Browse Mode: What & Why?

Google Web Apps, when accessed via the browser interface, are displayed in a dynamic HTML environment. For Screen reader users this creates a bit of a tricky environment to navigate.

A Bit of Background

Screen readers were designed to leverage HTML information from web browsers to make navigating static web pages easier to navigate and interact with. In an effort to make sure this post doesn't get to techy, but gets the point across that one needs to understand what browse mode is and when/how to enable/disable it, I'll say that screen reader manufactures created a virtual buffer in which the HTML information is placed so that the text-to-speech software can treat it much like a text document. The buffer allows the user to move among the elements, including text, in a more meaningful way. The keys on the keyboard become "quick navigation" hot keys, so-to-speak. A good example would be that the letter H becomes a quick navigation key to move to/among headings, if they are written into the HTML code, for a web page. Sometimes though, letters need to be letters, so that information can be input into the web page, right? So, that buffer has to be a feature that can be turned on and off. Screen reader manufactures have made this feature pretty intuitive, and many screen reader users don't think much about it when their computer makes different pitched popping sounds at them. It is just second nature, one just knows, that when there is a higher pitched "pop" noise then letters will be entered in a field on the web page, and when a lower pitched "pop sound" is heard letters will equal these quick navigation functions...

Google Web App Interfaces are not static web pages however; they are made up of some traditional, static, HTML elements, and some newer dynamic HTML elements. Screen reader users must now learn when, and how, to toggle that browse mode, or virtual view, on and off.

Jargon Jumble

Those familiar with the JAWS screen reader may be familiar with the term "forms mode". Forms mode is turned on to allow for text entry, or interaction with controls, in forms on web pages. By turning forms mode on the screen readers virtual view is temporarily suspended. When accessing Google Web App Interfaces in Fire Fox, as suggested, the edit fields are not recognized as traditional edit fields, and the forms mode is not automatically enabled for text entry. The hot key to toggle the virtual view on and off is MODIFIER + Z. This is different than using the NUM PAD PLUS (+) to turn forms mode off, or SPACE BAR/ENTER to turn forms mode on if it does not automatically enable when an edit field is encountered.

For those familiar with the Window Eyes and NVDA screen readers the term "browse mode" is used to refer to the virtualization of the HTML content. When browse mode is on the alphanumeric keys of the keyboard will perform an action related to moving around the virtual environment. When browse mode is disabled keyboard commands apply directly to the edit field or control in focus on the web page. Window Eyes and NVDA screen readers both automatically disable browse mode when a new Google Web App Interface page loads in Firefox. There may, however, be times that it is necesary to enable browse mode to accomplish a task, like activating a link in the Google bar. Window Eyes users press CONTROL + SHIFT + A, and NVDA users press MODIFIER + SPACE BAR to toggle browse mode on and off.

NVDA users may also be familiar with the term "focus mode". This term is similar in use to the term "forms mode" when discussing the JAWS screen reader. Focus mode is the mode in which key commands impact the edit fields or controls on the web page directly. When focus mode is on browse mode is off and vice-versa.

Working In Google Web App interfaces

The Google Web App Interfaces contain a variety of dynamic controls. Google developers have created keystrokes for navigating among and activating the different dynamic controls. For example, in Google Drive, to open the settings menu, the hotkey is the letter T. When browse mode is turned on, while using a screen reader however, T = Tables, and the screen reader attempts to locate an HTML table, rather than move to and open the settings menu of the page. The key sequence G, then N, when a screen readers browse mode is enabled would tell the screen reader to move to the first graphic, then move to the next HTML element that does not have a tag. When the browse mode is disabled however the sequence G, then N would move the focus to the list of different views available to display items in drive.

The existing Google Web App interface documentation, for accessibility using screen readers, does not always make note of the state of the users browse mode. When reviewing hotkey lists I've frequently found that pressing the keys listed in the documentation results in my losing my place on the web page, and feeling frustrated. Understanding that the state of browse mode is an important thing to track has vastly improved my Google Web App experience, and made trouble shooting these disorienting experiences a breeze.

The conflict between screen reader keystrokes for accomplishing tasks while working with static web pages and the hotkeys built into the Google Web App interfaces may have unexpected consequences for users. When a keystroke does not result in the desired action it may be because of the state of the virtual view, or browse mode, of the given screen reader. without a solid understanding of these differences it would be difficult to troubleshoot problems, and make using Google Web Apps a less than stellar experience, and it doesn't have to be. Armed with this knowledge/understanding go forth and explore.

Getting Started, Staying Connected

Keeping in touch with coworkers, updating supervisors, collaborating with classmates and submitting work are all musts in the telecommute reality of education or employment. With both on the rise Google provides Gmail and Hangouts services that make keeping in touch as easy as connecting an Internet ready device to the web. That is, until you access the web with screen reading, text-to-speech technology. Then, things get a bit more complicated.

Note the important distinction between “a bit more complicated” and “impossible. I have been utilizing Gmail services for at least 8 years, maybe longer. I can’t remember when I created my first Google account. In that time my primary method of accessing the web has been using Internet Explorer and JAWS for Windows screen reader.

I don’t claim to be the top expert on Google accessibility, but I can attest to usability over the years. Gmail has never been the most, or least, accessible e-mail platform available. In recent years, as HTML 5 has emerged and Google has begun leveraging the new web 2.0 I’ve found that if I want to just access my messages it is most easily accomplished through an e-mail client like Microsoft Outlook or Apple Mail.

That is, until recently. AS a graduate student attending online courses and working in groups that included people from around the world I was forced into a situation where I needed to access advanced Gmail features including the Hangouts Web App that can be accessed through a variety of methods. I had to explore all of the methods to figure out which was going to best serve my needs. In the process I had to learn to access the newest Gmail standard web interface, or how to navigate Google Plus. The documentation is most complete for using Gmail, and with my experience as a JAWS instructor I am adept at using manuals to learn to use an unfamiliar tool.

In the next few posts I will share what I learned about using Gmail Web Apps to access my e-mail and the Hangouts Web App. There is still a lot for me to find, and learn, but I hope that the explanations that follow will help someone else traverse the variety of existing documentation. Working professionals and students burning the midnight oil may not have the time to follow link after link, and interpret the instructions that have been provided in the Google documentation to the same level of success as a trainer. It would be ideal if the Web Apps were as intuitive for those using screen reading technology as it seems to be for those who do not require adaptive tools for accessing the technology, however this is the nature of the beast at this time.

AS Google continues to grow, and change with the demands of the web these documents will become outdated. I cannot promise that I will be able to keep up with the changes and continue to provide the most up-to-date information here. I always welcome questions and comments.

Why Focus on Google Accessibility and Web Apps?

I am an assistive technology (AT) specialist with a state vocational rehabilitation (VR) agency. The mission of the agency is to promote and enable persons who are blind or visually impaired to pursue independence, employment, and accomplishment of life goals. In order to best assist consumers of VR services obtain their goals I’m responsible for keeping an eye, or ear if you will, to the ground and watch for trends that could provide consumers with a competitive edge when setting, pursuing and obtaining goals.

I am also a consumer of the technologies that I train people to use. I feel that it is my personal responsibility to ensure that they receive access to the best, most common, tools for pursuit of their goals. I would expect nothing less if I were in their shoes.

In 2013 I began the Assistive Technology Studies and Human Services M.S. through California State University, Northridge in an effort to better meet my personal goal of keeping a closer eye on trends, and improving my professional network. By the fall of 2014 I had observed the increase in use of Google products for education and business. So began this project of creating accessible, and meaningful, training materials to help my consumer’s access, and leverage, all of the advantages Google has to offer.

The big question is why Google, and not Microsoft or Apple? The simple answer is simply experience and exposure. When I began my studies in 2013 I attended a Google Accessibility workshop at the #InternationalPersonswithDisabilities (#CSUN) conference. Apple and Microsoft were not offering such pre-conference workshops. CSUN uses Gmail, and #GoogleWebAppsforEducation. I also use Gmail as my primary personal e-mail service, because of the ease of setup a few years back.

While I do not feel as though Google has yet reached the same level, quality, consistency of access to products and services as Apple, or that companies like #FreedomScientific or #AISquared offer to Microsoft products, I cannot ignore the price tag, the availability or facts like:

5 Million Businesses use #GoogleWEbAppsForWork (https://www.google.com/work/apps/business//)

Google’s share of the U.S. search market is 67.5% and 87.1% of the mobile search market. (Smith, 2014). 

In 2012 Google reported that 7 of the 8 Ivy League schools, and 70% of the top 100 schools in the U.S. were using Google Web Apps (Schneider, M. (2012).

Another consideration I have recently been exposed to is the concept of telework, or telecommuting. “Telework continues to be associated with greater accountability, job satisfaction, and empowerment. … fewer teleworkers intend to leave their agencies for a new position, and more teleworkers report feeling accountable for achieving results and would recommend their place of work” (Archuleta, K (2013). It is estimated that employers who allow their employees to work from home just 50% of the time could see an annual cost savings of $11,000 per year, and employees who work from home only 50% of the time could see a cost savings of $2,000 - $7,000 per year. (Global Workplace Analytics)

Considering the incredible advantages for employees and employers, in the form of cost savings,  that telework/commute opportunities offer employers the demand for information technology (IT) services to make telework a reality are in high demand. Google Web Apps meet that demand. They are available anytime, anywhere there is an Internet connection. There is less money and effort, on the part of the business owner, to maintain IT infrastructure and employees have the opportunity to save money and give more to their personal commitments at home. It sounds like a win – win, and for my consumers in a rural state, who desire the rural life-style, and have limited access to reliable transportation for employment I could not overlook Google tools.

Now, to my own experience. When I began my studies in 2013 I was unable to collaborate, in real-time, with class mates. We were required to work in groups for some activities, and I was left out of this experience because of a lack of access to Google Tools like Docs, Drive and Hangouts. I made due with e-mail communication, discussion boards available through the course management system and use of the BlackBoard Collaborate software that is only minimally usable with a screen reader. By the time I finished my studies, just a year and 10 months later Drive, Docs, Slides, and Hangouts were my preferred method of communicating and collaborating with my peers. The access to the web apps, that are a core component of Web Apps for education and Work, provided a more complete, and fulfilling, educational experience.

I have been following the Google Accessibility train, and I simply like where it is going. I struggle to learn to use tools like Google ChromeVox, but I have to keep in mind that the system is not intuitive to me because I have experience with, and have mastered, other systems. In addition, Google Tools are under development, and in transitional phases.

This is why I have decided to focus on, and share my experiences.

References:

Archuleta, K (2013) Telework Report: Status of Telework in the Federal Government. Retrieved from http://www.telework.gov/reports_and_studies/annual_reports/index.aspx

Google (n.d.) https://www.google.com/work/apps/business/

GlobalWorkplaceAnalytics.com (2013). Latest telecommuting statistics. Retrieved from http://globalworkplaceanalytics.com/telecommuting-statistics

Schneider, M. (2012). A New Way of Doing Things On Campus. Official Google Blog. Retrieved from http://googleblog.blogspot.com/2012/09/a-new-way-of-doing-things-on-campus.html

Smith, C. (2014, October 28). By the Numbers: 60 Amazing Google Search Statistics and Facts.