October 2006 Volume 9 Number 4

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(PubbliAccesso, 2004) than the ones that have inspired the design of other existing accessibility tools, e.g., ATutor in Canada (ATRC, 2006). Specifically, in this paper we have presented motivations and current efforts towards designing more usable and interactive tools for the presentation of accessibility guidelines as supports to the authoring practice. One of the main objectives of the approach adopted so far has been to encourage the acquisition of expertise on accessibility by creators of eLearning resources, no matter what their professional expertise or previous technical abilities are. Another main focus has been to promote, through a correct application of the methodology presented, that the eLearning contents and experience eventually delivered to learners with special needs reach the same levels of quality and effectiveness of the ones provided to nondisabled learners. Our current work entails a validation of the approach proposed, by which we expect to inform its future refinement as well as its possible extension to a larger set of disabilities and types of contents. Acknowledgments This work has been supported by the VICE project (Virtual Communities for Education, CNR/MIUR, Italy, http://www.progettovice.it/). We would like to thank Loredana De Giovanni for her comments and support provided during the preparation of this work. References ADL (2005). Advanced Distributed Learning, retrieved June 29, 2006 from http://www.adlnet.org/. A-Prompt (2006). University of Toronto, A-Prompt, retrieved March 14, 2006 from http://aprompt.snow.utoronto.ca/. ATRC (2006). ATutor, retrieved June 29, 2006 from http://www.atutor.ca/atutor/index.php. Bertini, E., Billi, M., Burzagli, L., Gabbanini, F., Gabrielli, S., Graziani, P., & Palchetti, E. (2005). Testing Accessibility in Mobile Computing. International Conference on Human-Computer Interaction 2005, July 2005, Las Vegas, USA. Bobby (2006). Watchfire Corporation, Bobby, retrieved March 14, 2006 from http://bobby.watchfire.com/. Caldwell, B., Chisholm, W., White, J., & Vanderheim, G. (2005). Web Content Accessibility Guidelines 2.0, Working Draft 23 November 2005, retrieved June 29, 2006 from http://www.w3.org/TR/WCAG20/. CanCore (2006). CanCore Guidelines Version 1.9: Educational Category, retrieved March 14, 2006 from http://www.cancore.ca/guidelines/1.9/CanCore. CCC (2000). Guidelines for Producing Instructional and Other Printed Materials in Alternate Media for Persons with Disabilities, California Community Colleges. retrieved June 29, 2006 from http://www.htctu.net/publications/guidelines/altmedia/altmedia.htm Cockton, G., Lavery, D., & Woolrych, A. (2003). Inspection-based Evaluations. In Jacko, J. A. & Sears, A. (Eds.), The HCI Handbook, Lawrence Erlbaum Assoc., 1118-1138. Di Blas, N., Paolini, P., & Speroni, M. (2004). “Usable Accessibility” to the Web for Blind Users. In Adjunct Proceedings of the 8 th ERCIM Workshop on User Interfaces for All, June 2004, Vienna, Austria, http://ui4all.ics.forth.gr/workshop2004/publications/adjunct-proceedings.html. Dix, A., Finlay, J., Abowd, G., & Beale, R. (2003). Human-Computer Interaction, Hillsdale, NJ: Prentice Hall. Freed, G., Rothberg, M., & Wlodkowski, T. (2003). Making Educational Software and Web Sites Accessible. Design Guidelines Including Math and Science Solutions, retrieved March 14, 2006 from http://ncam.wgbh.org/cdrom/guideline. Gabrielli, S., Mirabella, V., Kimani, S., & Catarci, T. (2004). Steering the Development of Accessible e- Learning Content. In Proceedings of the 3 rd ECEL Conference, Paris, France, 517-526. 25
Hodgings, W. & Duval, E. (2002). IEEE LTSC Learning Object Meta-data LOM 1484.12.1 Vl Final Draft, retrieved March 14, 2006 from http://ltsc.ieee.org/wg12/files/. IMS (2002). IMS Guidelines for Developing Accessible Learning Applications, Version 1.0, White Paper, retrieved March 14, 2006 from http://www.imsproject.org/accessibility/. Lang, T. (2003). Comparing website accessibility evaluation methods and learnings from usability evaluation methods, retrieved March 14, 2006 from http://www.peakusability.com.au/pdf/website_accessibility.pdf. LiFT (2006). UsableNet, LiFT, retrieved March 14, 2006 from http://www.usablenet.com/. LTSC (2004). IEEE LTSC Learning Object Meta-data LOM_1484_12_1_v1_Final_Draft, November 2004, retrieved March 14, 2006 from http://ltsc.ieee.org/wg12/files/. MAGpie (2006). NCAM, MAGpie, retrieved March 14, 2006 from http://ncam.wgbh.org/webaccess/magpie/. Mahemoff, M. J., & Johnston, L. J. (1998). Principles for a Usability-Oriented Pattern Language. In Proc. of Australian Computer Human Interaction Conference OZCHI’98, Adelaide: IEEE Computer Societey, Los Alamitos, 132–139. Mankoff, J, Fait, H., & Tran, T. (2005). Is Your Web Page Accessible? A Comparative Study of Methods for Assessing Web Page Accessibility for the Blind. Proc. of CHI 2005, April 2-7, 2005, Portland, USA, 41-50. Mirabella, V., Kimani, S., Gabrielli, S., & Catarci, T. (2004). Accessible e-Learning Material: A No-Frills Avenue for Didactical Experts. The New Review of Hypermedia and Multimedia, 10 (2), 1-16. NCAM (2006). Rich Media Accessibility, retrieved June 29, 2006 from http://ncam.wgbh.org/richmedia/tutorials. PubbliAccesso (2004). PubbliAccesso, Italian Law 9 January 2004, n. 4, retrieved March 14, 2006 from http://www.pubbliaccesso.it/normative/legge_20040109_n4.htm. Section 508 (1973). Section 508 of the Rehabilitation Act, amended 1998, retrieved March 14, 2006 from http://www.section508.gov. Van Welie, M., Van der Veer, G. C., & Eliëns, A. (2000). Patterns as Tools for User Interface Design. International Workshop on Tools for Working with Guidelines, 7-8 October 2000, Biarritz, France, 313-324. W3C (2004). Web Content Accessibility Guidelines 2.0, W3C Recommendations, Working Draft 29, November 2004, retrieved March 14, 2006 from http://www.w3.org/TR/WCAG20/#overview-design-principles. 26
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 and 18: Figure 7. The ISA on line interface
Page 19 and 20: Adaptive Technology Resource Centre
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: of eLearning content and enhance th
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
Page 69 and 70: A new computerized Records Manageme
Page 71 and 72: eflected in artifacts and other str
Page 73 and 74: any distributed community include b
Page 75 and 76: message in order to obtain a respon
Page 77 and 78: Figure 3. Social network after intr
Page 79 and 80: increased face-to-face collaboratio
Page 81 and 82:
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
Page 89 and 90:
greater flexibility in course selec
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Cost-benefit One distinct benefit o
Page 93 and 94:
Resources The development of online
Page 95 and 96:
courses where it is has little pote
Page 97 and 98:
A fellowship programme, such as the
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Moore, M.G. (1998). Introduction. I
Page 101 and 102:
Software reuse has two dimensions,
Page 103 and 104:
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
Page 123 and 124:
Figure 4: Example of Summary Image
Page 125 and 126:
The competitive nature of design cl
Page 127 and 128:
Dias, L. B. (1999, November). Integ
Page 129 and 130:
materials built into the system. Th
Page 131 and 132:
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
Page 153 and 154:
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
Page 167 and 168:
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
Page 179 and 180:
The basis of reform in science educ
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technology and are not confident in
Page 183 and 184:
participants that learning as a gro
Page 185 and 186:
A hierarchy of Systems Identifying
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the change agents to recognize the
Page 189 and 190:
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
Page 201 and 202:
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
Page 249 and 250:
Glenn, L. (2006). Book review: Visu
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