holistic vision for creating accessible services based on moocs
TRANSCRIPT
Holistic vision for creating accessible services based on MOOCs
Covadonga Rodrigo, Francisco IniestoResearch Chair “Technology and Accessibility”
School of Computer Science UNED – Fundacion Vodafone España
CONTEXT: BENEFITS OF LLL FOR PEOPLE WITH DISABILITIES
The access and integration process for people with functional diversity in the education system is positive and irreversible.
There is a growing proportion of people with disabilities which choose distance education universities (eLearning) for their studies. 7.500 enrolled students at UNED (2014) represents 50% of total spanish univeristy students with dissability
Evolution of enrolment of disabled students over period 2003 – 2015 at UNED
2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 20150
1000
2000
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7000
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25542966
34623830
4283 42244808
6294 6104
74697670
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29363398
37214128 4037
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5773 5861
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86698225
Nº de EstudiantesNº de Matrículas
Nr StudentsNr. Enrollments
ACCESSIBLE MOOC LEARNING
.
• Openness • Low cost • Ubiquity • Acquiring knowledge • Social learning • Achieving new competences • Develop professionally
But also important barriers:• Registration process• Multimedia content (even
assessment)
In case of vulnerable learner groups, MOOCs include special benefits such as:
Issues to be faced
• Pedagogical and visual design of the MOOCs, information architecture, usability and visual and interaction design could be having a negative impact on student engagement, retention and completion rates stressed in case of students with disabilities.
• Whilst designing a service based on MOOCs to be used by people with functional diversity, it is important to take into account the accessibility level of each of the parts of the system and also the role of the meta-information related to functional diversity: defining specific user profiles, tagging Los, device and GUI personalization,….
This work
1. Analysis of the critical factors necessary for building a specification of requirements for an accessible MOOC system
2. Outline of all the accessibility issues that must be addressed, regarding to (EU4ALL project): User's characteristics: their preferences and needs Context information: which devices is the user using at a
particular moment to access the system? The learning resources: characteristics of the resources at
two levels: at educational content level and at presentation level
MOOC data defined by achievable competences
METADATAMETADATA
METADATA
METADATA
METADATA
SYSTEM CHARACTERISTICS
Enriched user profile. There are two main groups of information:
1. list of professional competences the user wants to achieve -> what the person wants to learn
2. User’s device personalization: preferences / needed assistive technologies -> technical needs regarding user’s functional diversity.
Professional profiles defined by competences. The system should have professional skills clearly defined in order to be mapped to user expectations.
MOOC content defined by achievable competences. It is also crucial to get the information of competencies within the MOOC platforms and courses.
Accessible MOOCs. Accessibility evaluation on MOOC platforms and their courses will facilitate the development of an automated recommendation list adapted to user’s functional diversity (user’s profile).
MOOC data defined by achievable competences
METADATA APPLICATION PROILE
Enabling User Adaptable Interfacesstrategic to describe learner’s preferences and needs by means of a specific profile.
Multimodal Adaptive Interfacesmore intelligent interfaces that are adapted to the user in a natural and progressive way, trying to detect their characteristics so that the system can adapt to their level and preferences. Interfaces should adapt to the person, not vice versa.
USER ADAPTABLE/ADAPTIVE INTERFACES
An effective e-learning environment should take into account each learner’s abilities, together with learning goals, where learning takes place, and which specific devices the learner uses.
•Display content information: define preferences related to text (fonts and colors), video (resolution), mouse (pointer, motion), etc.•Control information: keyboard (virtual), zoom preferences, voice recognition.•Privacy and data protection information: privacy and the data integrity is considered very important, since the exchanged information can be closely related to the user’s functional diversity.
LEARNING RESOURCES STANDARDS TO IMPROVE ACCESSIBILITY
AccessForAll (ACCMD, 2004) of e-learning content. Identifies which types of resource are available in a LO that can be used to present the same content to a given learner, but by means of different media.
The IMS Access for All (AfA) Digital Resource Description (DRD) 3.0 - draft released in 2012 - aims to solve these problems by radically changing the point of view: now it is possible to declare one or more access modes for each resource, define existing accessible adaptations and whether they come from the specific original resource.
Enables matching of the characteristics of resources to the needs and preferences of individual users. A common language for describing:
•A learner's needs and preferences with respect to how the learner can best interact with digital resources, including configuration of assistive technologies. This is represented using the IMS Global Access For All Personal Needs and Preferences (PNP) v3.0 [AfAPNP, 12] specification. Provides a means to describe how a user desires to access online learning content and related applications.
•Digital learning resources. This is represented using the IMS Global Access For All Digital Resource Description (DRD) v3.0 specification [AfADRD, 12].
AfA PNP can be used independently, for example to deliver the required or desired user interface to the user, or in combination with the AfADRD to deliver digital resources that meet a user's needs and preferences.
IMS ACCESS FOR ALL SPECIFICATION
ANALYSIS OF STANDARDS: ACCESSIBLE METADATA FOR USER PROFILE DEFINITION
Enrichment of user profile definition: functional disability (assistive technologies, device user preferences)
• recent IMS specification is the Accessible Portable Item Protocol (APIP),
which is related to the accessibility of e-learning assessment.• based on several specifications, including IMS Question & Test
Interoperability (QTI) v2.1, IMS Access for All, and IMS Common Cartridge.
ACCESSIBILITY ON STUDENT ASSESSMENT
User eXperience improvements
shaping the user experience of their courses: how the content is organized, how menu sections are labelled or how different pages are structured is absolutely crucial. And for these decisions, human-computer interaction guidelines, usability best practices or recommendations for writing usable online texts should be consider.
The User Centered Design Model (UCDM) (Boticario et al, 2014)
Provide an educational-oriented approach for building personalised e-learning environments that focuses on putting the learners' needs in the centre of the development process.In MOOC contexts, user centered design and user-centered evaluation have been driven by the concept of 'task'. The student needs to be able to perform tasks such as studying course materials, taking notes, watching videos, writing assignments, accessing forum or chats, communicating with a curator, etc.
Holistic vision for creating accessible services based on MOOCs
Covadonga Rodrigo, Francisco [email protected], [email protected]
Research Chair “Technology and Accessibility”www.catedrafundavionvodafone.uned.es
@UNEDVodafone