handle it like really hands-on. Nice. Before sharing my screen again and jumping into slides. Just some tips here in Zoom. If you want to ask a question or comment or react on something.

You can just unmute yourself and say something. It's a bit harder when you're not in the same room to do that in a smooth manner. But we are totally fine with you just jumping in and saying something.

If you want to do it in another way, the polite way of doing it would be to raise your hand and not just in your webcam, but there's this react button in the Zoom interface. For me, it's to the left of the share button.

And we have react and you can raise your hand there. And you can also like do a clap emojis when you're happy with something. And I guess you can add boo or thumbs down emojis when you're angry with us.

Yeah, you can use that. And finally, you can also just write in the chat if you want to comment something. We usually kind of check in there and see every once in a while what people have commented on. And sometimes we see it straight away as well.

But we can do a fun thing that we've tried before is for so that we can hear that there are lots of people out there is for everyone to soon unmute and just shout hi into your microphone. So let's do that. One, two, three, unmute.

Hi.

Nice. Hi, everyone.

Makes a little sense to hold your ears when your plugs are inside of your ears. I just noticed that.

Yeah, good to know. And now at least most of you have found the unmute button. It seemed to work well.

Yeah, and just in general, when we do like the live sessions, and we will get into the format in a second. But, you know, always feel free to speak up, especially in the live sessions because that's why they're there. They are for communication and conversation.

First and foremost, but I didn't want to like, you know, do this first but now I did. So that's that's what you get for letting me talk.

Nice. And yeah, and we also appreciate some of you having your webcams on it's a bit easier to kind of read the room.

As you say, and understand the world that you might not always be able to that's that's completely fine. But if you have the chance, then you can have your webcam on.

And that could also be like a general kind of recommendation. It's easy to when you're doing these online courses to get caught up in in multitasking.

I'll do my email and I'll kind of figure out this PowerPoint I'm holding tomorrow and I'll kind of see what they're saying at the same time.

And yeah, that's fine if you want to do that. We will not like force you not to. But if you are serious about your learning, then you can kind of put yourself in the mindset of being in a regular classroom and you would probably not cook food and email and do all of that at the same time as a regular class.

But yeah, totally up to you, but just a word of encouragement.

All right, let's see if I managed to share my screen here again.

You see the slides, right? Or? Yes. Yeah. Perfect. Thanks.

I'm all anxious about not showing it the right way. Anyway, this might be some repetition for a lot of you who have been in the accessibility space a while, but we think it's important to lay kind of the foundation here.

So what is accessibility and why is it important?

I mentioned this when talking about me carrying a baby, but impairments or disabilities can be permanent, but they can also be temporary or situational.

So, for instance, Stephen Hawking, he passed away a couple of years back, but he had ALS, a motor impairment that he had since his 20s or something.

So that's like a permanent disability. You can have a temporary motor disability, you've broken your arm skiing or something like that and they're in a cast, or you have in a certain situation you're carrying a baby.

And in all of these kind of use cases or these scenarios, you'll have similar needs.

For instance, it will be tougher to input stuff in a form, like to write stuff in a form, and you will be happy about auto completing forms.

You know, your name already has popped in there and you don't have to do all of that typing.

Things will take longer time, so time limits will be an issue for all of these groups.

It might be even a bigger issue for someone with a permanent disability than someone with a situational one, but the things we do to kind of combat accessibility issues for people with permanent disabilities will be helpful and useful for lots of other people.

And here is a Swedish kind of matrix or poster showing this.

It's built on Microsoft's inclusive design toolkit. They were the ones who first came up with this kind of model, if I understood correctly.

But here it's a Swedish version where you have different categories like vision, hearing, speech, motor and cognition.

And then you have the permanent, temporary and situational ones.

So, for instance, with vision, you have permanent lowered vision.

You might have an eye infection that's a temporary impairment.

And you might have sunlight on the screen and that's in a certain situation.

And you can do that for the different ones.

Cognition is might be, yeah, I like that they've added it.

I don't think cognition was in the first Microsoft version of this, but here you have, you might have ADHD and a hard time concentrating permanently.

You might be burned out or stressed or you're in an open office environment or have kids running around and you have a hard time focusing.

And, yeah, this matrix is from Försäkringskassan.

We can post the link maybe in the channel as well if you want to put it up on buy your workspace or something.

But, yeah, I really like this thing that they've created, this poster they've created.

They also write that digital solutions should work without vision, with low vision, without color vision or with color blindness, without hearing, with lowered hearing, without speech or with lowered functionality or strength in your hands, with hand tremors, like trembling hands or that sort of thing.

With if you're sensitive to flimmer, like blinking interfaces, so epilepsy and stuff like that, and with cognitive disabilities.

And I think this list is taken straight from the European standard, which is kind of the foundation for the laws that we're going to look at as well.

So there's a European standard, which has like everything you need to follow when you build web content and stuff like that.

But that starts off with like the purpose of this standard and these laws is to make sure digital solutions work for these people.

So, yeah, it might feel overwhelming when you dive into like VK or the different standards we look at, but in a nutshell, it's about making sure things work for people with these impairments.

>> Yeah, and I think it's important to also say like this displays it as like really hard lines between things.

Not only between like permanent and, you know, occasional accessibility and situational, but also between like visual and hearing and stuff like that.

And the reality is much messier.

So you have, you know, people who have a visual disability, but also motor disability, for example.

So, but like this is the general spectrum of, you know, what we're talking about.

So I think that's very useful for that to keep that in mind.

Yeah.

>> Nice.

And the core principle of what's called inclusive design is that you, if you design or code or build for the more difficult scenarios, for instance, when you are stressed out, you have kids jumping around, you might be tired from sleep deprivation or whatever, it improves the experience for everyone.

So even if you happen to be in this kind of rocking chair in front of a fireplace and be quite in a chill mindset, you will likely not -- yeah, you'll likely benefit from the things we make sure work, like we'll make the interface intuitive or we'll bring up the most important buttons at the top and we'll make sure things are clearly visible.

So that might be super important for these more difficult scenarios, but it will also improve the experience in the -- yeah, in the cases where you're not, say, stressed or don't have sunlight on your screen or whatnot.

And let's take the definition then of inclusive design.

So some key parts here.

So the first thing is that the Swedish or Scandinavian Airlines company, they decided that to make sure their booking flow works well for blind people who use screen readers, they'll make this special interface.

And the problem there is -- yeah, there are many issues there.

Like, one, you have to make sure that the people who this is catered for find it.

And even if you find it, you don't really want to be kind of treated separately from others.

And from a business perspective, you have to kind of maintain two different interfaces, which is never good.

So the Swedish airline company, they got legal problems.

And they decided to make sure that the people who use screen readers, it's not in line with what the legislation -- what the purpose of the legislation is and stuff like that.

So you don't want to have separate interfaces.

You also will talk about there's this big drama in the accessibility space right now with something called accessibility overlays.

But we'll talk more about that at a later date.

But basically, if you have a site that's not accessible, you can't just place a button in the bottom right corner that makes it magically accessible.

Like, press this button, and you'll suddenly be able to use it.

You will get bigger text or whatnot.

That doesn't work.

So you want to have the mainstream product be as accessible as reasonably possible without the need for special adaptation.

We'll give a ton of examples of this during the course as well.

But this is a core concept we'll talk a lot about.

Another way to put it, Billy Gregory wrote a tweet a couple of years back.

When user experience doesn't consider all users, it should be called some users experience.

Yes, sucks.

So there were lots of UX folks in this course.

I hope you want to call yourself a UX researcher instead of a sucks researcher.

Maybe this can provoke some other colleagues of yours to care more about accessibility.

I think this was really smartly put.

Someone even made a poster, a framed poster out of it.

It's cool.

Another quote from Mary Pat Radboe from IBM.

She says, for people without disabilities, technology makes things easier.

For people with disabilities, technology makes things possible.

Which is a cool way of -- a cool perspective and a nice way of looking at it.

Like, let's say -- let's take the example of a digital post.

That, like, it might have been impossible for a lot of people previously to get a mail in your post box and read that mail.

Because you have dyslexia or a vision impairment.

Or your hands aren't capable of opening the letter or whatnot.

Now getting the possibility to get your post in Kiva and other digital formats will make that communication accessible to your assistive technology.

So if you use some kind of reading software to read what's on there in the email or in the mail up to you, that would work fine.

You'll be able to kind of open the letter with different switches and that sort of thing.

And Kiva and digital mail has been really good for people without disabilities as well.

It's super handy to be able to not have to go out to the post box and pick up your mail and a lot of that thing.

But it makes things easier. But for many with disabilities, that kind of development towards digital post has been -- has made things possible.

So just one example.

Also, like I guess many of you are aware of, accessibility is no longer optional here in the European Union.

You have the European Accessibility Act.

Or in Swedish now, Lagen om vissa produkter och tjänsters tillgänglighet.

Anyway, lots of different names for kind of the same thing.

That's coming up, like the deadline is in June 2025. So a lot of companies are working with this.

So it affects banks and e-commerce partly.

So I guess a few of you are aware of that.

And people in the public sector are definitely aware of the web directive or DOSlagen.

That's been kind of in play or the deadline was like 2021 or something for web apps and documents and stuff in the public sector.

So there are other things as well.

And we'll dive more deeply into this in one of the weeks.

But yeah, this is a nice development.

>> Yeah, just to say, like, the basics and the -- like, even the practicalities around those are all the same.

Like, you don't need to, like, relearn from one law to the other.

Like, it's all based on very similar concepts.

Very similar things.

So if you're really confident in doing one thing, you also have covered most of the other things.

So that's -- I think that's important to say.

>> Nice.

Nice getting some comments there in the chat as well.

Like, how can we -- how has this law been applied?

Have they gotten fines yet and stuff like that?

Yeah, we'll talk more about that in the kind of law week.

But just in summary, yes, there's this authority going around to different places checking the accessibility.

If, let's say, you are a small municipality, a commune, and you get this list from the authority saying, hey, you need to fix all of these issues.

Might be 200 issues or something you get.

And you get a couple of months to fix it.

But if you don't, then they start pushing with fines.

And there have been -- now there's been some fines having gone all the way to, like, they having not only been threatened with it, but also having had to pay it.

I think there was, like, the small municipality that was the first one.

Or, yeah.

We can go into the nitty gritty of that.

But it's in full action, this doslagen.

And maybe to discuss down the line, who is responsible for the content being accessible in services like Kivra?

Yeah, that's super interesting.

Is it the company sending their documents to Kivra?

Is it Kivra who kind of provide the platform?

And I would say the short answer is, yeah, it's a team effort.

Like, Kivra will not be able to take an image PDF and then just magically create a great document out of it.

But even if you send the perfect PDF to Kivra or Scribe, you know, where you kind of sign documents and they strip all the accessibility info and create an image of it, then that will not be good either.

So -- but when -- who is formally responsible, yeah, we can look at that when we come to this topic area.

>> Should I talk about the core structure?

You talked a lot.

>> Yeah, go ahead.

>> Don't want all of that to be on your plate.

>> Perfect.

>> Yeah.

So what we're going to do is that every Thursday you get a video session published in the canvas.

If you can't use that for some reason and it doesn't work for you, feel free to ping us on Slack or via email and say, like, hey, can I get this in a different way?

We want to make sure that you have access to the content.

But basically those are video sessions.

We will add transcripts and other stuff to it so that it's most accessible.

That's our plan.

>> And you can kind of show it here live as you're going about --

>> Yeah, and I can share and show canvas in detail.

>> Oh, do you want to do that?

Perfect.

>> But it's just like how a week works.

So basically this Thursday, the day after tomorrow, we will publish all the videos for the week after that.

And then the week after that, we will publish the videos for the week after that.

And then the week after that, we will publish the videos for the week after that.

And then the week after that, we will publish the videos for the week after that.

And then the week after that, we will publish the videos for the week after that.

And then the week after that, we will publish the videos for the week after that.

And then the week after that, we will publish the videos for the week after that.

And that's going to be happening between 1 and 3 roughly on Tuesdays.

And then afterwards, between 3 and 5, we have bookable tutoring time.

So this is when you say, oh, I have this very specific question.

And I think it's only applying to me or I didn't understand this.

And I want Eric or Hampus to explain this to me in detail.

Then you can book time with us and we will share, you know, we have the Zoom links in there.

And then, you know, for 15, 20 minutes, you have our whole like attention and we can explain it in detail.

Every session, every Q&A session is recorded and will be uploaded to Canvas unless we forget it.

Which is why, please, please remind us to not forget it.

Because it happens so easily.

But that's the goal.

Like everything should be recorded and uploaded afterwards.

And you can any time reach out on Slack for like everyday communication, questions, stuff like that.

That's how we in general organize this.

And I'm going to share my screen and show Canvas really quick.

So this is that.

There we go.

The slide.

So this is how you see it.

I got into student mode.

You will not see the nice purple, like, border around it.

And basically this is the home page and this is the only view you need for like most of the course.

And we will have the assignment done through Canvas as well.

But we talk about that, you know, in like 14 weeks when we get there.

Let's not cross that bridge right now.

And at the top you have links and information that is like general, including the book tutoring link.

And then you have the course week.

And every course week has like this gray top and you can expand collapse if you want to.

And those basically give you like an outline of the week.

So this first week is a little bit different than other weeks.

But from next week it will look something like this.

So first you have the Zoom connection.

And then you have the Canvas.

And then you have the Canvas course week.

And my Swedish is not that bad if I know what's in there.

And then also linked tools, for example.

And you can then click on the video and you see -- yeah, this has -- oh, it has been released.

Or maybe it's because it's preview.

I don't know.

You can then play the video here and you can also toggle captions on.

Which is useful.

And yeah, that's basically how you go through.

You can also, if that's set up correctly -- oh, yeah, and we already have like published everything for next week.

That's how we did it, right?

>> Yeah.

>> And you can also -- here at the top of the video, it's overlayed.

You can download media.

And that's how you can download the video and, you know, take it onto your phone and take it with you and use it.

And there's also an option to download the transcript of the captions, basically.

And then this is basically how it goes.

We have already -- we didn't do that before.

So you are the first people who see this.

You already have basically the whole outline of the course on screen.

Unfortunately it's made gray.

Which means it's really hard to see.

It's an accessibility issue.

We will talk about this a lot.

But basically what we have here is that, you know, there's the video.

The slides are attached.

Here we have a second video here.

And then here we have links from the session.

This will be published once we actually have the live session.

Because I will -- I have links that I share with -- during that session with you and stuff like that.

And also the recording will be shared here underneath.

So that's how that works.

And, yeah, I have put all videos together back to back.

Then there is this like what I call omnibus version.

And that's a Doctor Who reference.

Nobody needs to know why it's called that.

Just accept it.

And that is all the videos on top.

Like one after the other in one video for your, you know, convenience.

Yeah.

That's how it goes.

Until the last week.

Which is week 14.

Do, do, do, do, do.

A lot of videos.

When HMPUS is doing the week 14 for cognitive disabilities.

And then we have the exam where we don't have the information out yet.

But it's basically doing like a very high level accessibility review.

And as you can see, we unlock the weeks.

And then we have the week 14.

And then we have the week 15.

And then we have the week 16.

And then we have the week 17.

And then we have the week 18.

And then we have the week 19.

And then we have the week 20.

And then we have the week 21.

And then we have the week 22.

And then we have the week 23.

And then we have the week 24.

And then we have the week 25.

And then we have the week 26.

And then we have the week 27.

And then we have the week 28.

And then we have the week 29.

And then we have the week 30.

And then we have the week 31.

And then we have the week 32.

And then we have the week 33.

And then we have the week 34.

And then we have the week 35.

And then we have the week 36.

And then we have the week 37.

And then we have the week 38.

And then we have the week 39.

And then we have the week 40.

And then we have the week 41.

And then we have the week 42.

And then we have the week 43.

And then we have the week 44.

And then we have the week 45.

And then we have the week 46.

And then we have the week 47.

And then we have the week 48.

And then we have the week 49.

And then we have the week 50.

And then we have the week 51.

And then we have the week 52.

And then we have the week 53.

And then we have the week 54.

And then we have the week 55.

And then we have the week 56.

And then we have the week 57.

And then we have the week 58.

And then we have the week 59.

And then we have the week 60.

And then we have the week 61.

And then we have the week 62.

And then we have the week 63.

And then we have the week 64.

And then we have the week 65.

And then we have the week 66.

And then we have the week 67.

And then we have the week 68.

And then we have the week 69.

And then we have the week 70.

>> Nice.

Then we have a pause for questions or reactions before doing the VCAG flyover.

Any reactions, questions, comments, apart from what you've already put in the chat there?

>> I'm going to go ahead and do the VCAG flyover.

>> Okay.

>> Going, going.

>> Gone.

>> All right.

>> I learned that at W3C.

When you are in a consensus meeting and you go like, does anyone have to say something?

And then people go like, I don't know.

>> All right.

>> I'm going to go ahead and do the VCAG flyover.

>> Okay, cool.

All right.

Yeah, maybe people are tired and we now jump into some VCAG basics.

Yeah, hopefully you don't hate us for that.

But just a flyover and introduction to VCAG, which we'll dive more into later.

From you, Egert.

>> And now there is a hand up.

>> Is there a hand?

>> You have a question in the chat, I think.

It's what Sophie tried to show you.

>> Okay, nice, nice.

I see it now.

The individual assignment, we'll talk more about that in a couple of weeks' time.

We don't want you to focus too much on it early.

Just focus on learning and the stuff that we're talking about.

But, yes, there will be a flyover.

And then individual assignment, like Eric said, you will pick -- most people will pick a site.

And you'll kind of go through and find accessibility issues and maybe even some positive things on that site.

And you'll kind of write a short report or make a video where you talk about that.

So we'll go through that.

And then we'll talk about the individual assignment.

So we'll go through that.

It won't be too scary.

And we are pretty nice when it comes to evaluating and stuff like that.

But we will go through that later.

>> Yeah.

You have to really, really, like, annoy us so we don't let you pass.

It has never happened before.

All right.

Let's do -- and I will do this, like, really, like, flyover quick presentation on WCAG.

Because, you know, one of the things, like, in two weeks I will do the deep dive into WCAG.

But I want to, like, you know, plant the seeds about, like, what this is all about.

And WCAG is web content accessibility guidelines.

Which is also the second slide.

I'm already ahead of myself, which is amazing.

And, you know, you might -- some of you might have heard it before.

Some of you might not.

Some people also say WCAG.

Which I don't understand why you would ever do that.

But web content accessibility guidelines.

And they focus on web content.

Because it's -- it was created by W3C.

The web -- World Wide Web Consortium.

And their web accessibility initiative.

WAI.

A lot of abbreviation.

You will get to it.

The accessibility guidelines part is probably pretty self-explanatory.

And, yeah.

That's what we're looking at.

And it's basically the baseline for a lot of, like, the laws and a lot of the regulation that is out there.

So it's an international standard created in a consensus way.

So, like, you know, it has broad applicability.

So it's -- and I think it's pretty good for what it is.

Again, web accessibility initiative, WAI.

It was founded in 1997.

So this is -- how long is that ago now?

Oh, I'm bad with, like, time spans.

Is that 27 years now?

It sounds like a long time.

And that was -- it must be 27 years.

Because W3C is 30 years old.

And on the left you see the founder.

And I don't know.

I think it's not the director anymore of W3C.

It's Berners-Lee.

That's the person who invented all the basic technologies, put them together to form the World Wide Web.

Really smart person.

His brain works so fast.

It's incredibly difficult to follow any of his thoughts.

Like, he's just so quick when he does presentations.

And I was in a room with him twice.

And I didn't trust myself to talk to him.

So I wouldn't embarrass myself.

Which I did not.

I did not embarrass myself.

I also didn't talk to him.

But very clever person.

Invented the World Wide Web.

And then on the right, that's Judy Brewer, who used to be my boss when I worked at WAI.

And she started with WAI in 1997.

And then worked there for 25 years until 2022.

And basically steered all the, like, political stuff, you know, got funding and stuff like that.

And so, like, W3C stuff, WAI stuff, all long-term commitments.

And, you know, it's super interesting to have worked with those people.

Yeah.

And then, like, you know, people come to me and they often say, like, oh, accessibility is this new thing.

Like, never heard of it.

The first version of the Web Content Accessibility Guidelines was released on May 5th, 1999.

That was last millennium, just, you know, as a perspective.

And that was the first thing that WAI released.

First, like, big thing.

I don't want to go into much detail.

You can click the link in the slides.

It's now a historic artifact.

You shouldn't, like, follow it.

But there were a lot of good and interesting thoughts in there.

But it was very specific to technology.

So, it said, like, oh, in HTML, do this and that to make it accessible.

And so, it wasn't as adaptive as, like, later versions of WCAG are.

And so, they went, like, they realized that, went on to start working on WCAG 2.0 right away.

And right away means it took only nine years to release the next version of WCAG.

Lots of, like, oh, there are lots of, like, stories behind that.

But that was in 2008.

So, this was well after I've become, like, you know, working with web standards and web accessibility.

But this standard, much clearer, much less technology specific.

We do call that agnostic sometimes when we feel fancy.

And this is the basic for all laws and that are in effect at this point.

And because WCAG 2.0 was so great, instead of, like, creating something new, they started doing something.

Something similar.

And that was so similar that they just, like, put a 2.1 out ten years later in June 2018.

And that was a minor revision of the standard.

Got a few more things added to it.

Like, you know, making stuff more responsive.

Especially for low vision users and stuff like that.

A really good update.

One of the best we had.

And then because, like, a five year, like, ten year thing was, like, already good, we actually got, like, another update after five years.

So, this gets quicker and quicker.

With a couple of new success criteria.

And that was in October of 2023.

And in two weeks from now, I will tell you, like, in the videos, I will tell you all the ins and outs of those success criteria and what is new and stuff like that.

And a lot of people say, like, okay, WCAG 2.0, you know, we're getting into, like, really quick release cycles now.

With five years release cycles.

What about WCAG 3.0?

And so W3C is now working exclusively on that.

And their goal is to release it sometime.

And, like, if everything works, like, super smooth, it could be, like, 2028.

Or it could be 2030 or something like that.

What I want to say is, like, WCAG 2.2 will stay with us for a long, long time.

And it has, you know, and it's a pretty good standard for what it is.

And so just embrace it.

Don't look at WCAG 3.0 stuff, because it's all up in the air.

It's super early still.

And they're only working on WCAG 3.0 since 2013.

So, you know, this can take time.

Yeah, and just, like, the super high level of view on WCAG, it's based on the four core principles, perceivable, operable, understandable, and robust.

So your content needs to be perceivable for people, like, who can, you know, perceive differently.

Like, if someone is blind, they need to perceive through, like, text.

If someone is deaf, they need to perceive through different types of text, like, captions and stuff.

And, you know, just make sure that things can even be seen or heard.

Usually we say, like, to -- what is it called?

Yeah, you have to -- oh, my brain.

I don't know.

Then you have operable.

So basically everything, like, functioning with the keyboard, for example, for inputs, but also, like, making sure that when you click something, it has large enough click areas.

That came new in WCAG 2.2.

A lot of good stuff going on in the operable area.

And understandable, basically everything that says, like, oh, you know, I cannot only see the thing.

I can also understand what it is.

That's all in understandable.

Like, having good understandable labels.

And having language switches in your code.

If the language changes.

That's all in understandable.

And robust.

It's basically making sure that machines can read interactive stuff very well.

And that content that is, like, that informs the user is also output as, you know, in a way that users can see, like, if you have an alert or something like that.

There are ways to make that accessible.

And we'll talk about all of that over the next couple of weeks.

There are a couple of other things that you will find about WCAG.

And the first one are the understanding pages.

And understanding pages are basically the explainers to individual success criteria.

And what success criteria are.

We'll talk about that in two weeks.

And they basically give you a list of things that you need to understand to, like, apply those criteria, that information to accessibility testing.

And then there are techniques which are basically just examples.

How to meet or fail a specific WCAG success criterion.

And, you know, sometimes they are more hands on and sometimes they are a little bit weak.

And those are all additional information.

They are not core of WCAG.

Yeah.

And if you want to learn more about WCAG and stuff, because you can't wait the two weeks, then you can look up the web content accessibility guidelines WCAG overview on the W3C website.

Which gives you, like, the high level, like, overview of, like, what WCAG is and how it's, like, built up.

But I will talk about that in two weeks anyway.

And, yeah, that's all I have.

But, like, this is, like, you know, the really high level why WCAG is important and why we are, you know, when we talk about accessibility, you basically cannot not talk about WCAG.

>> Nice.

>> That was really, like, the high level really quick one.

>> Nice.

Perfect.

Jakob thinks it sounds really exciting.

That's a good sign.

>> That's good.

The next step is then we will read the phone book.

And then we will read, you know, very boring, like, laws and stuff.

That's how exciting it is.

>> Nice.

>> It will likely be parts of this course where you feel like you already have some strong knowledge.

And it might be a bit of repetition and might be a bit, like, oh -- and then other parts where it's, like, oh, this is all new.

And, oh, let's say you're not a developer and some of the techy stuff is a bit tricky to follow along in.

And that's completely fine.

You might not -- or you will not need to know all the nitty-gritty details of the things that maybe you, Eric, talk about when you dive into the WCAG guidelines.

Just -- but you'll probably get a sense of what you can do and what you can't do and what the pitfalls are and stuff like that.

So just be okay with that.

And if you're maybe a developer, maybe the more strategic parts will be a bit newer and a bit outside of your comfort zone or the design parts and whatnot.

But, yeah, that's what we've gotten some feedback about earlier, that, yeah, some people feel a bit afraid when they don't follow along in the details of a specific topic.

And just be, like, that's completely fine.

You can use the tutoring sessions to ask us.

You're probably not alone in that feeling.

And you don't need to understand every single detail about the more technical things.

That's what I would say.

>> Yeah.

And, you know, we sometimes explain stuff not well.

You know, that can happen.

Like we are not perfect.

Well, humpuses.

>> Yeah.

Why are you talking like that?

>> Obviously.

But so if you have a question, you know, feel free to put it in Slack and say, like, hey, I wondered about this and that.

Because trust me, I've been in those situations.

You think you are the only person who didn't understand something?

There are probably, like, dozens who didn't understand it.

At least that's, you know, that's how I feel sometimes.

So, yeah, feel free to put it out.

And, you know, we do -- we are flexible.

Like if we have, like, a live lesson to, like, a specific topic, and then afterwards there is, like, discussion around that in Slack, we can talk about that.

Like in the live tutoring time for the next week, we can pick that up.

And make sure that, you know, this is understood.

I did that last time, I think one or two times where I was, like, oh, this I must not have explained it correctly.

Like, let's take a step back and try to explain it in a different way that might be a little bit easier to understand or, like, easier to understand for some people.

So, you know, don't be shy.

We won't bite.

One of the reasons is because there's, like, you know, internet and stuff between us.

So it's hard.

But, yeah, we just, you know, it's totally fine.

Just reach out.

>> All right. Nice.

And, yeah, let's wrap up.

So next time, like the next steps will be the videos for next week are already published on Canvas.

So try and get on there.

And if you have trouble, ask us or Madeleine maybe preferably.

Usually we post them on Thursdays, but we've already done this, yeah, first version.

So you can jump into those whenever you want.

Then on Tuesday it's this lesson, lektion, or live tutoring with me.

We're going to talk about the concept, like, keyboard navigation and, yeah, that's what the videos will be about.

And then, yeah, we'll see each other on Slack meanwhile between the sessions.

You don't have to come to the live sessions, but it's always nicest when people come there and bring your questions.

We will, like, start by saying are there questions, bring them up.

Otherwise we usually have some exercises planned as well.

But, like, bring your questions or reflections from the week that has gone.

Yeah, I think that's it.

Any questions, reactions, anything from you guys?

This is a great time to boo at us, you know, shout at us, like, you know, just let it all out.

We can take it.

You don't have to let us know if you're not coming to the live sessions.

It's more like book a tutoring time if you want to.

Yeah, let's say you can't come to any of the live sessions and you want some kind of one-on-one tutoring, book tutoring times for that.

But, no, you don't have to tell us.

Some people last year, last version was like there was one person who didn't come to a single one.

And he did fine.

He made sure to look at the videos and sent a lot of Slack messages to us.

You can do that.

But, yeah, I'd suggest coming to them.

Yes, and just like if you can never make the Tuesdays for live tutoring or for booking tutoring, we can be flexible and book other times.

And just saying that, like, you know, if you say, like, oh, I can never do Tuesdays afternoons because I have, like, this tea time with my mom or something like that, you know, feel free to ping us in Slack and say, like, hey, you know, I'd like to have a tutoring time.

You know, what can you do, like, on, I don't know, Thursday mornings or something like that.

We're able to, like, to make that work.

How does the attendance take place today?

I'm not really sure. If it's some task thing that they need to check who was here, I guess they will check the Zoom meeting attendance list. But we're not going to, like, tick off people who come to these sessions and stuff like that.

But maybe there's something at the start of the course. Ask Madde about that.

Yes, we trust that everyone who has signed up for the course is motivated enough to either be there for the live sessions or watches the videos afterwards.

Or read through the transcripts or anything like that, you know. There's no set thing, like, you know best what you need. And, you know, that's, you know, we trust you with that.

But if there's technically something that you need to, like, sign and do, then you have to do that. But we don't know about that.

All right, cool. Let's keep the conversation flowing in Slack. So, see if you can, if you haven't gotten access there, then you need to contact Madde about that.

But when you're in there, you'll get, like, a continuous flow of things. We'll probably ping you before the session starts and paste the Zoom link there again and that sort of thing.

So get into Slack and let's keep in touch there. But thanks everyone for coming this first day. And, yeah, we're looking forward to this course together with you. It will be fun.

Thank you. Thank you. Thank you so much.

Thank you.

All right, let's go.

Awesome.