October 2006 Volume 9 Number 4

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organizations can do this now to promote accessibility by preparing their collection of resources to interoperate with others. The last community that needs to be engaged with the specifications is the industry that develops the technologies that are used for accessing resources. These players have been consulted and provide more or less of the relevant features. They have indicated that what is proposed will work for them. Finally, there is the question of who will use metadata anyway? If, as hoped, the distribution and accumulation of accessibility solutions is enabled by the specifications, and those responsible for providing learning resources are increasingly doing this through systems that work on metadata, it can only be hoped that they will be adopted. Presentations, workshops, journal articles, and other forms of dissemination are already active but in the end it will probably be good references from one person to another that will provide the final evaluation. Future Work and Conclusions In summary, the interoperability of the AccessForAll strategy is relevant in many circumstances. The process of making AccessForAll has involved significant technical work and collaboration between representatives of several communities, all with the goal of making education more accessible. The associated specifications show how the AccessForAll strategy can be implemented. They are not prescriptive about the encoding that should be used. Significantly, they are not prescriptive about what constitutes accessibility. The work that follows to support the adoption and implementation of the AccessForAll approach will be the true test of its interoperability: nothing is seriously interoperable unless people use it to interoperate. In addition, the network effects, upon which ultimate success will depend, cannot be expected to show until there is widespread adoption of the approach. There are endless opportunities, given the model and strategy, to take further advantage of new technologies. The Semantic Web offers one obvious technology that will be enabled by the AccessForAll approach. Already the first AccessForAll specifications recommend using the Semantic Web Evaluation and Reporting Language (EARL) so that the metadata will be as flexible and rich as possible. The range of other extensions includes opportunities for valuable cross-lingual exchanges to suit learner needs as well as cross-disciplinary changes of emphasis. Applications and Web services that transform resources or resource components to suit the needs of users with cognitive disabilities is a huge area that has hitherto not received the attention it deserves. The interoperability of specifications that purport to implement the new AccessForAll is clearly a major factor that will determine its effectiveness. Acknowledgements The authors wish to contribute to the valuable work being done by others and welcome involvement in their own work. They specially wish to acknowledge the contributions of collaborators Anastasia Cheetham, Martyn Cooper, Andy Heath, Madeleine Rothberg and David Weinkauf. Glossary AccessForAll: an Accessibility Framework: http://dublincore.org/accessibilitywiki/AccessForAllFramework. CWA14855, CEN Workshop Agreement, Dublin Core Application Profile guidelines: http://www.cenorm.be/cenorm/businessdomains/businessdomains/isss/cwa/cwa14855.asp. CEN/ISSS (MMI-DC), European Committee for Standardization, Meta-Data (Dublin Core) Workshop: http://www.cenorm.be/cenorm/businessdomains/businessdomains/isss/activity/wsmmi.asp. CEN/ISSS (WS-LT), Workshop on Learning Technologies: http://www.cenorm.be/cenorm/businessdomains/businessdomains/isss/activity/wslt.asp. DCAM, Dublin Core Metadata Initiative Abstract Model: http://dublincore.org/documents/abstract-model/. DCMES, Dublin Core Metadata Element Set: http://dublincore.org/documents/dces/. 225
DC Metadata Terms: http://dublincore.org/documents/dcmi-terms/. IEEE 14.84.12.1 - 2002 Standard for Learning Object Metadata: http://ieeeltsc.org/. IMS Global Learning Consortium: http://www.imsglobal.org/accessibility/. ISO JTC1 SC36: http://jtc1sc36.org/. NLS: http://lcweb.loc.gov/nls/. Object Management Group, The Unified Modeling Language: http://www.uml.org/. STSN: http://www.stsn.org/servicechart.html. TILE, The Inclusive Learning Exchange: http://www.inclusivelearning.ca/. UsableNet Lift text Transcoder: http://www.usablenet.com/products_services/text_transcoder/text_transcoder.html. W3C CC/PP, Composite Capabilities and Personal Preferences: http://www.w3.org/Mobile/CCPP/. W3C EARL, Evaluation and Reporting Language: http://www.w3.org/TR/EARL10/. W3C HTML, HyperText Markup Language: http://www.w3.org/TR/html4. W3C RDF, Resource Description Framework: http://www.w3.org/RDF/. W3C WAI, W3C Web Accessibility Initiative: http://www.w3.org/WAI/. W3C WAI, Web Content Accessibility Guidelines for creating accessible Web pages: http://www.w3.og/TR/WAI-WEBCONTENT/. W3C/WAI WCAG 2.0: http://www.w3.org/TR/WCAG20/. W3C XHTML, Module-based XHTML: http://www.w3.org/TR/xhtml1. W3C XML, Extensible Markup Language: http://www.w3.org/XML/. Web-4-All: http://web4all.atrc.utoronto.ca/. References Chapman, A. (200). Library services for visually impaired people: a manual of best practice, Chapter 10, retrieved 24 August 2006 from http://bpm.nlb-online.org/contents.html. DC-AWG (2005). Dublin Core Accessibility Working Group, IMS Accessibility Working Group, ISO JTC1 SC36 WG7, AccessForAll: an Accessibility Framework retrieved 24 August 2006 from http://dublincore.org/accessibilitywiki/AccessForAllFramework. DCMI, 2003. DCMI Usage Board Review of Application Profiles retrieved 24 August 2006 from http://dublincore.org/usage/documents/profiles/index.shtml. DCMI (2005). Dublin Core Metadata Initiative Abstract Model, retrieved October 7, 2006 from http://dublincore.org/documents/abstract-model/. Disability Rights Commission (UK), (2004). The Web: Access and Inclusion for Disabled People, retrieved October 7, 2006 from http://www.drc-gb.org/publicationsandreports/report.asp. 226
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October 2006 Volume 9 Number 4
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Guidelines for authors Submissions
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How Does Educational Technology Ben
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Adaptivity is one of the most impor
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3. Ease of editing and updating: wh
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Accessible and personalized Learnin
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From this definition, we figured ou
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Verifying contents Figure 3. The pa
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Figure 7. The ISA on line interface
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Adaptive Technology Resource Centre
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World Wide Web Consortium (1999a).
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guiding and supporting environment
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As an example, to improve the acces
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option). Although this finding migh
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of eLearning content and enhance th
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Hodgings, W. & Duval, E. (2002). IE
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the entire course of study. This sy
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information useful for the contextu
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Nr of student 25 20 15 10 5 0 a - w
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Vincenzo, a second year student, ne
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Evaluation Recently embodied conver
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The interaction may be performed on
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Poggi, I., Pelachaud, C., & de Rosi
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Lanzilotti, R., Ardito, C., & Costa
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quality in use, which is measured b
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process of designing high quality c
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eLSE methodology Designers and eval
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Execution phase Execution phase act
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on the inspection process and, cons
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Piccinini, N., & Scollo, G. (2006).
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Answers and reinforcement A.1: Use
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potential project ideas (from pure
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For each column in Table 2, the sum
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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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Page 183 and 184: participants that learning as a gro
Page 185 and 186: A hierarchy of Systems Identifying
Page 187 and 188: the change agents to recognize the
Page 189 and 190: Nonis, A. S., & O’Bannon, B. (200
Page 191 and 192: maintaining the interest levels of
Page 193 and 194: Focus group interviews with our stu
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Page 197 and 198: second phase of valuing, commitment
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Page 203 and 204: Website Design The MTP website (www
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Page 207 and 208: quality that are the focus of the M
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Page 211 and 212: or underserved populations. For exa
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Page 215 and 216: professional-level tools and resour
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Page 237 and 238: The Resources Management Process ma
Page 239 and 240: Step 1: Instantiation of the enterp
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Page 243 and 244: correlation of the different viewpo
Page 245 and 246: Hummel, H., Manderveld, J., Tatters
Page 247 and 248: Karagiannidis, C. (2006). Book revi
Page 249 and 250: Glenn, L. (2006). Book review: Visu
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