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Wide presentation

by Sheila MacNeill on Jan 31, 2011

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Presentation of WIDE project, University of Teesside, 25 January 2011

Accessibility

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Changes in legislation, an emphasis on widening participation and the increasing reliance on online techniques for learning and teaching have contributed to improved opportunities for students with disabilities. The aim of this work is to explore methods to provide learning materials that could be adapted to the specific needs of the learners, whether they have a disabiltiy or not. In the academic setting it is usually teaching staff who are largely responsible for the production of their own electronic resources, and while some embrace the challenge of new technologies with enthusiasm and accept the need for accessibility, other over stretched academics may regard the requirement to produce accessible online courses as a burden they have neither the skills nor the time to tackle
Changes in legislation, an emphasis on widening participation and the increasing reliance on online techniques for learning and teaching have contributed to improved opportunities for students with disabilities. The aim of this work is to explore methods to provide learning materials that could be adapted to the specific needs of the learners, whether they have a disabiltiy or not. In the academic setting it is usually teaching staff who are largely responsible for the production of their own electronic resources, and while some embrace the challenge of new technologies with enthusiasm and accept the need for accessibility, other over stretched academics may regard the requirement to produce accessible online courses as a burden they have neither the skills nor the time to tackle
We are adopting a holistic approach to accessibility that moves away from the ‘one size fits all’ approaches and models of universal accessibility that are both impractical and rigid. We believe that a solution in the challenge of adaptable learning lies in the concept that learning content can be generated from adaptable aggregation of los and media components/ Therefore, the aim of this work is to develop an adaptation service which will be able to retrieve a learning object upon user request, adapt it according to the needs of the user and deliver the adapted learning object back to the user. This research acknowledges that the complexity of multimedia learning resources and the diverse needs of disabled students require an approach that supports the adaptation of the resource at the point of delivery.
We are adopting a holistic approach to accessibility that moves away from the ‘one size fits all’ approaches and models of universal accessibility that are both impractical and rigid. We believe that a solution in the challenge of adaptable learning lies in the concept that learning content can be generated from adaptable aggregation of los and media components/ Therefore, the aim of this work is to develop an adaptation service which will be able to retrieve a learning object upon user request, adapt it according to the needs of the user and deliver the adapted learning object back to the user. This research acknowledges that the complexity of multimedia learning resources and the diverse needs of disabled students require an approach that supports the adaptation of the resource at the point of delivery.
We are adopting a holistic approach to accessibility that moves away from the ‘one size fits all’ approaches and models of universal accessibility that are both impractical and rigid. We believe that a solution in the challenge of adaptable learning lies in the concept that learning content can be generated from adaptable aggregation of los and media components/ Therefore, the aim of this work is to develop an adaptation service which will be able to retrieve a learning object upon user request, adapt it according to the needs of the user and deliver the adapted learning object back to the user. This research acknowledges that the complexity of multimedia learning resources and the diverse needs of disabled students require an approach that supports the adaptation of the resource at the point of delivery.
Lotti is a web based authoring tool that supports the design of pedagogically rich learning objects, with the aid of learning design patterns, supporting the designer to create and appropriately label retrievable, re-usable and adaptable learning objects The unique aspect of lotti is its accessibility wizard that prompts the designer to assign an alternative component, everytime they import a new media file LOTTI is currently employing two sets of metadata,: LOM metadata to provide descriptive metadata on the component structure of the learning object AccMD metadata to describe the accessibility of a learning resource by specifying what kind of content is being presented and whether there is an equivalent or alternative form of the content - IMS CP which is used to package the lo in order to facilitate export to a learning repository. by separating the design process into two steps; the first one consists of building a learning object template which encloses the deep general structure of the object while the second one involves adding specific learning content to the template An accessibility wizard is triggered when the learning designer imports a learning object component; prompting the designer to assign an alternative resource, outlining the limitations of the file type to the designer and suggesting predefined alternatives to these types of content to the user.
Lotti is a web based authoring tool that supports the design of pedagogically rich learning objects, with the aid of learning design patterns, supporting the designer to create and appropriately label retrievable, re-usable and adaptable learning objects The unique aspect of lotti is its accessibility wizard that prompts the designer to assign an alternative component, everytime they import a new media file LOTTI is currently employing two sets of metadata,: LOM metadata to provide descriptive metadata on the component structure of the learning object AccMD metadata to describe the accessibility of a learning resource by specifying what kind of content is being presented and whether there is an equivalent or alternative form of the content - IMS CP which is used to package the lo in order to facilitate export to a learning repository. by separating the design process into two steps; the first one consists of building a learning object template which encloses the deep general structure of the object while the second one involves adding specific learning content to the template An accessibility wizard is triggered when the learning designer imports a learning object component; prompting the designer to assign an alternative resource, outlining the limitations of the file type to the designer and suggesting predefined alternatives to these types of content to the user.

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Wide presentation Presentation Transcript

Widgets for Inclusive Distributed Environments Elaine Pearson,Voula Gkatzidou, Steve, Green, Franck Perrin Accessibility Research Centre Teesside University, UK
Introduction
- Partners:
- Aims
- Rationale
- Outcomes
Outline
- Agile development methodology (Community of Practice approach)
- Workshop experience
- Widgets
- Reflection
Agile development methodology
- Lightweight approach suitable for collaborative project
- Based on iterative and incremental development
- Involved community of practice
- Informal team approach:
Workshops
- Pre workshop training event
- Three workshops (York, Mansfield, Teesside)
- Facilitated by project team
- Learning designs produced
Workshops process
- Pre workshop training event
- Three workshops (York, Mansfield, Teesside)
- Facilitated by project team
- Workshop based on previous JISC Design for Learning project
Strengths
Limitations
Widgets for Inclusive Distributed Environments Elaine Pearson,Voula Gkatzidou, Steve, Green, Franck Perrin Accessibility Research Centre Teesside University, UK

Wide presentation

by Sheila MacNeill on Jan 31, 2011

Accessibility

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Wide presentation Presentation Transcript