accessibility issues in moocs: potential services for people with special needs
TRANSCRIPT
Accessibility issues in MOOCs: potential servicesfor people with special needs
Francisco Iniesto
Advisors: Covadonga Rodrigo & Timothy Read
Second year part-time PhD student
Doctoral Consortium
1-2 June 2015
ROADMAP
1. Rationale. Study context
2. Objectives
3. Methodology
4. Tasks
5. Future work
6. References
Context: lll for people with special needs Integrates education, work and personal life in a continuous process. People with special needs choose distance education universities (eLearning)
for their studies. 7.500 enrolled students at UNED represents 50% of total Spanish univeristy
students with a disability
RATIONALE. STUDY CONTEXT
Evolution of enrolment of disabled students over period 2003 – 2015 at UNED (UNIDIS)
25542966
34623830
4283 4224
4808
6294 6104
74697670
7847
7469
0
1000
2000
3000
4000
5000
6000
7000
8000
9000
2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015
(Fisseler & Bühler, 2007; Law et al, 2013; Universia, 2014)
RATIONALE. STUDY CONTEXT
Context: ICT + Disabilities:
• The possibilities that ICT offer people with disabilities to improve their wellbeing and the possibility of their insertion into the work market.
• The fact to make digital people with special needs increases the work rate in this collective.
• 100% consider that the incorporation of ICT into the workplace has increased their work possibilities.
(Díaz & Bonjoch, 2007; Vila et al, 2007; Kop & Bouchard, 2011; Lewis, 2014)
Context: Accessible MOOC Learning:
Benefits such as:
• Openness
• Low cost
• Ubiquity (Time, space and rhythm)
• Acquiring knowledge
• Social learning: Connectivism
• Achieving new competences
• Develop professionally
(Downes, 2013; Siemens, 2013, Morrison, 2013; Zapata-Ros, 2013, Haggard, 2013, Teixeira & Mota, 2013; Waard et al 2014; Gaebler, 2014)
OBJECTIVES
• The system will help to find MOOCs that best suit their professional needs and that are more accessible regarding his\her disability.
• Accessibility Analysis of both of eLearning platforms and educational resources.
• Personalization: adaptation to each assistive technology.
• Rated list of recommended MOOCs to best fit accessibility requirements and learning preferences.
DESIGN a personalized app for recommending MOOCs adapted to user needs: achieve new professional competences + learner’s preferences.
MOOC data definedby achievable competences
OBJECTIVES
Competence-based recommendation app for people with functional diversity
1. Enriched user profile.
• User’s device personalization: preferences / needed assistive technologies -> technical needs regarding user’s functional diversity.
2. Accessible MOOCs.
• Accessibility evaluation on MOOC platforms and their educational resources-> automated recommendation list adapted to user’s functional diversity (user’s profile).
Objective suported by (Rodriguez-Ascaso & Boticario, 2015): Functional Diversity Scenario.
METHODOLOGY
TASK 0 (transversal): Literature review/update
TASK 1: Accessibility evaluation of MOOC platforms and courses to achieve a map of accessible MOOCs versus functional diversities.
TASK 2: Development of a holistic approach assessing accessibility in MOOCs using different tools:
• automatic tools, disability simulators …
TASK 3: Analysis/Selection of accessible metadata for user profile definition:
• assistive technologies, device user preferences instead of functional disability
TASK 4: Enriched user profile definition:
• functional diversity (from Task 3)
TASK 5: Accessibility map: MOOC accessibility vector of characteristics vs user’s functional diversity
TASK 6: Literature enhancement and thesis paper development.
TASK 1: HOW SHOULD THE MODEL FOR AN ACCESSIBLE MOOC PLATFORM BE?
The minimum required level of accessibility :
Guarantee access to the content by means of the platforms.
Produce the content accessible in itself.
Evaluate the access conditions.
The technological platform.
The content of the MOOC must be the same for all of the students.
The students must be able to access the content using assistive technologies.
It is necessary to offer alternative textual descriptions for multimedia content.
Assistance must be provided.
Task 0: (Sanchez-Gordon & Luján-Mora, 2013; Najd et al, 2014; Bohnsack & Puh 2014; Sanchez-Gordon & Luján-Mora 2015; Rodríguez-Ascaso & Boticario, 2015)
(Sanchez-Gordon & Luján-Mora, 2013). Review of five Coursera courses. Authors found Web accessibility problems in Coursera platform and the contents of the five courses, limiting access to elderly students.
(Najd et al, 2014). Evaluation of 10 Coursera courses on different topics (technology, design, humanities, physics, etc. according to WCAG 2.0 is aimed to blind or partially sighted people, none of the courses reaches the level A. These affect important tasks as browse the contents, access to the video classes, or perform test and exercises.
(Bohnsack & Puh, 2014). Evaluation of the accessibility of the five MOOC platforms more popular in the United States (Udacity, Coursera, edX) and in Germany (OpenCourseWorld and Iversity) for blind users. The experiment was stopped at the point at which an accessibility problem prevented the user from continuing without help. All platforms (except edX) had fatal accessibility problemsin the initial stages of the interaction.
(Sanchez-Gordon & Luján-Mora, 2015). Proposal of a three-layer architecture to extend the platform Open edX to enhance course content accessibility for users with disabilities. The goal of the proposed extension is to enhance MOOCs’ accessibility by adapting course content to student needs, preferences, skills and situations.
TASK 0: LITERATURE REVIEW – RELATED TASK 1
TASK 1: CREATING ACCESSIBLE MOOCS. THE IMPORTANCE OF STANDARDS
eLearning platform standards:
Web Content Accessibility Guidelines (WCAG) 2.0 (2008)
Website Accessibility Conformance Evaluation Methodology
1.0 (2014)
TASK 0: (García et al 2012; Pagés & Aguado, 2014)(Iniesto & Rodrigo, 2013)
TASK 1: CREATING ACCESSIBLE MOOCS. THE IMPORTANCE OF STANDARDS
•Documents:
o PDF, Word. Follow Accessibility guidelines for documents
•Videos (pills)
o Include subtitles.
o Sign Language Interpreter.
o Include alternative text to the video content. Textual description
Task 0: (Sánchez Caballero, 2010; Sama & Sevillano, 2012, Chicaiza 2014)
Task0: (Moreno et Al, 2011; Bengochea & Budia, 2012)
TASK 1: METHODOLOGY AND GUIDELINES FOR EVALUATING ACCESSIBILITY IN MOOCS
A selection of a set of Web pages:
•The platform’s homepage.•A representative page of the course.•A course page including a form.•A course page including a forum.
Educational resources (Knowledge Pills)Text based: PDF, Word,…Multimedia, Video lessons.
Methodology that combines:
Conformance reviews.
Screening techniques.
TASK 0: (Brajnik ,2008; Brajnik ,2009; Markku et al, 2012; Hilera et al, 2013)
TASK 1: CASE STUDIES
"Emprendimiento y Desarrollo de Aplicaciones de Realidad Aumentada" (COLMENIA: Weprendo + UnX).
"España+Francia+Cerca I" (UNED COMA).
"Estrategias de Marketing Online. Community Manager" (Miriada X).
“As alterações climáticas - or contexto das experiências de vida” (UAb iMOOC).
(Iniesto et al, 2014; Iniesto & Rodrigo 2014)
UNED COMA Excelent, goodand very good
Regular Bad Very Bad Score Compliance
Homepage 7 1 4 1 6.6 54%Form 7 1 2 3 7.7 54%
Course 7 1 4 3 6.8 50%Forum 6 2 4 1 6.7 46%Average Value 6.1 51%
COLMENIA
Homepage 5 2 7 6 4.5 25%Form 5 3 8 4 4.7 25%
Course 7 2 7 1 5.4 41%Forum 6 1 5 5 6.2 32%Valor Medio 5.2 31%
Miriada XHomepage 4 1 4 7 4.2 25%Form 6 3 8 4 4.5 29%
Course 4 3 5 6 4.1 22%Forum 6 3 8 4 4.5 29%Average Value 4.3 26%
UAb iMOOCHomepage 7 6 4 5 4.8 32%Form 7 2 1 3 5.8 54%Course 9 2 1 4 6.1 56%Forum 9 4 2 4 5.9 47%Average Value 5.6 47%
UNED COMA totally blind difficulty in seeing
members Understanding age
Homepage 7.2 6.4 6.9 5.7 6.5
Form 6 6.4 5 5.4 6.2
Course 6.5 5.7 5.8 5.3 6
Forum 6 6.5 6.6 5.8 6.1
Average Value 6.4 6.2 6.1 5.5 6.2
COLMENIA
Homepage 4.5 4.7 4.2 5.2 5.2
Form 4.2 5 4.2 5.2 5.5
Course 4.5 5.7 4.9 6 6.2
Forum 5.3 6.7 5.7 7.1 7.1
Valor Medio 4.6 4.4 4.7 5.9 6
Miriada X
Homepage 4 4.3 3.6 4.3 4.6
Form 4.3 4.7 4.2 4.6 4.8
Course 3.6 4.5 3.5 4.3 4.8
Forum 4.3 4.7 4.2 4.6 4.8
Average Value 3.3 4.5 3.9 4.4 4.7
UAb iMOOC
Homepage 5 4.9 4.9 4.3 5
Form 5.9 6.3 5.5 5.3 6.1
Course 5.8 6.7 6.0 5.9 6.4
Forum 5.8 6.2 6.0 5.5 6.0
Average Value 5.6 6 5.6 5.25 5.8
UNED COMA:
PDFs of scanned documents. PDFs self-produced and externally produced. MP3 Audio format. Links to external pages and videos to the platform.
COLMENIA:
Supporting documents in compressed format. PDFs self-produced.
Miriada X :
PDFs self-produced.
UAb iMOOC:
PDFs externally produced.
UNED COMA COLMENIA Miriada X
Sans-serif style No, Times New Roman Yes, Calibri Yes, Calibri
Visual hierarchy Correct Correct Correct
Contrast Correct, black and white Correct Correct, colorsabuse
Underline Correct Correct Not applicable
Adjust the sound volume Correct Not applicable Not applicable
Text, symbols or pictures for auditory
materials
Not provided Not applicable Not applicable
Images must be high resolution Low resolution Low resolution Medium resolution
Graphs and tables with titles and
abstracts
Not provided Not provided Not provided
UNED COMA COLMENIA Miriada X UAb iMOOC
Include subtitled Yes No Yes No
Sign Language Interpreter No No No No
Textual transcription No No No No
TASK 1: CASE STUDY RESULTS
All platforms obtain average results 5 – 6 /10 -> place for improvement. None of the platforms achieve reasonable values (higher than 60%).
For the educational content -> no standards (either platforms or accessible educational content). -> SCORM and accessibility guidelines.
Lack of accessibility of audiovisual resources exist for all the platforms.
TASK 2: HOLISTIC APPROACH FOR EVALUATING ACCESSIBILITY IN MOOCS
Global or heuristic vision:
MOOC accessibility vector of characteristics.
Evaluation through automatic accessibility tools :
WCAG Accessibility Validation: eXaminator
Disability Simulators:aDesigner
User Experience (UX)
Testing Tools: Sortsite
User evaluation
Educational content evaluation
The MOOC platform
The educational content.
(Iniesto & Rodrigo, 2014) Task 0: (Pascual Espada et al, 2014)
TASK 3: ANALYSIS OF ACCESSIBLE METADATA FOR USER PROFILE DEFINITION
Task 0: (Takagi et al, 2008; Boticario & Santos, 2008, Otón et al 2014)
IMS Access for All (AfA) : Personal Needs and Preferences (PNP) and Digital Resource Description (DRD) -> Multiplicity (Collections)
( Rodrigo & Iniesto, 2015)
Learning Profiling:
•Display information: the user preferences to have information presented. define preferences related to text (fonts and colors), video (resolution), mouse (pointer, motion)
•Control information: user preferences to control the device keyboard (virtual), zoom preferences, voice recognition)
•Content information: user preferences for visualizing learning content.
•Privacy and data protection information.
TASK 3: ANALYSIS OF ACCESSIBLE METADATA FOR USER PROFILE DEFINITION
Learning Resources:
•Technological: the technology to develop and edit the resources. (authoring tools to facilitate the production of accessible materials)
•Adapted Devices: when a user accesses a resource available on the Internet, it can be accessed directly or a device would have to be used specifically (screen reader, specialized mouse, virtual keyboard, magnifying glass).
•Existing Inclusive Methodologies and Educational Standards: XML markup languages.
FUTURE WORKTASK 2: Refinement of holistic approach.
MOOC accessibility vector of characteristics : Collect positive/negative indicatorsDefine user cases to evaluate a correct accessibilityVirtual usersUsers with special needs
TASK 3: Analysis of accessible metadata for user profile definition.
IMS Access for All (AfA) : Personal Needs and Preferences (PNP) and Digital Resource Description (DRD) -> Multiplicity (Collections)
TASK 4: Enrichment of user profile definition
Web form: Design of the questionsPersonal dataUser’s device personalizationPreferences / needed assistive technologies. Users with special needs
TASK 5: Development of accessibility map. MOOC accessibility vector of characteristics vs user’s functional diversity
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Accessibility issues in MOOCs: potential services for peoplewith special needs
Francisco Iniesto
Advisors: Covadonga Rodrigo & Timothy Read
Department of Computer Languages and Systems
E-mail: [email protected], [email protected]