A proposal based on knowledge modeling and ontologies to support the accessibility evaluation process of learning objects

The use of accessibility metadata in e-learning environments: a systematic literature review

“…The efforts made to create accessible educational material could enrich the universality of education. Recommender tools [49,61,66] favor information on accessible educational resources and facilitate the identification of various student profiles. It is possible to compare the effectiveness and degree of satisfaction of a student through interaction with adequate resources.…”

“…In particular, the second and the third part of it are related to this review. The second part includes metadata for preferences and user needs (PNP) [12,48], and the third part includes the description of the resources (DRD) [49,50].…”

“…Rodriguez-Ascaso and González Boticario [36] pointed out the importance of ISO/IEC 24751 in describing the student's accessibility needs, as well as the digital resource in the guidelines of their research. Moreover, [30] and [47] justify their research with AfA 3.0 while [49,51] base their respective proposals on the WCAG standard to suggest success criteria related to learning objects. Navarrete and Luján-Mora [55] based the evaluation of the accessibility gap in Open Educational Resources on WCAG 2.0 (identified as ISO/IEC 40500), ISO 9241-151: Guide on the user interfaces of the World Wide Web, and AfA 3.0.…”

“…For example, [57] presents a conceptual framework for the automated generation of metadata that highlights the importance of adaptive e-learning process based on the learning activity profile. It is also necessary to have automatic support tools that facilitate the use of accessibility metadata [49] in order to detect drawbacks and successes and propose alternatives in order to increase accessible educational resources in various repositories. In response to RQ4, it can be said that the field of accessibility is extensive, so the techniques and associated standards need to be homogenized and socialized to boost their use among e-learning resource developers.…”

The use of Ontologies in the Development of a Mobile E-Learning Application in the Process of Staff Adaptation

“…TheT mostT strikingT solutionsT andT researchT resultsT withT positiveT resultsT areT presentedT byT theT authorsT inT [6,T 7],T whoT proposedT theT OntoAdaptT ontologyT andT theT EduAdaptT architecturalT modelT forT adaptingT learningT objectsT takingT intoT accountT theT characteristicsT ofT aT mobileT device,T learningT styleT andT otherT contextualT information:T «WeT evaluateT thisT proposalT inT twoT ways.T Firstly,T weT usedT scenariosT andT metricsT toT assessT theT ontology.T Secondly,T weT developedT aT prototypeT ofT EduAdaptT modelT andT submittedT toT aT classT ofT 20T studentsT withT theT intentionT ofT evaluatingT theT usabilityT andT adherenceT toT adaptedT objects,T resultingT inT aT 78T %T ofT acceptance.T InT brief,T theT evaluationT presentedT encouragingT results,T indicatingT thatT theT proposedT modelT wouldT beT usefulT inT theT learningT process»T [6].T «WeT believeT thatT theT strengthsT ofT virtualT learningT systems,T targetedT atT mobileT devices,T canT beT improvedT byT minglingT contextT awarenessT withT contentT adaptation.T TheT contextT awarenessT isT formedT byT dataT regardingT usersT andT theirT surroundings,T suchT asT locationT data,T learningT objective,T knowledgeT historyT andT preferences,T amongT others.T ContentT adaptation,T accordingly,T canT personalizeT theT learningT objectT toT meetT thisT context.T ForT example,T considerT theT followingT scenario:T aT learner,T drivingT herT carT toT theT University,T mayT needT informationT regardingT theT courseT inT whichT sheT willT haveT anT examinationT inT aT fewT minutes.T AnT applicationT inT herT mobileT phone,T usingT contextT awareness,T canT suggestT aT learningT objectT relatedT toT theT examination»T [7].T TheT processT ofT studentT adaptationT isT alsoT ofT greatT importance:T «TheT adaptationT processT startsT inT theT client,T byT gatheringT theT currentT learningT context.T ThisT informationT consistsT ofT theT deviceT characteristics,T includingT theT deviceT model,T theT batteryT level,T availableT storageT capacity,T screenT sizeT andT operatingT systemT version.T ThisT informationT isT usefulT toT chooseT deT appropriateT LOT accordingT toT devicesT limitations,T suchT asT screenT sizeT andT multimediaT capabilities.T BesidesT theseT characteristics,T theT clientT sendsT informationT regardingT theT connection:T networkT signalT strengthT andT typeT ofT connectionT (3G,T 4G,T WiFi,T etc. ).T Finally,T thereT isT aT groupT ofT dataT relatedT toT theT user,T includingT whetherT theT userT isT stationaryT orT inT movementT andT theT currentT location»T [7].…”