Issues in Globalization of E-Learning Content and Accessibility 2004-12-13 Sung-shik Shin LG Electronics gregshin at lge dot com

Table of Contents Terminology Globalization and accessibility Globalization issues revisited Conclusion References

Terminology

Globalization and accessibility

Globalization issues revisited

Conclusion

References

Terminology encompasses both internationalization and localization putting into place the requisite materials, financial, and personnel resources in a global market to support your product or service on a local level Globalization(G11N) preparation necessary for cost effective localization process of planning, designing and implementing a "culturally and technically" neutral product needs to be addressed in the earliest product planning stages properly internationalized product is easier to localize than a non-internationalized product Internationalization (I18N) Adapting a product to a particular language & culture Localization (L10N) Transcribing into one's own or another language part of localization Translation

encompasses both internationalization and localization

putting into place the requisite materials, financial, and personnel resources in a global market to support your product or service on a local level

preparation necessary for cost effective localization

process of planning, designing and implementing a "culturally and technically" neutral product

needs to be addressed in the earliest product planning stages

properly internationalized product is easier to localize than a non-internationalized product

Adapting a product to a particular language & culture

Transcribing into one's own or another language

part of localization

Globalization and Accessibility Translation burden Internationalization cost Separate structure from presentation. Use markup properly. Keep universal design. General Different convention Avoid time-limited response. Provide tool tips. Size independent design Clear navigation Novice users the old different technology Limited bandwidth Standard compliance Provide multi-modal content. Use interim solutions. Limited environment Assistive technology Different Environment Provide keyboard access. Use interoperable technologies. Physical disabilities Second language Language barrier Dyslexia Culturally different Use clear language. Provide culturally neutral icon, symbols. Avoid animations. Specify natural language. Cognitive/learning disabilities Dyslexic condition Provide alternate text. Design color independently. Visual impairment Hard to comprehend No sound device Provide caption. Provide video/audio description. Provide transcripts. Provide translations. Hearing impairment Temporal silence Global Aspects Possible Solutions Learner Aspects

Separate structure from presentation.

Use markup properly.

Keep universal design.

Avoid time-limited response.

Provide tool tips.

Size independent design

Clear navigation

Standard compliance

Provide multi-modal content.

Use interim solutions.

Provide keyboard access.

Use interoperable technologies.

Use clear language.

Provide culturally neutral icon, symbols.

Avoid animations.

Specify natural language.

Provide alternate text.

Design color independently.

Provide caption.

Provide video/audio description.

Provide transcripts.

Provide translations.

Globalization issues revisited

Character problems Always declare character encoding. XML: <?xml version=“1.0” encoding=“UTF-8”?> HTML: <meta http-equiv=“Content-type” content=“text/html;charset=UTF-8” /> CSS: @charset “utf-8”; JavaScript: <script type=“text/JavaScript” charset=“utf-8”> HTTP header: Content-Type: text/html; charset=UTF-8 Numerical Character Reference(NCR) vs. literal characters Only use escapes for characters in exceptional circumstances. Unicode characters can be represented literally in UTF-8. Markup vs. Unicode characters Some Unicode characters are not suitable for use with markup. Other Unicode characters are OK. ‘ Compatibility characters’ vary in appropriateness.

Always declare character encoding.

XML: <?xml version=“1.0” encoding=“UTF-8”?>

HTML: <meta http-equiv=“Content-type” content=“text/html;charset=UTF-8” />

CSS: @charset “utf-8”;

JavaScript: <script type=“text/JavaScript” charset=“utf-8”>

HTTP header: Content-Type: text/html; charset=UTF-8

Numerical Character Reference(NCR) vs. literal characters

Only use escapes for characters in exceptional circumstances.

Unicode characters can be represented literally in UTF-8.

Markup vs. Unicode characters

Some Unicode characters are not suitable for use with markup.

Other Unicode characters are OK.

‘ Compatibility characters’ vary in appropriateness.

Language Languages are different from character encoding scheme. Specify natural languages <html lang=“ko”> <xml xml:lang=“ko”> <blockquote lang=“fr-CA”> Avoid abbreviations, and acronyms, jargons. Na Not available? Numerical aperture? Not applicable? Sodium? Use <acronym>, <abbr> markups.

Languages are different from character encoding scheme.

Specify natural languages

<html lang=“ko”>

<xml xml:lang=“ko”>

<blockquote lang=“fr-CA”>

Avoid abbreviations, and acronyms, jargons.

Na

Not available?

Numerical aperture?

Not applicable?

Sodium?

Use <acronym>, <abbr> markups.

Fonts Do not rely on typeface only. Use semantic markup instead. Always set generic font families. font-family: “Times New Roman”, Times, 바탕 , Batang, UnBatang, serif; Do not design font-dependent layout. Different OS supports different font-size. Let learners select their own preferred fonts. Font examples Generic font family Courier , Dotumche , Batangche Times , Batang Arial, Helvetica, Dotum Monospace serif sans-serif

Do not rely on typeface only.

Use semantic markup instead.

Always set generic font families.

font-family: “Times New Roman”, Times, 바탕 , Batang, UnBatang, serif;

Do not design font-dependent layout.

Different OS supports different font-size.

Let learners select their own preferred fonts.

Locale specific data Date & Time 02/04/03? Feb 4 th , 2003?, April 2 nd , 2003?, April 3 rd , 2002?,… Use ISO 8601 date & time format. 2004-02-03T13:20 (UTC +0900) Or use Accept-Language HTTP header. Numbers, Currency 123,456? Names, address, phone numbers Nguyen Ngoc Lan? Sort French sorting order is different from that of English. Search

Date & Time

02/04/03?

Feb 4 th , 2003?, April 2 nd , 2003?, April 3 rd , 2002?,…

Use ISO 8601 date & time format.

2004-02-03T13:20 (UTC +0900)

Or use Accept-Language HTTP header.

Numbers, Currency

123,456?

Names, address, phone numbers

Nguyen Ngoc Lan?

Sort

French sorting order is different from that of English.

Search

Display capacity Use relative size rather than absolute unit. pt, px, cm, in,… em, ex, %, small, larger,… Use viewport (display, voice, braille, etc) independent design.

Use relative size rather than absolute unit.

pt, px, cm, in,…

em, ex, %, small, larger,…

Use viewport (display, voice, braille, etc) independent design.

Pop-ups Popups are big barrier for the disabled for the assistive technologies for the unsupported user agents (such as PDA or TV web) They are blocked by more user agents. They are regarded awkward by many cultural groups. If you REALLY want more than two windows, TITLE them properly.

Popups are big barrier

for the disabled

for the assistive technologies

for the unsupported user agents (such as PDA or TV web)

They are blocked by more user agents.

They are regarded awkward by many cultural groups.

If you REALLY want more than two windows, TITLE them properly.

Browser compatibility Internet Explorer 6 Internet Explorer 5 Opera Mozilla Source: http://www.w3schools.com/browsers/browsers_stats.asp , 2004-12-08 Netscape Navigator

Grand design principles Separate form factors from content. Use style sheets and course templates. Write structure (content) first, and add design templates. Think versatile content for different devices, different preferences, different cultures. Provide design resources, use MULTI media. Layered graphics Vector design (SVG, SMIL, MathML, …) Programmable (parametric) design Reusable resources (audio, video clips, image clips, text transcripts, titles…)

Separate form factors from content.

Use style sheets and course templates.

Write structure (content) first, and add design templates.

Think versatile content for different devices, different preferences, different cultures.

Provide design resources, use MULTI media.

Layered graphics

Vector design (SVG, SMIL, MathML, …)

Programmable (parametric) design

Reusable resources (audio, video clips, image clips, text transcripts, titles…)

Translation of other things Screen capture Is software available in all languages? Graphic letters Use markup instead if available. Avatar, virtual human Is it culturally neutral? Configurable / modifiable by parameters? Voice actors Aren’t they too many? Video, audio & flash Media types: Windows Media, Real Media, QuickTime, … Provide captions, collated text transcripts. Separate text equivalents from video. SMIL is a good alternative.

Screen capture

Is software available in all languages?

Graphic letters

Use markup instead if available.

Avatar, virtual human

Is it culturally neutral?

Configurable / modifiable by parameters?

Voice actors

Aren’t they too many?

Video, audio & flash

Media types: Windows Media, Real Media, QuickTime, …

Provide captions, collated text transcripts.

Separate text equivalents from video.

SMIL is a good alternative.

Cultural difference Don’t rely on colors only. Provide alternative texts or markers. Colors have different connotations in different countries. Don’t rely on non-verbal cues only. Provide alternative descriptions. Provide orientation information. Local regulations Section 508(US), Disability Discrimination Act(UK, Australia) Local, national certification, standards, patent/legal issues Consider the cultural, religious variations. Avoid culturally sensitive graphics. Give access to in-country SMEs(Subject Matter Experts). Use glossaries, translation memories. 우

Don’t rely on colors only.

Provide alternative texts or markers.

Colors have different connotations in different countries.

Don’t rely on non-verbal cues only.

Provide alternative descriptions.

Provide orientation information.

Local regulations

Section 508(US), Disability Discrimination Act(UK, Australia)

Local, national certification, standards, patent/legal issues

Consider the cultural, religious variations.

Avoid culturally sensitive graphics.

Give access to in-country SMEs(Subject Matter Experts).

Use glossaries, translation memories.

Conclusion Global issues and considerations should be integrated into the early stages of content development. Learners are not alike in their ability, level of motivation, preference, technology readiness, and cultural backgrounds. Accessible content is more ready to internationalization. Compliance to web standards can reduce possible inaccessibility from global learners.

Global issues and considerations should be integrated into the early stages of content development.

Learners are not alike in their ability, level of motivation, preference, technology readiness, and cultural backgrounds.

Accessible content is more ready to internationalization.

Compliance to web standards can reduce possible inaccessibility from global learners.

References Date & Time(ISO 8601): http://www.iso.ch/iso/en/prods-services/popstds/datesandtime.html Unicode : http://www.unicode.org/versions/Unicode4.0.1/ IANA(Internet Assigned Numbers Authority): http://www.iana.org I18N: http://www.w3.org/International/ Character Model: http://www.w3.org/charmod/ Personal Information Exchange: http:// www.imc.org/pdi/vcardoverview.html Quality Assurance: http://www.w3.org/TR/2004/WD-qaframe-spec-20040830/ Learner Profile: http:// www.imsglobal.org/profiles/index.cfm IMS Accessibility: http:// www.imsglobal.org/accessibility/index.cfm Multimodality: http://www.w3.org/2002/mmi/ Section 508: http://www.section508.gov

Date & Time(ISO 8601): http://www.iso.ch/iso/en/prods-services/popstds/datesandtime.html

Unicode : http://www.unicode.org/versions/Unicode4.0.1/

IANA(Internet Assigned Numbers Authority): http://www.iana.org

I18N: http://www.w3.org/International/

Character Model: http://www.w3.org/charmod/

Personal Information Exchange: http:// www.imc.org/pdi/vcardoverview.html

Quality Assurance: http://www.w3.org/TR/2004/WD-qaframe-spec-20040830/

Learner Profile: http:// www.imsglobal.org/profiles/index.cfm

IMS Accessibility: http:// www.imsglobal.org/accessibility/index.cfm

Multimodality: http://www.w3.org/2002/mmi/

Section 508: http://www.section508.gov