Ontology-Based Representation for Accessible OpenCourseWare Systems

Elias, Mirette; Lohmann, Steffen; Auer, Sören

doi:10.3390/info9120302

Cited by 8 publications

(2 citation statements)

References 7 publications

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“…Focused on integrating and restructuring methods in the repository, Ziemba et al [32] adopted the algorithm to build a repository of knowledge about the methods for assessing the quality of a website. To satisfy particular accessibility needs in e-learning contexts, Elias, Lohmann, and Auer [33] presented rule-based queries, in terms of ontology, to retrieve relevant educational resources for learners with disabilities. Traditionally, water pollution accidents have been digitalized through the combination of monitoring sensors, management servers, and application software by adopting mechanistic water-quality models with achieved data.…”

Section: Knowledge Managementmentioning

confidence: 99%

An Integrated Approach for Modeling Ontology-Based Task Knowledge on an Incident Command System

Fang

Lin

2019

Sustainability

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This paper presents the TTIPP methodology, an integration of task analysis, task ontology, integration definition function modeling (IDEF0), Petri net, and Petri net mark language (PNML), to organize and model the task knowledge in the form of natural language expressions acquired during the knowledge-acquisition process. The goal of the methodology is to make the tasks more useful, accessible, and sharable through the web for a variety of stakeholders interested in solving a problem which is expressed mostly in linguistic form, and to shed light on the nature of problem-solving knowledge. This study provides a core epistemology for the knowledge engineer while developing the task ontology for a generic task. The proposed model overcomes the drawbacks of IDEF0, which are its static nature and Petri net which has no concept of hierarchy. A good number of countries lie on the typhoon and earthquake belts, which make them vulnerable to natural calamities. However, a practical incident command system (ICS) that provides a common framework to allow emergency responders of different backgrounds to work together effectively for standardized, on-the-scene, incident management has yet to be developed. There is a strong need to explicitly share, copy, and reuse the existing problem-solving knowledge in a complex ICS. As an example, the TTIPP model is applied to the task of emergency response for debris-flow during a typhoon as a part of an ICS.

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Section: Knowledge Managementmentioning

confidence: 99%

An Integrated Approach for Modeling Ontology-Based Task Knowledge on an Incident Command System

Fang

Lin

2019

Sustainability

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“…Suitability of this standard for learning design tools has been supported in several research works like [ 32 , 33 ]. Furthermore, several pieces of research have made use of this approach for designing content personalisation systems oriented to improve the accessibility of elearning [ 34 , 35 ]. In [ 28 ], authors validated with more than 100 users a web form based on this schema.…”

Section: Introductionmentioning

confidence: 99%

Performance of students with different accessibility needs and preferences in “Design for All” MOOCs

Rodriguez-Ascaso,

Molanes-López,

Pérez-Martín

et al. 2024

PLoS ONE

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Recent research has shown that Massive Open Online Courses (MOOCs) create barriers for students with disabilities. Not taking into account their needs in the design, production or delivery of MOOCs may be one of the main causes behind this. It leads to poor compliance with suitable learning designs and web accessibility standards, as well as a lack of knowledge about the students’ needs. The objective of our research is to analyze the learning performance of the students in MOOCs on topics related to Design for All, offered in an Open edX-based platform. Accessibility support was conceived from the outset, including compliance of both the platform and the learning resources with the WCAG 2.1 accessibility standard, and with a subset of the principles of Universal Design for Learning. Additionally, students were consulted on their accessibility needs and preferences, following publicly available modeling schemes and previous research. From a sample of 765 students, who completed at least one of the graded assessment activities of the course, a multilevel multiple logistic regression model was fitted. Based on that model, the results indicate that: a) users of screen readers and users of captions show a statistically significant positive association with a good performance when compared to students with no preferences, with an odds ratio of, respectively, OR = 13.482 and OR = 13.701; b) students who have low vision or very low vision show a significant negative association with a good performance when compared to users of screen readers and to users of captions, with OR = 26.817 and OR = 27.254, respectively.

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