A no-frills approach for accessible Web-based learning material

Mirabella, Valeria; Kimani, Stephen; Catarci, Tiziana

doi:10.1145/1036401.1036404

Cited by 5 publications

(5 citation statements)

References 1 publication

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“…Such guide will help identify the content that affects didactical accessibility and choose the coding formats best suited to learners with various types of disabilities, in order to substitute/translate the original ones with/into accessible ones. In a manner similar to [26], the goal would be to provide non-technical indications and an appropriate avenue through which the involved stakeholders could develop accessible e-learning material by removing irrelevant contents and choosing appropriate alternative forms for the relevant ones.…”

Section: The Problem and The Ideamentioning

confidence: 99%

A proposal toward the development of accessible e-learning content by human involvement

Marsico

Kimani

Mirabella

et al. 2006

Univ Access Inf Soc

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Most of the existing efforts for supporting the design, preparation, and deployment of accessible elearning applications propose guidelines that primarily address technical accessibility issues. Little, if any, consideration is given to the real actors involved in the learning experience, such as didactical experts and disabled learners. Moreover, implementing artifacts addressed to the e-learning world requires a wide range of particular skills which are related not only to technical but also to didactical, pedagogical, usability, and accessibility aspects of the produced material. This paper argues that the know-how of a number of stakeholders should be blended into a joint design activity, and that it should be possible to determine the role of each participant in the successive phases of the development lifecycle of e-learning applications. The paper sketches the methodological guidelines of a design framework based on involving the users with disabilities, as well as pedagogical experts, in the development process. The novelty of this proposal mainly stems from being built up around the core of strategies and choices specifically bound to accessibility requirements. Characteristic elements of learner-centered design are then further integrated into processes and methodologies which are typical of participatory and contextual design approaches. Following such guidelines, it will be possible to gain a deeper understanding of the requirements and of the operational context of people needing accessible material, either as learners or educators. The underlying objective is to increase the potential to realize learning systems that better meet different user needs and that provide a more satisfying learning experience. Moreover, when people get involved in the development process, they gain a sense of ownership of the system and are therefore more likely to accept and ''promote'' it.

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Section: The Problem and The Ideamentioning

confidence: 99%

A proposal toward the development of accessible e-learning content by human involvement

Marsico

Kimani

Mirabella

et al. 2006

Univ Access Inf Soc

Self Cite

View full text Add to dashboard Cite

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“…We suggest that designers need a lightweight no-frills [20] approach to include semantic information relating to the role of document elements within XHTML documents; thus we need to ensure that any technical solutions proposed should incur a minimal costs in design overhead. We consider this to be "semantics" as it exposes additional information about page elements that would otherwise be implicit -for example a menu is an element that should be treated in a particular way by a client browser.…”

Section: "If There Is Any Kind Of Overhead Above the Normal Concept Cmentioning

confidence: 99%

SADIe: Semantic Annotation for Accessibility

Bechhofer

Harper

Lunn

2006

Lecture Notes in Computer Science

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Abstract. Visually impaired users are hindered in their efforts to access the largest repository of electronic information in the world -the World Wide Web (Web). The web is visually-centric with regard to presentation and information order / layout, this can (and does) hinder users who need presentation-agnostic access to information. Transcoding can help to make information more accessible via a restructuring of pages. We describe an approach based on annotation of web pages, encoding semantic information that can then be used by tools in order to manipulate and present web pages in a form that provides easier access to content. Annotations are made directly to style sheet information, allowing the annotation of large numbers of similar pages with little effort.

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“…As a result, a number of systems have been proposed such as: e-Learn-Vip 1 , SYNENNOESE [3] and DEAL 2 aiming to meet the training needs of people with disabilities. However, most of these systems: (a) are typically supported only by digital training resources that are specially designed to meet the accessibility requirements of a particular user group and (b) their training activities are not represented in such a way that they can be identified and inter-exchange between the various systems [4].…”

Section: Introductionmentioning

confidence: 99%

Technology-Enhanced Training for People with Disabilities: The eAccess2Learn Framework

Sampson

Zervas

2010

2010 International Conference on Intelligent Networking and Collaborative Systems

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During the last years the design and development of web-based educational systems for disabled group of learners has attracted the attention of technology-enhanced learning community. However, although a number of such systems have been designed to meet accessibility needs and preferences for those groups, most of them anticipate special-purpose eTraining material and keep their eTraining activities local to the particular system in use. As a result, neither reuse of existing digital training resources (widely available nowadays in web-based repositories) nor sharing of best technology-facilitated training practices among the communities of educational practitioners and training organizations, is supported by these systems. Within this context, in this paper we present the eAccess2Learn Framework which aims at providing tools and services that facilitate the design and development of accessible eTraining Resources and Courses that bare the potential to be inter-exchanged between different eTraining Platforms and Programmes, thus, making them potentially exploitable and re-usable between different disabled user groups

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A no-frills approach for accessible Web-based learning material

Cited by 5 publications

References 1 publication

A proposal toward the development of accessible e-learning content by human involvement

A proposal toward the development of accessible e-learning content by human involvement

SADIe: Semantic Annotation for Accessibility

Technology-Enhanced Training for People with Disabilities: The eAccess2Learn Framework

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