WEBVTT

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Hello, my name is
Alejandro Rodríguez Ascaso,

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and I am a lecturer at the Department
of Artificial Intelligence at UNED.

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This video is entitled

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ICT Accessibility.
Interaction Sequence.

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The interaction sequence
summarises the stages

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in which accessible interaction occurs

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 so that a person can perform
a task within a system.

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This sequence can be a useful resource

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for assessing the accessibility
of an existing system

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or for incorporating accessibility
into a product that we are designing.

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The stages of the sequence
are as follows.

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First, we must perceive the existence
and position of the system's controls.

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Second, we must perceive
the state of those controls

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through the system's output. 

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Next comes the operation stage,

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in which we use
the system’s input controls

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 to carry out the task
we wish to perform.

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After that,
we expect some form of feedback,

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a confirmation
that we have operated those controls

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and completed the task.

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That is almost everything.

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But there is
one more essential element

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that is always present in interaction,

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something that is very important
yet is difficult to associate

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with a system's component
or a particular interaction stage:

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comprehension.

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To use any system effectively,

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we must understand
the information it produces

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and, in general,
how the system works.

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And here the cycle closes.

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More complex tasks
will require us to perform

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 several consecutive interactions.

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In that case, the cycle is repeated
as many times as necessary.

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     Let's now have a look
at this interaction sequence

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 while I carry out a task myself
on my computer. 

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I am going to search for a term

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using the Google search engine
in my web browser.

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First, I must perceive the existence
and position of the controls.

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Here I am, in front of my laptop.

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I can see that it has a keyboard,

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a smooth surface that
acts as a mouse pad,

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a screen, and speakers.

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The keyboard layout
is standard for Spanish laptops,

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and it is familiar to me,
as I use this computer every day.

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Regarding the task
I am about to perform,

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I not only have the hardware controls
of my computer,

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such as the screen and keyboard,

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but I am also
on Google's search page,

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which is equally familiar.

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I can recognise its distinctive logo,

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a text field indicating
that I am on the search page,

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and a button labelled "Google".

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Unlike the keyboard,
mouse, and screen,

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the logo and text field
are software controls.

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The system provides information
that helps me understand

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where I am
and what controls are available,

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as well as where each one is located.

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The next step in the sequence

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is to understand
the state of these controls.

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On Google's search page, there is
a blinking cursor in the text field.

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This indicates that the field
is active and waiting for me to type.

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It is an invitation I easily recognise

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because it has appeared
in successive paradigms

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of human-computer interaction.

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Therefore, the system and its controls

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are clearly signalling that Google
expects me to type some information.

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We could say that this phrase
rather neatly sums up

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what Google
generally expects from us.

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Next comes the operation phase,

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in which I use the system's controls
to type my search term.

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 For this, I use the keyboard,

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which is my preferred method
of entering text.

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I type the word "UNED",

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and Google responds so quickly

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that I do not even need to press Enter
or the "Google" button.

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The results
appear automatically on the screen.

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In this system, the display of results

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represents the feedback
to my operation.

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By seeing this information,

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I know that the command I gave
to the system has taken effect.

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I am reasonably satisfied

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 to see that the system has behaved
exactly as I expected.

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As I said earlier, this whole process
necessarily involves my understanding

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of how both my computer
and the Google search page work.

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This understanding depends

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on the information
that the system provides

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and on my familiarity with it.

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In this video, I have demonstrated

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the task of searching
for a term in Google,

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carried out by me,

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 a user with specific
accessibility preferences,

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using hardware and software configured
to meet those preferences.

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Other people perceive information
about the location of controls,

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 their state, or the feedback
from their operation

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 in non-visual ways,
for example, through sound.

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Others enter text using
different methods

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instead of the keyboard.

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Some need support
to understand how to use

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something as apparently simple
as an Internet search.

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All these situations require
a personalised configuration

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of each person's equipment,

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 and analysing
these accessibility needs

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is what we will address
in the next sections of our course.

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There are other important needs

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besides perceiving, operating,
and understanding.

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 All users require safety
and privacy when using a system,

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protection from personal risk,

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and compatibility
between the product they use

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and any assistive technologies
they depend on.

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The system must also be robust.

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It should not fail
at the first difficulty.

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Moreover, some essential conditions

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fall outside the scope
of this interaction sequence,

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but are prerequisites for any use

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of information
and communication technologies.

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For example, to make
this recording today,

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I got out of bed,
washed up, had breakfast,

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came to UNED's facilities
using public transport,

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found my way
to the recording studio,

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communicated
with my audiovisual colleagues,

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and finally sat down
at this computer to use it.

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As you can see, I am sitting
in a chair in front of the computer.

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I can reach the keyboard
with my hands and see the screen.

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For ICT interaction to be possible,

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all these previous conditions
must be met,

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each adapted to
the functional diversity of the user.

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That means ensuring access
to personal assistance,

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accessible public transport,
barrier-free

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 and well-signposted buildings,
and so on.