edid6510 - assignment 2 nyeisha george-minott

EDID6510 – Assignment 2

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Assignment 2 Accessibility within a Learning Management System By Nyeisha George-Minott

Presented in Partial Fulfilment of !"! #$%& ' learning and (nowledge Management Systems !ate of submission) *une 2+, 2&%

mail)

nyeisha.georgeminott/my.o0en.uwi.edu

1niersity)

1niersity of the 3est "ndies 413"5 60en 7am0us

7ourse 7oordinator)

!r. !r. Laura Gray


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Introducon It’s hard to imagine life without the internet. Over me the use of the we! has evolved from "ust #assivel$ !rowsing we! #ages to a%vel$ %reang& %olla!orang and sharing %ontent with others. 'ut what if $ou %ould not e(#erien%e this !e%ause $ou %annot use a mouse& %annot see the s%reen or %annot hear the audio) *his is the life of #ersons with disa!ilies& who too o+en feel frustrated frustrated when the$ %annot a%%ess the we! li,e ever$one else. *his #a#er see,s to highlight we! standard issues& the need for a%%essi!ilit$ and in%lusion for users of an -/& a%%essi!ilit$ features for in%lusion and how various forms of %ontent %an !e im#roved to enhan%e learner e(#erien%es.

Web standards issues *he earl$ internet e(#erien%e was %um!ersome at !e st. e! #ages were mostl$ te(t !ased with the in%lusion of a few gra#hi%s. ets%a#e avigator and Internet e(#lorer were the we! !rowsers of %hoi%e. 'ut as the we! grew& grew& dierent develo#ers !egan to %reate we! %ontent that was suited to their !rowser of %hoi%e& to the e(%lusion of others. *his s%hism %onnued for some me unl amid mounng #ressures and lawsuits& a move was made to esta!lish me%hanism to standardi3e standardi3e the orld ide e!. E4ual a%%ess and E4ual o##ortunit$ was the main thrust for s#e%ial these interest grou#s. e! designers& %ontent develo#ers and #rogrammers ali,e ali,e are tas,ed with %reang an online e(#erien%e that removes !arriers for #eo#le with disa!ilies and even the elderl$. elderl$.

e! /tandards is dened as a formal set of standards standards and te%hni%al s#e%i%aons used to dene as#e%ts of the orld ide e!. *hese are !est7#ra%%e !est7#ra%%e standards used !$ organi3 o rgani3aons aons to !uild we! sites and we! a##li%aons8 9 :I*A :I*A*IO el%15 ;l 2052 <. Organi3aons Organi3aons su%h as the E:A and =: ma,e re%ommendaons for we! standard s#e%i%aons. E:A’s E:A’s main role is to develo# standards and te%hni%al re#orts in the eld of informaon and %ommuni%aon te%hnolog$. *he e! standard !rought u# !$ E:A has !een a%%e#ted as a !ase for


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s%ri#ng standards worldwide. It’s %alled E:A/%ri#t& or E:A7262& and it’s a standardi3ed& standardi3ed& %leaner version of >ava/%ri#t.89 :I*A*IO 'ou02 ;l 2052 < *he orld ide e! %onsorum %alled the =: was founded in 1??@. =: was tas,ed with the develo#ment of #roto%ols& guidelines and standards standards to ensure the long term growth of the e!. *hese standards in%lude s#e%i%aons for we! #rogramming languages su%h as $#erte(t ar,u# -anguage *- and ://& B-& B*-& DO& and e! ACI’s. 9 :I*A*IO =:16 ;l 2052 < *he =: has set u# a series of guidelines in an eort to ma,e the we! wor, for all #eo#le. A%%ording A%%ording to the =: we!site it states that *he e! is fundamentall$ designed to wor, for all #eo#le& whatever their hardware& so+ware& language& %ulture& lo%aon& or #h$si%al or mental a!ilit$. hen the e! meets this goal& it is a%% essi!le to #eo#le with a diverse range of hearing& movement& sight& and %ognive a!ilit$9 :I*A :I*A*IO =:16 ;l 2052 < .8 *hese guidelines in%lude e! :ontent :ontent A%%essi!ilit$ uidelines :AF& the A%%essi!le Gi%h Internet A##li%aons AI7AGIAF& Hser Agent A%%essi!ilit$ uidelines HAAF& Authoring *ool A%%essi!ilit$ uidelines A*AF& and o!ile A%%essi!ilit$.

Accessibility issues for inclusion and diversity of parcipants in an LMS :ourse related a%vies su%h as le%ture #resentaons& assignments& dis%ussion and 4ui33es have !een #rimaril$ #resented on -earning anagement /$stems. 'ut unl onl$ a few $ears ago there was #oor su##ort or %onsideraon for learners and instru%tors with disa!ilies. /tudents were not a!le to full$ and inde#endentl$ #ar%i#ate in !asi% %ourse a%vies. *he ae%ted grou#s of users with disa!ilies are

   

Jisual !lindness& low vision& %olor !lindnessF earing Deafness and hard7of7hearingF hard7of7hearingF otorKeurologi%al Hna!le Hna!le to use a mouse& slow res#onse me& limited ne motor %ontrolF :ognive -earning disa!ilies& distra%!ilit$& distra%!ilit$& una!le to remem!er or fo%us on large amounts of informaonF


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LA%%essi!leL means a #erson with a disa!ilit$ is aorded the o##ortunit$ to a%4uire the same informaon& engage in the same intera%ons& and en"o$ the same servi%es as a #erson without a disa!ilit$ in an e4uall$ ee%ve and e4uall$ integrated manner& manner& with su!stanall$ su!stanall$ e4uivalent ease of use. *he #erson with a disa!ilit$ must !e a!le to o!tain the informaon as full$& full$& e4uall$ and inde#endentl$ as a #erson without a disa!ilit$. 9 :I*A*IO /or1M ;l 2052 < *here are various disa!ilit$7related issues that ae%t tea%hing and learning with te%hnolog$. Na%ult$ and sta of learning instuons need a !eer awareness of these issues. Online do%uments and other tools are a%%essi!le when the$ %an !e easil$ understood !$ ever$one& regardless of what %om#uter& %om#uter& mo!ile devi%e& !rowser or ada#ve e4ui#mentKte%hnolog$ is !eing used. *he main %on%ern is that of universal design. Designing for the masses ma$ ver$ well have le+ out the users that are disa!led. *hese users will need their own a%%essi!ilit$ a%%ommodaons de#ending on their needs. Table 1 in the a##endi( outlines the ,e$ a%%e ssi!ilit$ features that are to !e %onsidered. Nor e(am#le& Geverse %ontrast would a%%ommodate some #ersons with vision issue. :losed %a#oning assists those this hearing im#airments and %ustom ,e$!oard %ommands %an !e a##lied to allow #ersons with mo!ilit$ issues to fun%on without the use of a mouse.

Various forms of content and the possible improvement needed to enhance learner’s experiences Delivering %ontent in the online format means that instru%tors have to ada#t or %hange their e(isng materials for use in an online sePng. Jarious forms of %ontent that are !eing ada#ted must adhere to the we! standards on a%%essi!ilit$ or universal design. ere are some forms of %ontent and #ossi!le im#rovements that %an enhan%e learner ’s e(#erien%es.

Text ocuments ocu ments An$one %an %reate a te(t !ased do%ument. owever navigang this do%ument ma$ !e%ome an issue if the stru%ture and order are in%oherent. One %an im#rove a learners e(#erien%e !$ logi%all$ la!elling


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dierent elements within the do%ument su%h as headers& footers& headings& %a#ons& ta!les& diagrams et%. *his ma,es it eas$ for s%reen readers and other assisve te%hnologies to navigate navigate and di%tate. It also ma,es it eas$ to transfer or %onvert the te(t to a dierent format with ease. 9 :I*A :I*A*IO I:*1M ;l 2052 <

Videos an$ tea%hers nd it eas$ to get a %on%e#t a%ross to their students !$ #resenng a video. *his %an !e one that the$ made themselves or sour%ed from a video streaming servi%e su%h as Qou*u!e. Qou*u!e. owever not all videos meet or follow the guidelines for a%%essi!ilit$. a%%essi!ilit$. *o enhan%e learner e(#erien%es& it is !est to in%lude %a#ons and trans%ri#ts on videos. ot onl$ does this !enet the hearing im#aired !ut ever$one who uses the we!. *hin, a!out it& what if $ou had no s#ea,ers& $ou %ould sll read the %a#oningR

!o"er!oint presentaons /lideshows have !een used in %lassroom sePng for a few $ears now. owever when #la%ed in an online sePng engagement %an !e lost if students %annot relate to and e ngage with the %ontent !eing #rovided. Cla%ing a CowerCoint on a %ourse #age without narraons is li,e #la%ing a CowerCoint on s%reen in %lass and wal,ing awa$. awa$. -earner e(#erien%es %an !e enhan%ed with Audio narrated CowerCoint CowerCoint #resentaons and intera%ve slide shows.

Webinars /%reen %a#tured re%ording or ta!let le%tures %an !e %reated and u#loaded to a %ourse #age for viewing !$ students. A%vel$ engaging the learner however& however& %an !e a%%om#lished !$ hosng live e!inars. e!inars. Car%i#ants %an log into the e!inar site& "oin the meeng room and !egin #ar%i#ang and dis%ussing in real me. owever users who have slower internet s#eeds ma$ nd it diS%ult to aend a live event. *herefore *herefore re%ording these e!inars e!inars and loading them on a %ourse #age for future referen%e ma,es we!inars more a%%essi!le.


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Interacve e#lessons Intera%ve e7lessons are a se4uen%e of slidesKs%reens that #resent %ore %ontent that in%ludes te(t& media& e(am#les and #ra%%e 4uesons. *his a##roa%h allows students to learn at their own #a%e in their own me. -earner ’s e(#erien%es and !e im#roved if the e7lesson follows a standard stru%ture su%h as angnT’s ine events. /lides should guide the learner through the o!"e%ves& followed !$ an introdu%on& new relevant %ontent %ontent is shown& then an assessment of the learner ’s #rogress& followed !$ a summar$. summar$. Animaons and simulaons !ased on a se4uen%e of o#eraons will allow the learner to intera%t with the lessons and re%eive feed!a%, on their a%ons. :losed %a#oning& narraon and ,e$!oard ,e$!oard short%uts will hel# disa!led users #rogress through the slidesKs%reens.

$onclusion *hose who design for the we! are mindful to ada#t the %ontent to the a!led and the disa!led. *hese ada#taons !enet ever$one who uses the we! toda$. e all !enet from we! %ontent that is #ro#erl$ organi3ed and eas$ to navigate. *hin, a!out wat%hing a Qou*u!e without s#ea,ers& $ou %an sll read the %losed %a#oning& than,s to the a%%essi!ilit$ features that were in%or#orated. in%or#orated. owever des#ite these strides& there needs to !e more awareness& a !eer understanding of the issues and %hanges to #oli%ies and #ro%edures that govern %om#lian%e to the a%%essi!ilit$ standards. e! develo#ers& %ontent managers and even instru%onal designers must have the re4uired ,nowledge to im#lement a%%essi!ilit$ me%hanisms in we!sites& %ontent and learning management s$stems as well. It is ho#ed that organi3aons organi3aons and instuons follow the a%%e#ted guidelines and oer %ontent that is #er%eiva!le& o#era!le& understanda!le understanda!le and ro!ust& ma,ing the internet& the orld ide e! and all its %a#a!ilies and #ossi!ilies a%%essi!le to all.


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Geferen%es 'oudreau D. 2002 >an. =1 F. *he Im#ortan%e of e! /tandards. Getrieved from /ite#oint /ite#oint h#sKKwww.site#oint.%o h#sKKwww.site#oint.%omKim#ortan%e7we!7s mKim#ortan%e7we!7standardsK tandardsK el%om. 2015 >une 6F. hat are e! /tandards. Getrieved Getrieved from el%om h#sKKwww.el%om%ms.%omKr h#sKKwww.el%om%ms.%omKresour%esK!logKwe!7standards esour%esK!logKwe!7standards Nood and Agri%ulture Organi3aon of the Hnited aons. 2011F. E7learning ethodologies A uide for desigining and develo#ing e7learning %ourses. Getrieved from h#KKwww.fao.orgKdo%re#K015Ki2516eKi2516e.#df I:*@IA-. 201MF. a,ing $our te(t a%%essi!le. Getrieved from I:*@IA- uidelines h#KKwww.i%[email protected] h#KKwww.i%[email protected],ing7$our nesKma,ing7$our7te(t7a%%essi!le 7te(t7a%%essi!le Cenn /tate. 2015F. Denion of A%%essi!ilit$. A%%essi!ilit$. Getrieved from A%%essi!iit$ and Hsa!ilit$ at Cenn /tate h#KKa%%essi!ilit$ h#KKa%%essi!ilit$.#su.eduKa%%ommo .#su.eduKa%%ommodaonsKdenionK daonsKdenionK /orensen U. 201MF. A%%essi!ilit$ in Online :ourses. Getrieved from Cortland :ommunit$ :ollege h#KKwww.#%%.eduKresour%esKins h#KKwww.#%%.eduKresour%esKinstru%onal7su##ortKa%%essK tru%onal7su##ortKa%%essKa##roa%hing7a%%essi!il a##roa%hing7a%%essi!ilit$ it$.html .html =:. 2016F. A%%essi!ilit$ A %%essi!ilit$.. Getrieved from =: h#sKKwww.w=.orgKst h#sKKwww.w=.orgKstandardsKwe!designK andardsKwe!designKa%%essi!ilit$ a%%essi!ilit$ e!AI. 2016 ar 15F. Introdu%on to e! A%%essi!ilit$. A%%essi!ilit$. Getrieved from e! AI h#KKwe!aim.orgKintroK


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A##endi(

Appendix A% Accessibility table *he following ta!le outlines the ,e$ a%%essi!ilit$ features and the intended audien%e that must !e ta,en into %onsideraon when designing %ontent for the e!. Table 1 - Accessibility Table

Accessibility &eature Alt te(t

e'nion

Why this is needed

Source ( literature

Alternave te(t

Allows s%reen readers so+ware that reads %ontent aloudF to state visual %ues su%h as images& se%on divisions and ta!le headings Hsing des%ri#ve te(t #ro#erl$ e(#lains the %onte(t of lin,s to a s%reen reader

e!AI. 201M& ar. 2?F. Alternave Text Text . Getrieved from e!AI h#KKwe!aim.orgKte%hni4u esKale(tK

Intended audience Jisuall$ Im#aired severe !lindnessF

Des%ri#ve lin,sKla!elsKhead ings

-a!eling lin,s with uni4ue and des%ri#ve names

WoomingK agni%aon

agnies a dis#la$ or a #oron of %ontent on a dis#la$

Allows #ersons with low vision to enlarge te(t

Danger& :. 201MF. Magnifcaiton. Getrieved from 'eer -iving *hrough *e%hnolog$ h#KKwww.!l.orgKso+wareKieKma gni%aon.htm

Jisuall$ Im#aired -ow visionF

GeverseKigh :ontrast

:olor s%hemes invert s%reen %olors e.g. -ight te(t on a dar, !a%,ground Images saved in the .C format and ve%tor

-ow vision users %an view #age %ontent easier

Allan& >.& Uir,#atri%,& A.& X enr$& /. -. 201M& A#ril 1?F. W3C Editors Dra . Getrieved from A%%essi!ilit$ Ge4uirements for Ceo#le with -ow Jision h#sKKw=%.githu!.ioKlow7 vision7a11$7 YKre4uirements.html


Wooming wor,s well for ve%tor !ased te(t and images !e%ause there is no #i(ilaon and distoron as

%:athieevile& :.& X Uoivunen& .7 G. 2000& Aug. MF. Accessibility Accessibility !eat"res o# $%&. Getrieved from =: ote h#sKKwww.w=.orgK*GK/J


Je%tor !ased te(t and gra#hi%s

ild& . 201MF. Accissibility OZ OZ . Getrieved from -in,s and A%%essi!ilit$ h#sKKwww.a%%essi!ilit$o3.% omK201@K02Klin,s7and7 a%%essi!ilit$K

Jisuall$ im#aired


/u##lement %olor7%oding %olor7%oding with te(tKi%on %oding

Des%r es%rii#ve ve lin, in,s

!ased t$#ogra#h$ st$les Hse of other visual indi%ators su%h as asteris,& 4ueson mar, or other s#e%ial %hara%ters to demar, te(t -a! -a!eli eling lin,s with uni4ue and des%ri#ve names

?

images are enlarged

7a%%essK

10Z of men are %olor !lind and %annot disnguish %ertain %olors e.g. redKgreenF :olor !lind users %an sll read te(t in muted %olors and ma,e a##ro#riate sele%ons

/ilver& /ilver& A. 2016& >une 21 F. Accessibility' Accessibility' ()*roving T+e , !or Color-.lind ,sers . Getrieved from /mashing aga3ine h#sKKwww.smashingmaga3ine.%om K2016K06Kim#roving7u(7for7%olor7 !lind7usersK

Jisuall$ Im#aired :olor !lindnessK %olor de%ien%$F

Hsing des%ri#ve te(t #ro#erl$ e(#lains the %onte(t of lin,s to a s%reen reader

e!AI. 201=& O%t. 1F. /in0s and y*erlin0s. Getrieved from e!AI h#KKwe!aim.orgKte%hni4u esKh$#erte(tKlin,[te(t

Jisuall$ im#aired

:a#ons& e(tended te(t des%ri#ons and trans%ri#ts

*e(t& tle or !rief e(#lanaon the a%%om#ani es an illustraon and video

Allows hearing im#aired users to !e a!le read the trans%ri!ed s%ri#t as %ontent is !eing dis#la$ed on video

/ilver& /ilver& A. 2016& >une 21 F. Accessibility' Accessibility' ()*roving T+e , !or Color-.lind ,sers . Getrieved from /mashing aga3ine h#sKKwww.smashingmaga3 ine.%omK2016K06Kim#roving7 u(7for7%olor7!lind7usersK

earing im#aired Deaf and hard of hearingF

:ustom ,e$!oard %ommands e.g. te(t lin,s& *e(t !ased wi3ards& ,e$!oard short%uts

:ustom ,e$!oard %ommands are overtl$ indi%ated on a we!#age or within a menu /#e%ial s,i# lin, the allows a !$ #ass to re#eve grou#s of lin,s Ease of

Allows users with mo!ilit$ issues to a%%ess menu items with a ,e$!oard& ,e$!oard& in#ut data using a ,e$stro,e rather than %li%,ing a mouse.

ielsen orman rou#. 201@& A#r. 6F. 2eyboard-Only avigaon #or ()*roved Accessibility Accessibility . Getrieved from ielsen orman rou# h#sKKwww.nngrou#.%omKa r%lesK,e$!oard7 a%%essi!ilit$K

Im#aired mo!ilit$

Allows users to s,i# #ast re#eve navigaon lin,s to get to the main or uni4ue %ontent

*hather& >. 200?& >une 1?F. $0i* avigaon /in0s . Getrieved from >im*hat%her.%om h#sKKwww.we!a%%essi!ilit $.%omK!est[#ra%%es.#h#) !est[#ra%%e[id\=@5

Jisuall$ Im#aired

Allows users with

alvin& U. 201@& De%. @F. Online and

:ognive

/,i# avigaon avigaon

-egi!ilit$


Noreign language #age translaons and audio trans%ri#tsF

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reada!ilit$ or !eing a!le to dis%ern or disnguish !etween items and understand ing the language

learning disorders to understand %ontent !ased on how the font si3e& st$le& %olor& and other formaPng is #resented

O#on to translate te(t to dierent languages

Allows users who se%ond language is English to get translaons of %ontent in their rst language

*rint incl"sive design design and legibility consideraons . Getrieved from A%%essi!ilit$ and assisve te%hnolog$ h#KKwww.visionaustralia.o rgK!usiness7and7 #rofessionalsKdigital7a%%ess7 %onsulngKresour%esK!log777 a%%essi!ilit$7and7assisve7 te%hnolog$7 !logK!logKa%%essi!ilit$7 !logK201@K12K0=Konline7 and7#rint7in%lusive7design7 and7legi!ilit$7%onsideraons

:oward& E. 2010& De%. 22F. Ti*s and Tec+ni4"es !or M"l-ling"al Website Accessibility . Getrieved from omensa umanising *e%hnolog$ h#sKKwww.nomensa.%omK !logK2010KM7#s7for7mul7 lingual7we!site7a%%essi!ilit$

im#airments

Noreign language learners

edid6510 - assignment 2 nyeisha george-minott

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