October 2006 Volume 9 Number 4

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Figure 9. A page as it’s rendered by a LCMS Finally, accessibility of the whole process has been verified by involving in authoring and reviewing tasks blind people using the screen reader JAWS, versions 5.10 and later (Freedom Scientific, 2006). The accessibility of the process itself is both a complex and a crucial objective, which creates the basis for a true inclusion of people with disabilities inside LO production teams. Conclusions and future works The need for simplicity in knowledge creation and sharing has been a basic concern in the international elearning community. This paper presents a content creation and management process allowing authors to easily produce accessible and portable LO by using personal productivity tools (e.g. a word processor). The proposed system meets the seven main goals, listed in Section 1: it permits author to simply editing contents, by starting from zero while reusing existing materials. The tool supports the best know conciliation between e-learning standard and accessibility guidelines, so as to guarantee portability through LCMS together with the respect of WCAG (AA level) and of the Italian Law on accessibility. Finally, such an high accessibility level is itself an assurance that our process produces LOs which are compliant to main Web Standards based on an uniform and simple presentation style. Compared with literature, our approach combines the idea to automatically process contents to produce SCORM compliant LOs (Advanced Distributed Learning, 2004c) with the growing need to meet accessibility requirements in e-learning (IMS Global Learning Consortium, 2002b). Main future work is devoted to extend the functionalities of the system, by offering supports in creating more complex contents to the authors (such as rich media contents and conceptual maps) by ensuring accessibility and universality of the results together with simplicity of usage. Acknowledgments This work was partially funded by MIUR (Italian Ministry of Education, University and Research) and was supported by CRIAD (www.criad.unibo.it). Authors want to thank Lorenzo Donatiello, Simone Martini, Marco Roccetti, Nelda Parisini and all the colleagues that supported this work with their precious suggestions. Finally authors want to thank ASPHI Onlus Foundation (www.asphi.it) that supported tests with users. References 4system (2006). WBTExpress 5.1, retrieved June, 2006 from: http://www.wbtexpress.com/. 13
Adaptive Technology Resource Centre, University of Toronto (2006). ATutor Learning Content Management System, retrieved June, 2006 from: http://www.atutor.ca/. Advanced Distributed Learning (2006). Retrieved June, 2006 from: http://www.adlnet.org/. Advanced Distributed Learning (2004a). Content Aggregation Model (CAM), Sharable Content Object Aggregation Model (SCORM) Version 1.3, retrieved June, 2006 from http://www.adlnet.org/downloads/files/67.cfm. Advanced Distributed Learning (2004b). Run Time Environment (RTE), Sharable Content Object Aggregation Model (SCORM) Version 1.3, retrieved June, 2006 from: http://www.adlnet.gov/downloads/files/194.cfm. Advanced Distributed Learning (2004c). Sharable Content Object Reference Model (SCORM) 2004 2nd Edition Document Suite, retrieved June, 2006 from: http://www.adlnet.org/downloads/70.cfm . Apple Computer, Inc. (2006). Safari Browser Home Page, retrieved June, 2006 from: http://www.apple.com/macosx/features/safari/. Boyle, T., Leeder, D.C., & Chase, H. (2004). To boldly GLO - Towards the next generation of learning objects. In Proceedings of the Panel session at E-Learn 2004, November 1 - 5, 2004, Washington, DC. Bradley, C., & Boyle, T. (2004). The design, development and use of multimedia learning objects. Journal of Educational Multimedia and Hypermedia, 13 (4), 371-389. Conlan, O., Dagger, D., & Wade, V. (2002). Towards a Standards-based Approach to e-Learning Personalization using Reusable Learning Objects. In Proceedings of E-Learn 2002, October 15 - 19, 2002, Montreal, Canada. Di Iorio, A., Feliziani, A. A., Mirri, S., Salomoni, P. & Vitali, F. (2005). Simply Creating Accessible Learning Object. In Proceedings of eLearning and Human-Computer Interaction: Exploring Design Synergies for more Effective Learning Experiences, INTERACT 2005 Workshop, 12-16 Sep 2005. Roma, Italy. Dolog, P., & Nejdl, W. (2003). Personalisation in Elena: How to cope with personalisation in distributed eLearning Networks. In Proceedings of International Conference on Worldwide Coherent Workforce, Satisfied Users - New Services For Scientific Information, 17-19 September 2003 Oldenburg, Germany. Dolog, P., Henze, N., Nejdl, W., & Sintek, M. (2004). Personalization in Distributed eLearning Environments. In Proceedings of WWW2004, 17-122 May 2004, New York, USA. Downes, S. (2006). E-learning 2.0 at the E-learning Forum. In Perspectives and Interactive Discussion around eLearning 2.0, Elearning Forum Meeting, February 22, 2006, Menlo Park, CA. Freedom Scientific (2006). Jaws for Windows Overview, retrieved June, 2006 from http://www.freedomscientific.com/fs_products/software_jaws.asp. Gabrielli, S., Mirabella, V., Kimani, S., & Catarci, T. (2005). eLearning Accessibility: A Comprehensive Approach to Content Development. In Proceedings of eLearning and Human-Computer Interaction: Exploring Design Synergies for more Effective Learning Experiences, INTERACT 2005 Workshop, 12-16 Sep 2005. Roma, Italy. Horizon Wimba (2006). CourseGenie, retrieved June, 2006 from http://www.horizonwimba.com/products/coursegenie/. IBM (2006). IBM HPR Home Page, retrieved June, 2006 from http://www- 3.ibm.com/able/solution_offerings/hpr.html. IEEE LTSC WG12 (2006). IEEE Learning Technology Standards Committee (LTSC), retrieved June, 2006 from http://ltsc.ieee.org/wg12/. IEEE LTSC WG12 (2006). Learning Object Metadata Standard Maintenance/Revision, retrieved June, 2006 from http://ltsc.ieee.org/news/20021210-LOM.html. 14
Page 1 and 2: October 2006 Volume 9 Number 4
Page 3 and 4: Guidelines for authors Submissions
Page 5 and 6: How Does Educational Technology Ben
Page 7 and 8: Adaptivity is one of the most impor
Page 9 and 10: 3. Ease of editing and updating: wh
Page 11 and 12: Accessible and personalized Learnin
Page 13 and 14: From this definition, we figured ou
Page 15 and 16: Verifying contents Figure 3. The pa
Page 17: Figure 7. The ISA on line interface
Page 21 and 22: World Wide Web Consortium (1999a).
Page 23 and 24: guiding and supporting environment
Page 25 and 26: As an example, to improve the acces
Page 27 and 28: option). Although this finding migh
Page 29 and 30: of eLearning content and enhance th
Page 31 and 32: Hodgings, W. & Duval, E. (2002). IE
Page 33 and 34: the entire course of study. This sy
Page 35 and 36: information useful for the contextu
Page 37 and 38: Nr of student 25 20 15 10 5 0 a - w
Page 39 and 40: Vincenzo, a second year student, ne
Page 41 and 42: Evaluation Recently embodied conver
Page 43 and 44: The interaction may be performed on
Page 45 and 46: Poggi, I., Pelachaud, C., & de Rosi
Page 47 and 48: Lanzilotti, R., Ardito, C., & Costa
Page 49 and 50: quality in use, which is measured b
Page 51 and 52: process of designing high quality c
Page 53 and 54: eLSE methodology Designers and eval
Page 55 and 56: Execution phase Execution phase act
Page 57 and 58: on the inspection process and, cons
Page 59 and 60: Piccinini, N., & Scollo, G. (2006).
Page 61 and 62: Answers and reinforcement A.1: Use
Page 63 and 64: potential project ideas (from pure
Page 65 and 66: For each column in Table 2, the sum
Page 67 and 68: educational goals and the various r
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A new computerized Records Manageme
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eflected in artifacts and other str
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any distributed community include b
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message in order to obtain a respon
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Figure 3. Social network after intr
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increased face-to-face collaboratio
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References Bogenrieder, I. (2002).
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Donoghue, S. L. (2006). Institution
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contemplate part-time, rather than
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espective institutions. The primary
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greater flexibility in course selec
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Cost-benefit One distinct benefit o
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Resources The development of online
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courses where it is has little pote
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A fellowship programme, such as the
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Moore, M.G. (1998). Introduction. I
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Software reuse has two dimensions,
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Courseware development process mode
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Didactics analysis This phase consi
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Process didactics design We focus o
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The repository is organized into co
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the analysis and the design phase o
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Figure 12. Weaving content and dida
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complete user-specific (author, ins
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References ADL (Advanced Distribute
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Bender, D. M., & Vredevoogd, J. D.
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(see Figure 2). The incorporation o
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Figure 4: Example of Summary Image
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The competitive nature of design cl
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Dias, L. B. (1999, November). Integ
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materials built into the system. Th
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This theory of multimedia learning
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E-Tutor (with video). Two weeks aft
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empirically tested in TML environme
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Rieber, L. P., (1990). Animation in
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Appendix B The following 44 items r
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Appendix C A Sample of Exam Questio
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Appendix D Perceived Usefulness Que
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Kirkpatrick, and Peck (2001) have a
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2001). The system thus aims to assi
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a strong agreement between the two
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of the dynasty. 3. Information on
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Comparing works designed using the
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Tselios, N., Stoica, A., Maragoudak
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strategies during their interaction
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P(B|D) is the probability of a netw
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Online help adaptation using Bayesi
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AUSM that will return the most prob
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direct experimentation with a new s
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Figure 7. An example of use of the
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Cooper, J. & Herskovits, E. (1992).
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Goldberg, A. K., & Riemer, F. J. (2
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In addition to convenience, propone
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members increased flexibility. They
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Oppenheimer, T. (1997, July). The c
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The basis of reform in science educ
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technology and are not confident in
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participants that learning as a gro
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A hierarchy of Systems Identifying
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the change agents to recognize the
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Nonis, A. S., & O’Bannon, B. (200
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maintaining the interest levels of
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Focus group interviews with our stu
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course and again at the end of the
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second phase of valuing, commitment
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Kinzie, M. B., Whitaker, S. D., Nee
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Although this work is based on a st
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Website Design The MTP website (www
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Researchers, for review and coding
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quality that are the focus of the M
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Kelley, M. A., Whitaker, S. D., Nee
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or underserved populations. For exa
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2004 Baruch College Computer Center
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professional-level tools and resour
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Third, with the exception of the Om
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Hepp, P., Hinostroza, E., Laval, E.
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The AccessForAll strategy complemen
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of people with special needs, or di
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(including where their search for r
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international standard. The ISO pro
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information will be expressed using
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DC Metadata Terms: http://dublincor
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Choquet, C., & Corbière, A. (2006)
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TEL Standards, Specifications and P
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The Resources Management Process ma
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Step 1: Instantiation of the enterp
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Step 5: Instantiation of the techno
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correlation of the different viewpo
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Hummel, H., Manderveld, J., Tatters
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Karagiannidis, C. (2006). Book revi
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Glenn, L. (2006). Book review: Visu
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