The Inclusive Learning Exchange: Supporting Learner-Centric Transformation of Content Laurie Harrison Adaptive Technology Resource Centre University of Toronto

Need for personalization of learning object : Accessibility for people with disabilities Background knowledge Learning preferences Pace and path

Learners with Disabilities Lack of access to: Textbooks or printed material Speech or Audio Visual material Note-taking Class discussions

However, learners using adaptive technology… Access digitized educational resources via: Screen readers Screen magnification Alternative pointers, keyboards Voice Recognition Text-to-Speech

Not to mention learners using: Text-only screen Older or different browser Second language Slow Internet connection Wireless, PDA, other mobile devices …or those accessing learning resources from non-traditional settings or environments

TILE Project Learning environment that supports personalization for individual learning needs

customization during the instructional design phases use of IMS Learner Information Profile (LIP) to accommodate individual learner preferences “…exploring the practical boundaries of transformable content and the tools needed to support the mastery of learner customizable teaching.”

Strategy 1 Independence of content and structure from presentation to accommodate learner preferences:  Flexible display  Flexible content aggregation

Example – Flexible Display

Example – Flexible Content Aggregation

Strategy 2 Independence of function from control method to accommodate needs and preferences Flexible control using range of input methods Flexible navigation

Example – Flexible Input

Example – Flexible Navigation

Strategy 3 Increased granularity of learning objects to allow presentation of alternative formats and modalities Captioning ASL Described Video

Example – Range of Modalities

Strategy 4 - Session-specific Preferences Learner Outcome Goals Topic Exclusion Placeholders

Example - Learner Outcome Goals

Strategy 5 Implementation of accessibility guidelines and interoperability specifications Access system friendly interfaces Every learner with a disability is potentially a different external “system” that needs to inter-operate

Guidelines and Specifications Web Accessibility Guidelines Accessible Authoring Tools IMS Global Learning Consortium Accessibility Guidelines

IMS Specifications - TILE Accessibility Extensions to the Learner Information Profile (ACCLIP) - encodes learner preferences. Metadata – developing extensions to allow identification of resources that meet the criteria indicated in the learners preferences (i.e. ACCLIP) Content Packaging –packaging the content up into ‘modules'; identification of alternate resources

IMS Specifications - ACCLIP

ACCLIP

Interoperability and IMS Implementation of the IMS specifications allows interoperability with all other IMS compliant repositories and systems

Summary  Greater granularity, modularity and transformability  Independence of content and structure from presentation  Metadata on equivalents  Method of expressing preferences (ACCLIP)  Support for specified transformation  Dynamic retrieval of specified equivalents and style sheets

Conclusions Enhancing learning for all learners Improving the longevity and efficacy of our learning materials “For learners with disabilities, accessibility makes things possible - not just convenient.” Jutta Treviranus

Learning Object Repository Objects: HTML, JPG, SWF… Content Packaging.xml Metadata ACC Metadata Learner Educator RSWI Repository Services Web Interface LMS LIP Records Profiling ACCLIP records Course Selector Course CORE Web Application Java Servlets Search Learning Design Content Packaging Object Contribution/Retrieval Transformations according to ACCLIP and Content Packaging needs References: IMS xsd’s ACCLIP MD CP And TILE extensions to IMS xsd’s