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

Slides:



Advertisements
Similar presentations
Improving Learning Object Description Mechanisms to Support an Integrated Framework for Ubiquitous Learning Scenarios María Felisa Verdejo Carlos Celorrio.
Advertisements

TU/e technische universiteit eindhoven Hera: Development of Semantic Web Information Systems Geert-Jan Houben Peter Barna Flavius Frasincar Richard Vdovjak.
Using Multimedia on the Web Enhancing a Web Site with Sound, Video, and Applets.
XISL language XISL= eXtensible Interaction Sheet Language or XISL=eXtensible Interaction Scenario Language.
Laurie Harrison and Laurel Williams Academic Computing, Education Commons, OISE November 30, 2006 Introduction to Web Accessibility Are you reaching the.
WELCOME to the TILE Potluck and Community Kitchen.
The ACCESS Project Jesse Hausler, UDL/Accessibility Coordinator Marla Roll, Director of the Assistive Technology Resource Center.
The ACCESS Project Jesse Hausler, UDL/Accessibility Coordinator Craig Spooner, Project Coordinator.
Craig Spooner and Jesse Hausler The ACCESS Project Universal Design for Learning.
Introduction to Web Accessibility. What is Web Accessibility Web accessibility means that people with disabilities can use the Web Disabilities including.
Issues related to the development of accessible web sites Steven Builta October 2002.
Technology, Disability, and Universal Design for Learning PDI - January 11, 2008 Jesse Hausler Sherri Keller Craig Spooner.
The W3C Web Accessibility Initiative (WAI) Inclusive learning through technology Damien French.
Everyday inclusive Web design: an activity perspective CS575 MADHAVI L NIDAMARTHY.
TuLiP- A Teacher’s Lesson Planning Tool Design of a tool for the rapid development of educational materials and instructional environments. R. Gabrielle.
Digital collection for blind and visually impaired people (DLB) Boris Badurina,
A centre of expertise in digital information management Approaches To The Validation Of Dublin Core Metadata Embedded In (X)HTML Documents Background Dublin.
In this day where computers and the web are a daily part of life, people now have better and more independent access to information and communication.
Introduction to Conducting Research. Defining Characteristics of Conducting Research An inquiry process that involves exploration. Taps into the learner's.
Assistive Technology and Education Mrs. G. Bacal Guidelines Designed for people who struggle to learn for different reasons, such as: learning disabilities,emotional.
TransformAble and Sakai Interface Flexibility Jutta Treviranus and Colin Clark Adaptive Technology Resource Centre, University of Toronto.
ASSISTIVE TECHNOLOGY PRESENTED BY ABDUL BARI KP. CONTENTS WHAT IS ASSISTIVE TECHNOLOGY? OUT PUT: Screen magnifier Speech to Recogonizing system Text to.
Assistive Technology and Web Accessibility University of Hawaii Information Technology Services Jon Nakasone.
Accessible E-Learning Demonstrations Using IMS Accessibility Specifications Madeleine Rothberg WGBH National Center for Accessible Media Jutta Treviranus.
ICEE 2005 July 25-29, Gliwice, Poland Implementation of E-Learning in Engineering Education: Evaluation of Students Skills and Learning Approaches James.
Redefining Disability Mobile Accessibility Testing By Priti Rohra Head Accessibility Testing BarrierBreak Technologies.
Individualized E-Learning Anastasia Cheetham Jutta Treviranus ATRC, University of Toronto.
1 User-Centric Technologies: Accessibility Jutta Treviranus Director Adaptive Technology Research Centre University of Toronto.
Mainstreaming Digital Talking Book production By Douglas G Blane Technical Co-ordinator Digital Audio Project
The Internet Writer’s Handbook 2/e Web Accessibility Writing for the Web.
Mark Levene, An Introduction to Search Engines and Web Navigation © Pearson Education Limited 2005 Slide 8.1 Chapter 8 : The Mobile Web Mobile computing.
January 8 th, 2009 Marla Roll, MS, OTR Director of ATRC, Office of Equal Opportunity & Diversity Assistant Professor, Dept of Occupational Therapy Jesse.
PRESENTED BY Vashkar Bhattacharjee Focal Person DAISY, Bangladesh
Multimedia: Problems and Opportunities OZeWAI 2002.
Mastering Adaptive Hypermedia Courseware Authors: Boyan Bontchev, Dessislava Vassileva, Slavomir Grigorov ICETA 2008.
Sakai U-Camp: Accessibility Colin Clark, Inclusive Software Architect, Adaptive Technology Resource Center, University of Toronto Mike Elledge, Assistant.
Sites Must Retool for Disabled By: Bo Snider. Summary The Workforce Investment Act of 1998 made websites more accessible for disabled people by making.
Sharing and Building Ideas Fayette Long Walden University Sherry Lambertson Reaching and Engaging All Learners Through Technology, EDUC-6714 D-2 November.
Dynamics and Impact on the Learning of our Students ASSISTIVE TECHNOLOGY IN EDUCATION.
The Special Learner Consideration Sha Li Instructional Technology in Multicultural Settings.
Towards an Adaptable Personal Learning Environment Dr Elaine Pearson Voula Gkatzidou Dr Steve Green Accessibility Research Centre University of Teesside.
Defining Accessibility. This PowerPoint will cover the following topics: – What is Accessibility? – Examples of Accessibility – Accommodations for Students.
Sharing Design Knowledge through the IMS Learning Design Specification Dawn Howard-Rose Kevin Harrigan David Bean University of Waterloo McGraw-Hill Ryerson.
Universal Design for Learning Kellie Scott EDUC 7109 Walden university.
UDL: Sharing Ideas, Building Resources Julie Luton Walden University Sherry Lamberston EDUC 6714: Reaching and Engaging All Learner Through Technology.
Warm up activity Take a post-it note and write your definition of ‘inclusive’ on it. Use more than one post-it if you like. Join colleagues on your table.
Accessibility : Designing the Interface and Navigation The Non-Designer’s Web Book Chapter 7 Robin Williams and John Tollett Presented by Sherie Loika.
Special Needs in the Online Environment By Tammy McMullen.
TransformAble and Sakai Anastasia Cheetham, Jutta Treviranus ATRC, University of Toronto.
Universal Design for Learning: The Magic Umbrella for All Learners
Adapting to the user's needs and preferences Behzad Kateli.
DAM Runtime Implementation In a Nutshell By: LCdr Roger St-Pierre.
Supporting Students in Online (Adaptive) Testing Linette M. McJunkin CCSSO National Conference on Student Assessment San Diego, CA June 24, 2015 Linette.
 The public classroom is a classroom filled with a wide variety of learners. › Kinesthetic › Auditory › Visual  Universal Design for Learning (UDL)
E-Hoop Learning Platform Functionalities Prof. Michalis Xenos Dr. Lefteris Kozanidis Eleni Chatzidaki, MSc Hellenic Open University (HOU) “Unified approach.
Affordable Teaching and Learning Redefining What's Possible Erin Walker Learning Technology Consultant.
EPortfolio 2004 Accessibility Meta-data IMS AccLIP, AccMD: concepts and applications Liddy Nevile, Andy Heath, with contributions from Jutta Treviranus,
© 2016 IBM Corporation EPUB3 - An Accessible, Open, and Portable Document Format Becky Gibson, Sr. Technical Staff Member, Susann Keohane, Lead Accessibility.
AT for Blind and Vision Impaired. Stuart Lawler. Rehabilitation Training centre Manager.
1 Survey of Profiles from Other Domains XMSF Profile SG 13 January 2004 Curt Blais and NPS MV3250 (Introduction to XML, 1st Quarter 2005) Katherine L.
A Semi-Automated Digital Preservation System based on Semantic Web Services Jane Hunter Sharmin Choudhury DSTC PTY LTD, Brisbane, Australia Slides by Ananta.
Creating Inclusive Classrooms in Online Courses using Universal Design for Learning (UDL) Principles Pamela T. Dunning, Ph.D. Troy University
(New) English Discoveries Online at HANU
Pamela T. Dunning, Ph.D. Troy University
Introduction to Web Accessibility
The State and University Library, Aarhus
Web Content Accessibility Beata M. Ofianewska (DG COMM) 7 December 2006 December 2006 COMM C2.
AEM and State Policy: A Q&A Discussion
Digital collection for blind and visually impaired people (DLB)
Digital collection for blind and visually impaired people (DLB)
Presentation transcript:

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