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4 - Promoting document accessibility for the Virtual Learning Environment by Kevin Murrow






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4 - Promoting document accessibility for the Virtual Learning Environment by Kevin Murrow 4 - Promoting document accessibility for the Virtual Learning Environment by Kevin Murrow Presentation Transcript

  • Promoting document accessibility for the Virtual Learning Environment
  • About Massey University
    • 3 Campus in North Island: Auckland, Wellington and Palmerston North
    • 33,000 students (18,000 internal and 15,000 study extramurally)
    • 50 students registered with RNZFB
    • 135 have identified themselves with a Specific Learning Disability
  • Virtual Learning Environments
    • What is a Virtual Learning Environment?
    • What is Moodle?
    • What is Stream?
  • Components of Moodle
    • Activities: Up to 19 modules that the student can interactive with. For example…
      • Chat module
      • Quiz module
    • Resources: Content that is inserted by the teacher. Can included study material, lecture notes, web links and extra readings.
  • Accessibility Issues
    • Functionality: How well the environment can be accessed and utilised.
    • Content: Accessibility issues that relate to the content that the Course Controller uploads onto the environment.
  • Functionality
    • UK Open University 2006
      • Modified Moodle to address accessibility issues
    • Randell Hansen 2009
      • Testing Moodle on behalf of the CANnect consortium.
      • “ the vast majority of Moodle is technically accessible”
      • but the details need more attention
      • Recommendations of report currently being addressed
  • Content Accessibility Issues
    • Course controllers can place any material at anytime onto the environment
    • No guarantee that the material will be accessible to all students
    • Alternative Format Coordinator would not be able to monitor and convert course material
  • Proposed solutions to content accessibility issues.
    • To encourage course controllers to author accessible documents and to give them the necessary recourses that will enable them to do it.
    • Creation of how to guides
    • Promote the adoption of accessibility guides by academic staff
  • The Guides
    • Easy to follow how to guides
    • Interlinking HTML documents
    • Format specific
    • Authoring tool specific
    • Cover major accessibility issues
  • Implementation Strategy
    • Working with existing academic teaching groups
    • Incorporating accessible guidelines within Stream
    • Accessibility compliance linked to performance review
    • Lobbying various decision makers
  • Implementation Progress
    • CADel: Centre for Academic Development and eLearning
    • Stream 4 Staff
    • Other developments
  • Summary