Abstract
Most of the existing efforts for supporting the design, preparation, and deployment of accessible e-learning applications propose guidelines that primarily address technical accessibility issues. Little, if any, consideration is given to the real actors involved in the learning experience, such as didactical experts and disabled learners. Moreover, implementing artifacts addressed to the e-learning world requires a wide range of particular skills which are related not only to technical but also to didactical, pedagogical, usability, and accessibility aspects of the produced material. This paper argues that the know-how of a number of stakeholders should be blended into a joint design activity, and that it should be possible to determine the role of each participant in the successive phases of the development lifecycle of e-learning applications. The paper sketches the methodological guidelines of a design framework based on involving the users with disabilities, as well as pedagogical experts, in the development process. The novelty of this proposal mainly stems from being built up around the core of strategies and choices specifically bound to accessibility requirements. Characteristic elements of learner-centered design are then further integrated into processes and methodologies which are typical of participatory and contextual design approaches. Following such guidelines, it will be possible to gain a deeper understanding of the requirements and of the operational context of people needing accessible material, either as learners or educators. The underlying objective is to increase the potential to realize learning systems that better meet different user needs and that provide a more satisfying learning experience. Moreover, when people get involved in the development process, they gain a sense of ownership of the system and are therefore more likely to accept and “promote” it.
Similar content being viewed by others
References
ADL (2004) Sharable Courseware Object Reference Model, retrieved December 1, 2004 from http://www.adlnet.org
Ardito C, Costabile F, De Marsico M, Lanzilotti R, Levialdi S, Plantamura P, Rossano V, Tersigni M (2004) Towards guidelines for usability of e-learning applications. In Christian Stary, Constantine Stephanidis (eds) User-centered interaction paradigms for universal access in the Information Society. In: 8th ERCIM Workshop “User interfaces for all”, Vienna, Austria, June 28–29, 2004, Springer, Berlin Heidelberg New York, Germany, LNCS No: 3196/2004, pp 185–202
Barbotte E, Guillemin F, Chau N (2001) The Lorhandicap Group. Prevalence of impairments, disabilities, handicaps and quality of life in the general population: a review of recent literature. Bulletin of the World Health Organization 79(11)
Beyer H, Holtzblatt K (1999) Contextual design. Interactions 6(1):32–42
Bickenbach JE, Chatterji S, Badley EM, Üstün TB (1999) Models of disablement, universalism and the international classification of impairments, disabilities and handicaps. Social Sci Med 48(9):1173–1187
Bodker S, Gronbaek K (1991) Cooperative prototyping: users and designers in mutual activity. Int J Man Mach Stud 34(1991):453–478
Denning PJ, Dargan PA (1994) A discipline of software architecture. Interactions 1(1):55–65
Digital Divide Basics Fact Sheet (2004) Digital divide network staff, Benton Foundation, retrieved December 1, 2004 from http://www.digitaldividenetwork.org/content/stories/index.cfm?key=168
Dix A, Finlay J, Abowd G, Beale R (2004) Human–computer interaction. Prentice Hall, Englewood Cliffs
Edelson DC (2001) Learning-for-use: a framework for the design of technology-supported inquiry activities. J Res Sci Teach 38(3):355–385
Gibbons AS, Nelson J, Richards R (2000) The nature and origin of instructional objects. In Wiley DA (Ed) The instructional use of learning objects. Association for Educational Communications and Technology
Greenbaum J, Kyng M (Eds) (1991) Design at work: cooperative design of computer systems. Erlbaum, Hillsdale NJ
Greenbaum J (1993) A design of one’s own: towards participatory design in the United States. In Schuler D, Namioka A (eds) Participatory design: principles and practices. Lawrence Erlbaum Associates, pp 27–37
Holtzblatt K, Beyer H (1993) Making customer-centered design work for teams. Commun ACM 36(10):93–103
Holtzblatt K, Beyer H (1995) Requirements gathering: the human factor. Commun ACM 38(5):31–32
IEEE (2002) Draft standard for learning object metadata (LOM), retrieved December 1, 2004 from http://www.imsproject.org/accessibility/
IMS Global Learning Consortium Inc. (2002) IMS guidelines for developing accessible learning applications, version 1.0, white paper, retrieved December 1, 2004 from http://www.imsproject.org/accessibility/
IMS Global Learning Consortium Inc. (2003) IMS learner information package accessibility for LIP information model. version 1.0, retrieved December 1, 2004 from http://www.imsproject.org/accessibility/
IMS Global Learning Consortium Inc. (2004) IMS global learning consortium: specifications, retrieved December 1, 2004 from http://www.imsglobal.org/specifications.cfm
ISO 9241–11 (1998) Ergonomics requirements for office work with visual display terminals (VDTs)—Part 11: Guidance on usability
Khan Z, Schar G (2003) Learning objects: the question of “to be or not to be”. In: Interact 2003 IFIP TC13, international conference of human–computer interaction, Zurich
Martin C (1988) User-centered requirements analysis. Prentice-Hall, Englewood Cliffs
McConnell S (1998) Software Project Survival Guide: how to be sure your first important project isn’t your last. Microsoft Press, Redmond
McConnell S (Ed.) (2000) 10 Best influences on software engineering. IEEE Software Jan/Feb 2000
McLoughlin C, Marshall L (2000) Scaffolding: a model for learner support in an online teaching environment. In: Herrmann A, Kulski MM (eds) Flexible futures in tertiary teaching. Proceedings of the 9th annual teaching learning forum. Curtin University of Technology, Perth
Mirabella V, Kimani S, Catarci T (2004) A no-frills approach for accessible web-based learning material. In: Proceedings of the international cross-disciplinary workshop on web accessibility (W4A) at the thirteenth international world wide web conference, New York
Nielsen J (2003) Usability 101: introduction to usability. Alertbox, August 25, 2003, retrieved December 1, 2004 from http://www.useit.com/alertbox/20030825.html
Norman DA, Draper SW (eds) (1986) User centered system design. Erlbaum, Hillsdale NJ
Norman KL (1993) The electronic teaching theater: interactive hypermedia and mental models of the classroom. In: Shneiderman B (eds) Sparks of innovation in human-computer interaction. Ablex Publishing Corporation, Norwood NJ, pp 133–151
Norman KL (1997) Teaching in the switched-on classroom: an introduction to electronic education and HyperCourseware. College Park, MD: Laboratory for Automation Psychology, retrieved December 1, 2004 from http://www.lap.umd.edu/SOC/
Norman KL (2001) Collaborative interactions in support of learning. In: Hazemi RR, Hailes S (eds) The digital university: building learning communities. Springer, Berlin Heidelberg New York
Norman KL, Zhao H, Shneiderman B, Golub E (2003) Dynamic query choropleth maps for information seeking and decision making. In: Proceedings of the human–computer interaction international 2003, 2, theory and practice. Lawrence Erlbaum Associates, Mahwah, NJ, pp 1263–1267
Quintana C, Carra A, Krajcik J, Soloway E (2001) Learner-centered design: reflections and new directions. In Carroll JM (eds) Human–computer interaction in the new millennium. Addison-Wesley, Reading, pp 605–626
Quintana C, Krajcik J, Soloway E (2001a) Exploring a description and methodology for learner-centered design. In: Heineke W, Blasi L (eds) Methods of evaluating educational technology, 1, Information Age Publishing, Greenwich, CT
Quintana C, Krajcik J, Soloway E (2002) A case Study to distill scaffolding guidelines for scaffolded software environments. In: Proceedings of the international conference on human factors in computing systems: CHI 2002, ACM Press
Quintana C, Soloway E, Krajcik J (2003) Issues and approaches for developing learner-centered technology. In: Zelkowitz M (eds) Advances in computers, Academic, San Diego, Ca 57, pp 272–321
Salomon G, Perkins DN, Globerson T (1991) Partners in cognition: extending human intelligence with intelligent technologies, Educ Res 20(3):2–9
Schuler D, Namioka A (eds) (1993) Participatory design: perspectives on system design. Erlbaum, Hillsdale NJ
Shneiderman B, Plaisant C (2003) Designing the user interface: strategies for effective human–computer interaction. Addison-Wesley, Reading MA
Soloway E, Guzdial M, Hay KE (1994) Learner-centered design: the challenge for HCI in the 21st Century. Interactions 1:36–48
Stephanidis C, Akoumianakis D, Sfyrakis M, Paramythis A (1998) Universal accessibility in HCI: process-oriented design guidelines and tool requirements. In: Stephanidis C, Waern A (eds) Proceedings of the 4th ERCIM workshop on “User Interfaces for All”, Stockholm
Stockley D (2004) E-learning definition and explanation (Elearning, Online Training, Online Learning), retrieved December 1, 2004 from http://www.derekstockley.com.au/elearning-definition.html
WHO (2001) International classification of functioning, disability and health (ICF). World Health Organization, Geneva
Wood D, Bruner J S, Ross G (1975) The role of tutoring in problem solving. J Child Psychol Psychiatr 17:89–100
Wood J, Silver D (1989) Joint Application Design, Wiley and Sons, New York
W3C (1999) Web content accessibility guidelines 1.0-W3C recommendations, retrieved December 1, 2004 from http://www.w3.org/TR/WAI-WEBCONTENT/
W3C (2000a) Techniques for web content accessibility guidelines 1.0-W3C Note, retrieved December 1, 2004 from http://www.w3.org/TR/WAI-WEBCONTENT-TECHS/
W3C (2000b) Authoring tool accessibility guidelines 1.0-W3C recommendation, retrieved December 1, 2004 from http://www.w3.org/TR/ATAG10/
W3C (2003) Web content accessibility guidelines 2.0-W3C working draft. Overview of design principles, retrieved December 1, 2004 from http://www.w3.org/TR/WCAG20/#overview-design-principles
Zhao H, Plaisant C, Shneiderman B, Duraiswami R (2004) Sonification of geo-referenced data for auditory information seeking: design principle and pilot study. In: Proceedings of ICAD 04-tenth meeting of the international conference on auditory display, Sydney, Australia, July 6–9, 2004, available online at http://www.icad.org/websiteV2.0/Conferences/ICAD2004/papers/zhao_etal.pdf
Acknowledgments
This work is supported by the VICE project [CNR/MIUR VICE: Comunità virtuali per l’informazione] http://www.progettovice.it. We want to gratefully thank the referees for their appropriate comments and precious suggestions that helped us to clarify and improve our work.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
De Marsico, M., Kimani, S., Mirabella, V. et al. A proposal toward the development of accessible e-learning content by human involvement. Univ Access Inf Soc 5, 150–169 (2006). https://doi.org/10.1007/s10209-006-0035-y
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10209-006-0035-y