The evolution of the Information and Communication Technology (ICT) and the rapid growth of the Internet have impelled the pervasive diffusion of e-Learning systems. This is a great opportunity for visually-disabled people provided that both the interactive environment, created by the Learning Management Systems, and the Learning Objects, created by teachers, are properly designed and delivered. In this paper we investigate interaction of the blind user with an open source Virtual Learning Environment (Moodle) and discuss how the use of the W3C Accessible Rich Internet Applications (ARIA) suite may improve the experience of navigation via screen reader.

/pdf/accessing-e-learning-systems-via-screen-reader-an-example-4ekzopvd9s.pdf

Accessing e-Learning Systems via Screen Reader: An Example

This paper deals with how to make use of the Data Selfdescription in XML to offer applications runtime parameters and frame work in order to implement RAD.We also build up such an instance based on DOM and Java Servlet/JSP technologies. 

Rapid Application Development Based on XML

The basic principle of e-learning is to achieve personal learning goals by acquiring skills and knowledge through computers or other network-enabled systems. The use of computers and the Internet have changed classic methods of teaching and learning, introducing the concept of distance learning as a great opportunity for studying unfettered by constraints of time and space. Although information and communication systems are helpful for implementing both the learning and teaching processes, e-learning is not merely a trivial way to transfer knowledge using electronic devices (computers, smart phones, mp3 players, etc.) while relying on the network and Web user interfaces. According to the recent concept of third-generation distance learning, the active participation of students in the formative process is an important factor in the personal learning phase (Beard & Wilson, 2002; Kolb, 1984). E-learning is a great opportunity to move from old traditional systems towards more effective and efficient methods for acquiring and transferring knowledge beyond the traditional classroom environments, adapting to the modern life and new technologies. In addition, acquisition of new skills and knowledge is not only affected by an individual’s mental schemes or beliefs, but also by their interaction, cooperation and collaboration with others (Merrill, 1991). Communication and social collaboration are crucial for generating the best learning environment. In the learner-centred model, students assume the most important role while teachers investigate and experiment more interesting and interactive ways of teaching. Another important aspect is personalization of rhythms of studying, according to student abilities. Unfortunately, learning tools and collaborative tools in general are not always designed to be effectively used by blind users, who generally interact via an assistive technology, a screen reader, using a vocal synthesizer and only the keyboard. For instance, collaborative editing of documents could be very difficult or not usable at all for blind users if: 1) they are unaware of other users’ changes; 2) the formatting toolbars and other interactive elements like menus are difficult or impossible to access; 3) the list of documents is not quickly available (Mori et al., 2011). In this chapter we will analyze e-learning collaborative and alternative tools in the learning environment, following the new paradigm for personalized acquisition of knowledge, in order to suggest basic guidelines for making effective and improving the interaction for

/pdf/designing-e-learning-collaborative-tools-for-blind-people-4u9oja6c2b.pdf

Designing E-Learning Collaborative Tools for Blind People

Information and communication technologies (ICT) play an important role in the development of knowledge societies which, on the whole, constitute priority for governments worldwide For a long time, measurement of unequal access to exploiting the potential of ICT used to be based on the digital divide concept However, due to a strong relationship between ICT use and social inclusion/exclusion confirmed in current research, this concept has lately become inadequate Such a complex issue also requires a much more complex approach, which explains why the concept of e-inclusion is more adequate Insufficient operationalization of the e-inclusion concept, which implies an insufficient number of identified indicators as well as the quantity of collected data, represents a major problem in the existing research on e-inclusion A multiperspective, multimethodological and multidimensional approach is therefore proposed to overcome this problem

/pdf/multidimensional-and-multiperspective-approach-for-5epioadcx7.pdf

Multidimensional and multiperspective approach for monitoring e-inclusion

What challenges and opportunities do we face when we are to teach HCI to blind students, especially among sighted students, with HCI curricula having, traditionally, a strong focus on visual aspects? How do you bring accessibility to learning and teaching a course that itself addresses accessibility? These are a couple of the questions we raised when faced with this challenge. This paper presents our experience, feedback and reflection on the subject, after two cycles of the course with blind students.

/pdf/reflections-on-teaching-human-computer-interaction-to-blind-1w1lq5czij.pdf

Reflections on Teaching Human Computer Interaction to Blind Students

The new Information Society context entails new risks of social exclusion due to the digital exclusion even when it generates new possibilities for inclusion thanks to accessible Information and Communication Technologies (ICT) and universal design [15]. In this context, we see that e-learning provides a powerful tool towards social inclusion. Yet, we have seen that compliance with accessibility and e-learning standards together with the usage of adequate devices does not guarantee a satisfactory experience for those with a disability [9]. As a result, our project specifically tackles the design of educational technical applications specifically developed for the visually impaired, following a user-centered design perspective

Usability for all: towards improving the e-learning experience for visually impaired users

The new Information Society context entails new risks of social exclusion due to the digital exclusion even when it generates new possibilities for inclusion thanks to accessible Information and Communication Technologies (ICT) and universal design [15]. In this context, we see that e-learning provides a powerful tool towards social inclusion. Yet, we have seen that compliance with accessibility and e-leaming standards together with the usage of adequate devices does not guarantee a satisfactory experience for those with a disability [9]. As a result, our project specifically tackles the design of educational technical applications specifically developed for the visually impaired, following a user-centered design perspective.

Magi Almirall Hill

Papers

Usability for all: towards improving the e-learning experience for visually impaired users

Usability for all : Towards improving the e-learning experience for visually impaired users