Publications (10) View all
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Article: Holistic approaches to e-learning accessibility
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ABSTRACT: The importance of accessibility to digital e‐learning resources is widely acknowledged. The World Wide Web Consortium Web Accessibility Initiative has played a leading role in promoting the importance of accessibility and developing guidelines that can help when developing accessible web resources. The accessibility of e‐learning resources provides additional challenges. While it is important to consider the technical and resource related aspects of e‐learning when designing and developing resources for students with disabilities, there is a need to consider pedagogic and contextual issues as well. A holistic framework is therefore proposed and described, which in addition to accessibility issues takes into account learner needs, learning outcomes, local factors, infrastructure, usability and quality assurance. The practical application and implementation of this framework is discussed and illustrated through the use of examples and case studies.ALT-J Association for Learning Technology journal 03/2006; 14(1). -
Conference Proceeding: Contextual web accessibility - maximizing the benefit of accessibility guidelines.
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ABSTRACT: We argue that while work to optimize the accessibility of the World Wide Web through the publication and dissemination of a range of guidelines is of great importance, there is also the need for a more holistic approach to maximizing the role of the Web in enabling disabled people to access information, services and experiences. The persistently disappointingly low levels of usability of Web content for disabled people indicates that focusing on the adoption of accessibility guidelines by content authors, tool developers and policy makers is not sufficient for a truly inclusive Web. This approach fails to acknowledge the role of the Web as an enabler in a broader context and may stifle creative use of Web content and experiences to enhance social inclusion. Using e-learning as an example, and describing current metadata developments, we present a framework that will guide Web authors and policy makers in addressing accessibility at a higher level, by defining the context in which a Web resource will be used and considering how best existing or new alternatives may be combined to enhance the accessibility of the information and services provided by the site in question. We demonstrate how guidelines such as those produced by the W3C's Web Accessibility Initiative have a role to play within this wider context, along with metadata and user profiling initiatives.Proceedings of the 2006 International Cross-Disciplinary Workshop on Web Accessibility (W4A 2006): Building the mobile web: rediscovering accessibility? Edinburgh, UK, May 22, 2006; 01/2006 -
Article: Using Context to Support Effective Use of Web Content Accessibility Guidelines.
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ABSTRACT: The World Wide Web Consortium (W3C) has developed guidelines to support the creating of Web content that is accessible to the widest possible audience, regardless of disability. Yet without considering the context in which a Web site will be used, a purely guideline-based approach may leave levels of accessibility and usability to disabled people disappointingly low. A reliance on end-user adoption of appropriate browsing technology and author adoption of appropriate authoring tools may also prevent effective accessible design, while inappropriate reference to guidelines in policy and legislation may also lead to problems. This paper promotes a framework for a holistic application of the W3C's Web Content Accessibility Guidelines in designing Web content, by supporting consideration of the target audience, the intended outcome or experience the resource will provide its users, the usage environment, and the existence of alternative delivery mechanisms. Examples are given of how the framework might be applied to support more effective implementation of accessible Web design techniques.J. Web Eng. 01/2006; 5:367-386. -
Article: Developing A Holistic Approach For E-Learning Accessibility
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ABSTRACT: The importance of accessibility to digital resources is now widely acknowledged. The W3C WAI has played a significant role in promoting the importance of accessibility and developing a framework for accessible Web resources. The accessibility of e-learning provides additional challenges that may not be faced when providing access to other Web resources. The authors argue that there is a need for a more sophisticated model for addressing e-learning accessibility which takes into account the usability of e-learning, pedagogic issues and student learning styles in addition to technical and resource issues. The authors expand on these issues and propose a holistic model for the development of accessible e-learning resources.Canadian Journal of Learning and Technology. 01/2004; 30. -
Conference Proceeding: A Contextual Framework For Standards
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ABSTRACT: This paper describes a layered approach to selection and use of open standards which is being developed to support development work within the UK higher and further educational communities. This approach reflects the diversity of the technical environment, the service provider's environment, user requirements and maturity of standards by separating contextual aspects; technical and non-technical policies; the selection of appropriate solutions and the compliance layer. To place the layered approach in context, case studies are provided of the types of environments in which the standards framework can be implemented. The paper describes how this contextual approach can be extended to address other areas such as Web accessibility and use of open source software. Use of a common model can provide consistent approaches by funding bodies and shared understanding for developers. This contextual approach is being extended to support development work with other public sector organizations within the UK. We describe how the approach is well-suited to ensure common ways of working across disparate sets of organizations and how the approach can be applied within a wider context.WWW 2006, Edinburgh, UK; 01/2006
