UC3M
ACCESSIBILITY EVALUATION OF MOODLE
EXPERT EVALUATION | Labda
October 2012
0
1
Index
Description.................................................................................................................. 3
Evaluation ................................................................................................................... 4
Summary of the Results............................................................................................ 11
Conclusions ............................................................................................................... 13
Annex 1 ..................................................................................................................... 14
Annex 2 ..................................................................................................................... 15
2
Description
This document presents an accessibility evaluation of the e-learning tool, Moodle1.
The evaluation checks if the tool accomplish with the accessibility guidelines provided
by the Web Accessibility Initiative (WAI) which belongs to World Wide Web
Consortium (W3C)2.
The evaluation follows the WAI standards, which consider all disabilities. However,
this study is focused on visual disabilities specially.
The evaluation is part of a research which main goal is to evaluate the accessibility
of LMSs (Learning Management System) following a methodology and other
techniques. This document includes the results obtained after considering the
accessibility evaluation techniques carried out by an expert. Besides, a user evaluation
has been carried out and it has been included in the document “User Evaluation”. This
evaluation is a complementary evaluation which presents the results obtained by the
users from the point of view of visual impairments.
This report is divided into the next sections. The first section shows the expert
accessibility evaluation from the point of view of ATAG (Accessibility Tool Authoring
Guidelines (ATAG))3. Next, a summary of the results obtained is showed. And finally,
the last section explains the conclusions obtained after the evaluation.
1
Moodle. Herramienta de autor LCMS. Available at: http://download.moodle.org/windows/
[October 2012]
2
W3C. Available at: http://www.w3c.es/ [October 2012]
3
ATAG 2.0. Available at: http://www.w3.org/TR/ATAG20/ [October 2012]
3
Evaluation
This section represents the valuation of Moodle carried out by an accessibility
expert. The evaluation checks if Moodle accomplish with the ATAG 2.0 guidelines of
the W3C consortium.
The evaluation process checks the accessibility of Moodle from different tasks.
These tasks are related to the use and administration of Moodle which are: courses,
students, grades, files, groups, events, calendars, forums and profiles. Each task is
evaluated from the point of view of the administrator profile because this user can
execute all the tasks of the tool.
The results obtained after the evaluation are showed in the Table 1. They are
showed with the main accessibility problems that the tool presents.
The Table 1 shows in the first column the code of the ATAG 2.0 guideline and the
second column represents why the task does not accomplish with the ATAG 2.0
guidelines.
ATAG (failed)
Description
A.1.1.1
Moodle does not accomplish with the minimum accessibility level “A” of the
web content accessibility guidelines WCAG 2.0.
A.1.2.1
There is an element which is used by Windows which is not accessible.
Although, there is a help document that specifies which are the shortcuts to
Access to all the functionalities, some of this functionalities are not accessible
through keyboard as it has been specified in the Annex 1.
A.1.2.2
There is an element which is used by Windows which is not accessible, like the
elements showed in the Annex 1 and 2. Moreover, there is not a link to his
platform in which there is related information about accessibility.
A.2.2.2
There is an element which is used by Windows which is not accessible, like the
element showed in the Annex 1. This is a tool to edit text in which the user can
see if the editing text is bold or italic. However, the user cannot go back to the
interface in which this text is being editing using the keyboard.
A.3.1.1/A.3.1.4
There is an element which is used by Windows which is not accessible. These
elements are showed in the Annex 1 and 2. Although, there is a help document
that specifies which are the shortcuts to Access to all the functionalities, some
of this functionalities are not accessible through keyboard as it has been
specified in the Annex 1.
A.3.1.5
The author is not able to modify the shortcuts to avoid overlapped shortcuts.
A.3.1.6
If the author presses a shortcut he cannot see all the shortcuts that the tool
provides.
A.3.2.2
There is a time limit and the user is not able to read the whole information.
A.3.2.4
The tool does not auto save the modified content after a period of time.
A.3.4.1/ A.3.4.2
The element showed in the Annex 1 allows the user to know the type of each
element. However, the user is not able to navigate through type elements.
A.3.5.1
There is not a search option for the content
4
ATAG (failed)
Description
A.3.6
N/a. The evaluation does not consider any task to save preferences.
A.4.1.1
There is not any option to undo actions and alerts the user about the irreversible
actions.
A.4.1.2
The actions that modify the tool are reversible. However, if there is an action
which is not reversible, then the tool advices the author about it.
A.4.1.3
There is not any option to undo actions.
B.1.1.1
N/a. The tool does not create inaccessible content automatically from dynamic
parameters.
B.1.1.2
The generated content is not accessible at least A priority level.
B.1.2.1
The tool transforms content inside the application. However, this content is not
accessible and the tool does not inform about it. For instance, if the user copies
an image without an alternative text, then the tool provides an alternative text
which is the name of the image.
B.2.1.1
The user can create inaccessible content and Moodle is really strict in this way.
For instance, the user can create tables without specify the tag <th>.
B.2.2.1
The tool does not help the author to create accessible content. For instance, the
user can create tables for layout and if the user uploads a video he cannot
specify alternative content for this video.
B.2.2.2
The tool does not provide mechanisms to accomplish with the WCAG.
However, in some situations the tool specifies that the user should include
alternative content but this content is not compulsory.
B.2.3.1
N/a. The alternative content is always editable
B.2.3.2/B.2.3.4
N/a. The tool does not suggest alternative content even in reused elements.
B.2.3.3
The alternative content generated by the tool is not accessible. For instance, in
the element showed in the Annex 1, if the user copies an image without an
alternative text, then the tool provides an alternative text which is the name of
the image.
B.2.4(All)
N/a. The evaluation does not consider the themes provided by the author.
B.2.5(All)
N/a. The only content provided by Moodle are themes, however, they are not
considered in the evaluation.
B.3.1.1
The tool allows the user to include content that cannot accomplish with the
WCAG and the tool does not inform about it. For instance, the user can create
tables for layout and if the user uploads a video he cannot specify alternative
content for this video.
B.3.1.2/B.3.1.3/B.3.1.4/
B.3.1.5/
B.3.2.1
N/a The tool does not include any feature to check accessibility.
B.4.1.1/ B.4.1.2/
B.4.1.4
N/A. All the used elements to the creation of accessible content are switch on
and cannot be switch off.
5
ATAG (failed)
Description
B.4.1.3 /B.4.1.5
The tool allows the creation of inaccessible content. However, there is not any
documentation related to it (B.4.1.3) and there is not any element to bold these
errors (B.4.1.5). For instance, the tool showed in the Annex 1 allows the user
to include tables for layout or an inaccessible color contrast. The user does not
know it and there is not documentation related to it.
B.4.2.1/ B.4.2.2/
B.4.2.3/ B.4.2.4
The documentation of each task of the tool (we do not consider the information
in the forums and other users experiences) does not include advice to create the
tool in an accessible way.
Table 1. ATAG 2.0 Errors
The next table (Table 2) shows the results obtained by the expert evaluator after the
evaluation of the tool. The first and the second column show the functionality and the
name of the task. Moreover, as the ATAG 2.0 are divided into part A and B, the table
divides the no accomplished ATAG 2.0 into these parts too in the third or fourth
column. The explanation of why the task is not accomplished is described in the
previous table, Table 1.
6
Functionality
(group)
Task Name
General
Login user
General
Change language Moodle
Users/ Authentication
Manage authentication
Users/ Authentication
Email-based selfregistration
Users/ Authentication
No login
Users/ Authentication
Manual accounts
Users/Accounts
Browse list of users
Users/Accounts
Bulk user actions
Users/Accounts
Add a new user
Users/Accounts
Upload users
Users/Accounts
Upload user pictures
Users/Accounts
User profile fields
Users/Permissions
Define roles
Users/Permissions
Assign system roles
Users/Permissions
User policies
Failed ATAG 2.0 guidelines. Part A
Failed ATAG 2.0 guidelines. Part B
A.1.1.1 / A.3.1.5 / A.3.2.4
A.1.1.1 / A.3.1.5 / A.3.2.4
A.1.1.1 / A.3.1.5 / A.3.2.4/ A.3.4.1/A.3.4.2/ A.4.1.1/ A.4.1.3/
A.4.2.1/ A.4.2.2
B.1.1.2/ B.2.1.1/ B.2.2.1/ B.2.2.2/ B.2.3.3 / B.3.1.1/ B.4.1.3 /
B.4.1.5 / B.4.2.1 /B.4.2.2/ B.4.2.3/B.4.2.4
A.1.1.1/ A.3.1.5/ A.3.2.4/ A.3.4.1/ A.3.4.2/ A.4.1.1/ A.4.1.3/
A.4.2.1
A.1.1.1 / A.3.1.5 / A.3.2.4/ A.3.4.1/A.3.4.2/ A.4.1.1/ A.4.1.3
B.1.1.2/ B.2.1.1/ B.2.2.1/ B.2.2.2/ B.2.3.3 / B.3.1.1/ B.4.1.3 /
B.4.1.5 / B.4.2.1 /B.4.2.2/ B.4.2.3/B.4.2.4
A.1.1.1 / A.3.1.5 / A.3.2.4/ A.3.4.1/A.3.4.2/ A.4.1.1/ A.4.1.3
A.1.1.1/A.3.1.5/A.3.2.4/ A.3.4.1/A.3.4.2/ A.4.1.1/ A.4.1.3/A.4.2.1/
A.4.2.2
A.1.1.1/ A.3.1.5/A.3.2.4/A.3.4.1/A.3.4.2/ A.4.1.1/ A.4.1.3/A.4.2.1/
A.4.2.2
A.1.1.1/ A.1.2.1/ A.1.2.2/ A.2.2.2/ A.3.1.1/ A.3.1.4/ A.3.1.5/
A.3.1.6 / A.3.2.4/ A.3.4.1/ A.3.4.2/ A.4.1.1/ A.4.1.3/ A.4.2.1/
A.4.2.2
A.1.1.1 /A.1.2.1/ A.1.2.2/ A.2.2.2/ A.3.1.1/ A.3.1.5/ A.3.2.4/
A.4.1.1/ A.4.1.3
A.1.1.1 /A.1.2.1/ A.1.2.2/ A.2.2.2/ A.3.1.5 / A.3.2.4/ A.4.1.1/
A.4.1.3/ A.4.2.1/ A.4.2.2
A.1.1.1 /A.1.2.1/ A.1.2.2/ A.2.2.2/ A.3.1.1/ A.3.1.4/ A.3.1.5 /
A.3.1.6/ A.3.2.4/ A.3.4.1/ A.3.4.2/ A.4.1.1/ A.4.1.3/A.4.2.1/ A.4.2.2
A.1.1.1 /A.1.2.1/ A.1.2.2/ A.2.2.2/ A.3.1.1/ A.3.1.4/ A.3.1.5/
A.3.1.6/ A.3.2.4/ A.3.4.1/A.3.4.2/ A.4.1.1/ A.4.1.3/ A.4.2.1/ A.4.2.2
A.1.1.1/ A.3.1.5/ A.3.2.4/ A.3.4.1/A.3.4.2/ A.4.1.1/ A.4.1.3/
A.4.2.1/ A.4.2.2
A.1.1.1 /A.3.1.5 / A.3.2.4/ A.3.4.1/A.3.4.2/ A.4.1.1/ A.4.1.3
B.1.1.2/ B.2.1.1/ B.2.2.1/ B.2.2.2/ B.2.3.3 /
B.4.1.5 / B.4.2.1 /B.4.2.2/ B.4.2.3/B.4.2.4
B.1.1.2/ B.2.1.1/ B.2.2.1/ B.2.2.2/ B.2.3.3 /
B.4.1.5 / B.4.2.1 /B.4.2.2/ B.4.2.3/B.4.2.4
B.1.1.2/ B.2.1.1/ B.2.2.1/ B.2.2.2/ B.2.3.3 /
B.4.1.5 / B.4.2.1 /B.4.2.2/ B.4.2.3/B.4.2.4
B.1.1.2/ B.2.1.1/ B.2.2.1/ B.2.2.2/ B.2.3.3 /
B.4.1.5 / B.4.2.1 /B.4.2.2/ B.4.2.3/B.4.2.4
B.1.1.2/ B.2.1.1 / B.2.2.1/ B.2.2.2/ B.2.3.3 /
B.4.1.5 / B.4.2.1 /B.4.2.2/ B.4.2.3/B.4.2.4
B.3.1.1/ B.4.1.3 /
B.3.1.1/ B.4.1.3 /
B.3.1.1/ B.4.1.3 /
B.3.1.1/ B.4.1.3 /
B.3.1.1/ B.4.1.3 /
B.1.1.2 / B.2.1.1/ B.2.2.1/ B.2.2.2/ B.2.3.3 / B.3.1.1/ B.4.1.3 /
B.4.1.5 / B.4.2.1 /B.4.2.2/ B.4.2.3/B.4.2.4
B.1.1.2 / B.2.1.1 / B.2.2.1/ B.2.2.2/ B.2.3.3 / B.3.1.1/ B.4.1.3 /
B.4.1.5 / B.4.2.1 /B.4.2.2/ B.4.2.3/B.4.2.4
B.1.1.2 / B.2.1.1 / B.2.2.1/ B.2.2.2/ B.2.3.3 / B.3.1.1/ B.4.1.3 /
B.4.1.5 / B.4.2.1 /B.4.2.2/ B.4.2.3/B.4.2.4
B.1.1.2 / B.2.1.1 / B.2.2.1/ B.2.2.2/ B.2.3.3 / B.3.1.1/ B.4.1.3 /
B.4.1.5 / B.4.2.1 /B.4.2.2/ B.4.2.3/B.4.2.4
B.1.1.2/ B.2.1.1/ B.2.2.1/ B.2.2.2/ B.2.3.3 / B.3.1.1/ B.4.1.3 / B.4.1.5
/ B.4.2.1 /B.4.2.2/ B.4.2.3/B.4.2.4
B.1.1.2/ B.2.1.1/ B.2.2.1/ B.2.2.2/ B.2.3.3 / B.3.1.1/ B.4.1.3 / B.4.1.5
/ B.4.2.1 /B.4.2.2/ B.4.2.3/B.4.2.4
7
Functionality
(group)
Courses
Task Name
Add /Edit courses
Courses
Enrollments
Courses
Participants
Courses
Backup
Courses
Restore a course
Courses
Import
Courses
Reports
Reports
Reports
Reset course
Filter logs
Activity report
Participation report
Live logs from the past
hour
Reports
Failed ATAG 2.0 guidelines. Part A
Failed ATAG 2.0 guidelines. Part B
A.1.1.1/A.1.2.1/A.1.2.2/A.2.2.2/A.2.2.3/A.3.1.1/A.3.1.4/A.3.1.5/A.
3.1.6/A.3.2.4/A.4.1.1/ A.4.1.3/A.3.4.2/ A.3.5.1
A.1.1.1/A.3.1.5/A.3.2.4/A.3.4.1/ A.3.4.2/ A.4.1.1/ A.4.1.3/A.4.2.1/
A.4.2.2
A.1.1.1 / A.3.1.5 / A.3.2.4/ A.3.5.1/A.4.2.1 / A.4.2.2
A.1.1.1 / A.3.1.5 / A.3.2.4/ A.3.5.1/ A.3.4.1/A.3.4.2/ A.4.1.1/
A.4.1.3
A.1.1.1/A.1.2.1/A.1.2.2/A.2.2.2/A.3.1.5 A.3.2.4/A.3.4.1/ A.3.4.2/
A.3.5.1/ A.4.2.1/ A.4.2.2
A.1.1.1 / A.1.2.1 / A.1.2.2/ A.1.2.1/ A.2.2.2/ A.3.1.5 / A.3.2.4/
A.3.5.1
A.1.1.1/ A.3.1.5/ A.3.2.4/ A.3.5.1
A.1.1.1/ A.3.1.5 / A.3.2.4/ A.3.5.1/ A.4.2.1
A.1.1.1 /A.3.1.5 / A.3.2.4/A.3.4.1/ A.3.4.2/ A.3.5.1/A.4.2.1
A.1.1.1/A.3.2.4/ A.3.4.1/ A.3.4.2/ A.4.2.1
B.1.1.2 / B.2.1.1/ B.2.2.1/ B.2.2.2/ B.2.3.3 / B.3.1.1/ B.4.1.3 /
B.4.1.5 / B.4.2.1 /B.4.2.2/ B.4.2.3/B.4.2.4
B.1.1.2/ B.2.1.1/ B.2.2.1/ B.2.2.2/ B.2.3.3 / B.3.1.1/ B.4.1.3 /
B.4.1.5 / B.4.2.1 /B.4.2.2/ B.4.2.3/B.4.2.4
B.1.1.2/ B.2.1.1 / B.2.2.1/ B.2.2.2/ B.2.3.3 / B.3.1.1/ B.4.1.3 /
B.4.1.5 / B.4.2.1 /B.4.2.2/ B.4.2.3/B.4.2.4
B.1.1.2 / B.2.1.1 / B.2.2.1/ B.2.2.2/ B.2.3.3 / B.3.1.1/ B.4.1.3 /
B.4.1.5 / B.4.2.1 /B.4.2.2/ B.4.2.3/B.4.2.4
B.1.1.2 / B.2.1.1 / B.2.2.1/ B.2.2.2/ B.2.3.3 / B.3.1.1/ B.4.1.3 /
B.4.1.5 / B.4.2.1 /B.4.2.2/ B.4.2.3/B.4.2.4
A.1.1.1/A.3.1.5/ A.3.2.2/ A.3.2.4/ A.3.5.1/A.4.2.1/ A.4.2.2
A.1.1.1 / A.1.2.1 / A.1.2.2/ A.2.2.2 / A.3.1.5/ A.3.2.4/ A.3.4.1/
A.3.4.2/ A.3.5.1/ A.3.7.1 /A.3.7.2/ A.4.1.1/ A.4.1.3
A.1.1.1 / A.1.2.1 / A.1.2.2/ A.2.2.2/ A.3.1.1/A.3.1.4/
A.3.1.5/A.3.1.6/ A.3.2.4/ A.3.4.1/A.3.4.2/ A.3.5.1/ A.4.1.1/ A.4.1.3
Questions
Questions bank
Questions
Import
Questions
Export
A.1.1.1/ A.1.2.1/ A.1.2.2/ A.2.2.2/ A.3.1.5/ A.3.2.4/
Files
List of files
Files
Upload a file
Files
Make a folder
Groups
Create group
Groups
Delete group
Groups
Add/Remove users
A.1.1.1/A.3.1.5/ A.3.2.4/A.3.4.1/ A.3.4.2 / A.3.5.1
A.1.1.1 / A.1.2.1 / A.1.2.2/ A.2.2.2/A.3.1.5/ A.3.2.4/ A.3.4.1/
A.3.4.2/ A.3.5.1/ A.4.1.1/ A.4.1.3/ A.4.2.1/ A.4.2.2
A.1.1.1 / A.3.1.5/ A.3.2.4/ A.3.4.1/ A.3.4.2/ A.3.5.1/ A.4.2.1/
A.4.2.2
A.1.1.1 / A.1.2.1 / A.1.2.2/ A.2.2.2 /A.3.1.1/A.3.1.4/
A.3.1.5/A.3.1.6/ A.3.2.4/ A.3.4.1/ A.3.4.2/ A.3.5.1/ A.4.1.1/
A.4.1.3/ A.4.2.1 / A.4.2.2
A.1.1.1 / A.3.1.5/ A.3.2.4/ A.3.4.1/ A.3.4.2/ A.3.5.1/ A.4.2.1 /
A.4.2.2
A.1.1.1/ A.3.1.5/ A.3.2.4/A.3.4.1/ A.3.4.2/ A.3.5.1/ A.4.2.1 /
A.4.2.2
A.3.5.1
B.1.1.2 / B.2.1.1/ B.2.2.1/ B.2.2.2/ B.2.3.3 / B.3.1.1/ B.4.1.3 /
B.4.1.5 / B.4.2.1 /B.4.2.2/ B.4.2.3/B.4.2.4
B.1.1.2 / B.2.1.1/ B.2.2.1/ B.2.2.2/ B.2.3.3 / B.3.1.1/ B.4.1.3 /
B.4.1.5 / B.4.2.1 /B.4.2.2/ B.4.2.3/B.4.2.4
B.1.1.2 / B.2.1.1/ B.2.2.1/ B.2.2.2/ B.2.3.3 / B.3.1.1/ B.4.1.3 /
B.4.1.5 / B.4.2.1 /B.4.2.2/ B.4.2.3/B.4.2.4
B.1.1.2 / B.2.1.1 / B.2.2.1/ B.2.2.2/ B.2.3.3 / B.3.1.1/ B.4.1.3 /
B.4.1.5 / B.4.2.1 /B.4.2.2/ B.4.2.3/B.4.2.4
B.1.1.2 / B.2.1.1/ B.2.2.1/ B.2.2.2/ B.2.3.3 / B.3.1.1/ B.4.1.3 /
B.4.1.5 / B.4.2.1 /B.4.2.2/ B.4.2.3/B.4.2.4
8
Functionality
(group)
Grades
Grades/View
Grades/View
Grades/View
Grades/Categories
and Items
Grades/Categories
and Items
Task Name
Failed ATAG 2.0 guidelines. Part A
Failed ATAG 2.0 guidelines. Part B
My preferences grader
report
Overview report
Grader report
User report
A.1.1.1 /A.3.1.5/ A.3.2.4/ A.3.4.1/ A.3.4.2/
A.3.5.1/ A.4.1.1/
A.4.1.3/ A.4.2.1 / A.4.2.2
A.1.1.1 /A.3.1.5/ A.3.2.4/ A.3.5.1/ A.4.2.1
A.1.1.1/A.3.1.5/ A.3.2.4/ A.3.5.1/ A.4.2.1/ A.4.2.2
A.1.1.1 /A.3.1.5/ A.3.2.4/ A.3.5.1/A.4.2.1/ A.4.2.2
B.1.1.2/ B.2.1.1 / B.2.2.1/ B.2.2.2/ B.2.3.3 / B.3.1.1/ B.4.1.3 /
B.4.1.5 / B.4.2.1 /B.4.2.2/ B.4.2.3/B.4.2.4
Simple view
A.1.1.1/ A.3.1.5/ A.3.2.4/ A.3.4.1/A.3.4.2/ A.3.5.1/ A.4.1.1/
A.4.1.3/ A.4.2.1/ A.4.2.2
B.1.1.2/ B.2.1.1/ B.2.2.1/ B.2.2.2/ B.2.3.3 / B.3.1.1/ B.4.1.3 /
B.4.1.5 / B.4.2.1 /B.4.2.2/ B.4.2.3/B.4.2.4
A.1.1.1 / A.3.1.5/ A.3.2.4/
A.4.1.3/A.4.2.1/ A.4.2.2
A.1.1.1 / A.3.1.5/ A.3.2.4/
A.4.1.3/A.4.2.1/ A.4.2.2
A.1.1.1 / A.3.1.5/ A.3.2.4/
A.4.1.3/ A.4.2.1/ A.4.2.2
A.1.1.1/ A.3.1.5/ A.3.2.4/
A.4.1.3/ A.4.2.1/ A.4.2.2
A.1.1.1 / A.1.2.1 / A.1.2.2/
A.4.2.1
A.1.1.1 / A.1.2.1 / A.1.2.2/
A.4.2.1
A.3.4.1/A.3.4.2/ A.3.5.1/ A.4.1.1/
B.1.1.2/ B.2.1.1 / B.2.2.1/ B.2.2.2/ B.2.3.3 / B.3.1.1/ B.4.1.3 /
B.4.1.5 / B.4.2.1 /B.4.2.2/ B.4.2.3/B.4.2.4
A.3.4.1/A.3.4.2/ A.3.5.1/ A.4.1.1/
A.2.2.2/ A.3.1.5/ A.3.2.4/ A.3.5.1/
B.1.1.2/ B.2.1.1 / B.2.2.1/ B.2.2.2/ B.2.3.3 / B.3.1.1/ B.4.1.3 /
B.4.1.5 / B.4.2.1 /B.4.2.2/ B.4.2.3/B.4.2.4
B.1.1.2/ B.2.1.1/ B.2.2.1/ B.2.2.2/ B.2.3.3 / B.3.1.1/ B.4.1.3 /
B.4.1.5 / B.4.2.1 /B.4.2.2/ B.4.2.3/B.4.2.4
B.1.1.2/ B.2.1.1 / B.2.2.1/ B.2.2.2/ B.2.3.3 / B.3.1.1/ B.4.1.3 /
B.4.1.5 / B.4.2.1 /B.4.2.2/ B.4.2.3/B.4.2.4
B.1.1.2
A.2.2.2/ A.3.1.5/ A.3.2.4/ A.3.5.1/
B.1.1.2
Full view
Grades/Scales
View
Grades/Letters
View
Grades/Letters
Edit
Grades/Import
CSV file
Grades/Import
XML file
Grades/Export To
Open doc spreadsheet /
Plain text file/Excel spdsht/
XML file
Crear nuevo evento
No aplica
Export calendar
Export calendar
Forums
Add / Edit a new topic
Forums
Delete topic
Forums
Reply
A.3.4.1/A.3.4.2/ A.3.5.1/ A.4.1.1/
A.3.4.1/A.3.4.2/ A.3.5.1/ A.4.1.1/
A.1.1.1 / A.3.1.5/ A.3.2.4/ A.3.5.1/A.4.2.1
A.1.1.1 / A.1.2.1 / A.1.2.2/ A.2.2.2/ A.3.1.1/ A.3.1.4/ A.3.1.5/
A.3.1.6/ A.3.2.4/ A.3.4.1/ A.3.4.2./ A.3.5.1/ A.4.1.1/ A.4.1.3/
A.4.2.1
A.1.1.1/ A.3.1.5/ A.3.2.4/ A.3.4.1/ A.3.4.2/ A.3.5.1/ A.4.2.1 /
A.4.2.2
A.1.1.1/ A.1.2.1 / A.1.2.2/ A.2.2.2/ A.3.1.1/ A.3.1.4/ A.3.1.5/
A.3.1.6/ A.3.2.4/ A.3.4.1/ A.3.5.1/A.3.4.2/ A.3.5.1/ A.4.1.1/
A.4.1.3/ A.4.2.1/ A.4.2.2
A.1.1.1/ A.3.1.5/ A.3.2.4/ A.3.4.1/ A.3.4.2/ A.3.5.1/ A.4.2.1/
A.4.2.2
A.1.1.1 / A.1.2.1 / A.1.2.2/ A.2.2.2/ A.3.1.5/ A.3.2.4/ A.3.4.1/
A.3.4.2/ A.3.5.1/ A.4.1.1/ A.4.1.3/ A.4.2.1/ A.4.2.2
B.1.1.2 / B.2.1.1 / B.2.2.1/ B.2.2.2/ B.2.3.3 / B.3.1.1/ B.4.1.3 /
B.4.1.5 / B.4.2.1 /B.4.2.2/ B.4.2.3/B.4.2.4
B.1.1.2/ B.2.1.1/ B.2.2.1/ B.2.2.2/ B.2.3.3 / B.3.1.1/ B.4.1.3 /
B.4.1.5 / B.4.2.1 /B.4.2.2/ B.4.2.3/B.4.2.4
B.1.1.2/ B.2.1.1 / B.2.2.1/ B.2.2.2/ B.2.3.3 / B.3.1.1/ B.4.1.3 /
B.4.1.5 / B.4.2.1 /B.4.2.2/ B.4.2.3/B.4.2.4
9
Functionality
(group)
Task Name
Profile
Change password
Profile
Edit profile
Failed ATAG 2.0 guidelines. Part A
Failed ATAG 2.0 guidelines. Part B
A.1.1.1/ A.3.1.5/ A.3.2.4/ A.3.5.1/ A.4.2.1
A.1.1.1 /A.1.2.1 / A.1.2.2/ A.2.2.2/ A.3.1.1/ A.3.1.4/ A.3.1.5/
A.3.1.6/ A.3.2.4/ A.3.4.1/ A.3.4.2/ A.3.5.1/ A.4.1.1/ A.4.1.3/
A.4.2.1/ A.4.2.2
B.1.1.2/ B.2.1.1/ B.2.2.1/ B.2.2.2/ B.2.3.3 / B.3.1.1/ B.4.1.3 /
B.4.1.5 / B.4.2.1 /B.4.2.2/ B.4.2.3/B.4.2.4
Table 2. Summary of the ATAG 2.0 guidelines that Moodle does not accomplish
10
Summary of the Results
Taking into account the obtained results the accessibility evaluation of Moodle
from the point of view of an expert user, it can be concluded that the tool have huge
accessibility problems that do not allow the user to execute some tasks in a right way.
This section presents in the Table 3 a summary of the ATAG 2.0 guidelines that
each task does not accomplish. This table shows the number of times that each
success criteria, grouped by the level of priority and principle, does not accomplish it.
The first column shows the principle and the second, third and fourth column shows
the level of conformity.
Principle
Success Criteria (SC)
Level A
A.1
A.2
A.3
A.4
B.1
B.2
B.3
B.4
Level AA
Level AAA
A.1.1.1(54) A.1.2.1(20)
A.1.2.2(19)
-A.3.1.1(10) A.3.2.2(1)
A.3.7.1(1)
--
--
A.2.2.2(19)
A.3.4.1(36) A.3.5.1(38)
A.4.1.1(30) A.4.2.1(40)
B.1.1.2(15)
B.2.1.1(33) B.2.2.1(33)
B.2.2.2(33) B.2.3.3(33)
B.3.1.1(33)
B.4.2.1(33) B.4.2.2(33)
A.4.2.2(30)
---
-A.3.1.4(9) A.3.1.5(53)
A.3.1.6(9) A.3.2.4(54)
A.3.4.2(37) A.3.7.2(1)
A.4.1.3(30)
---
-B.4.1.3(33) B.4.1.5(33)
-B.4.2.3(33) B.4.2.4(33)
Table 3. ATAG 2.0 Errores por principio y niveles de prioridad
Next, the graphics (Figure 1 and Figure 2) shows the number of errors found and
they are grouped by each level of conformity and the ATAG 2.0 guideline. The first
shows the guidelines related to the Part A of the ATAG 2.0 and the second figure
shows the guidelines related to the Part B of the ATAG 2.0.
1
1
Imagen 1 ATAG 2.0. Part A. Number of errors found in Moodle per ATAG 2.0 guideline and conformity level.
Imagen 2 ATAG 2.0. Part B. Number of errors found in Moodle per ATAG 2.0 guideline and conformity level.
12
Conclusions
After the accessibility evaluation of the e-learning tool, Moodle, it can be
concluded next statements.
Moodle does not accomplish with the level A of the ATAG 2.0 guidelines at least.
The main important problem is that there is not any tool that helps the author to
evaluate the accessibility of the tool. As a result, the author is not conscious about the
accessibility problems caused by the tool. Moreover, Moodle does not provide
methods to detect and advice the authors about the accessibility problems that the
tool and the generated web content have. Another error of accessibility is that the
author does not have any feature to repair the accessibility barriers. Finally, as the
authoring tool does not generate web content that accomplishes the WCAG 2.0
guidelines, the tool does not accomplish with the ATAG 2.0 guidelines.
To conclude, Moodle is not an accessible authoring tool and there are many
improvements that the Moodle developers should implement to create an accessible
tool that everybody could use without accessibility barriers.
13
Annex 1
There is a field like the field showed in the figure which is used through the
website. The main problem of this element is that it presents some problems of
accessibility. An example of the element is showed in the next figure (Figure 1).
Figure 1 Text Field is invoked by Windows.
In general, this field has a help element showed with a keyboard image. It is an
important issue because it explains the user how to use it and the different shortcuts
associated to the field. Moreover, JAWS reads a description of the image “help to write
text. New window, link graphic”. It is helpful for the user too because s/he knows that
this option shows him how to use it. This new window explains the different shortcuts
that the user has to press to modify the type of letter, modify the text to bold and so
on. However, some of these shortcuts are not right. For instance, if the user wants to
modify the letter size s/he has to press “ctrl+P”. The problem is that the user is not
able to modify the letter because this shortcut is the same as the shortcut related to
the printer. It happens in with the shortcut “ctrl+O” too because it manages the
favorites of IE. As a result, the user cannot complete the task successfully. Moreover,
the combo boxes of this element are not accessible because there is not a descriptive
text associated.
With regard to the buttons of the field, the user cannot access to all of them using
the keyboard. Moreover, instead of using a descriptive text to represent each
functionality, these buttons are represented with an image.
14
Annex 2
Next element (Figure 2) is invoked from Windows and has some accessibility errors
which do not allow the user to execute all the elements.
Figure 2. Control to choose the file
One of the main problems of this element is that the user cannot access to all the features
through keyboard like the left elements like computer or desktop. Moreover, it does not allow
the user to access to show all the elements of the screen like icons, details and so on.
15