Education for a Digital World Advice, Guidelines and Effective Practice from Around Globe, 2008a

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11 – Accessibility and Universal Design CASE 3: ROBERT Description. Robert had nerve damage to his right hand and cannot use a standard keyboard. A standard mouse is also difficult for him to use, so he usually uses a tablet. He recently acquired a Frogpad, a one-handed, 20-key keyboard that uses key combinations. So far he can type about 10 to 20 words per minute. Issues. Robert requires additional time when writing exams, especially when handwriting; he prefers to type even though it is still slow. He says he would be unlikely to use a discussion board or chat room. To date, he has not used voice tools, but says he could not use them in a crowded lab. Comment and recommendation. Making special arrangements for assignments, such as extending the deadline, or submitting it in a different format is a solution that has to be discussed with an instructor. Students who have problems and need special accommodations often do not report them to their instructors. A note coming from the instructor or administrator at the beginning of the course, explaining the possibilities of those accommodations, will encourage students to express their concerns. Introducing audio tools, such as voice discussion boards or voice instant messaging, may save Robert’s typing time and effort. If access to the necessary hardware could be obtained, assignments that can optionally be submitted in alternative formats, such as audio or video presentations, may also be appropriate. CASE 4: GEORGE Description. George has been blind since birth, and relies on a computer with JAWS for Windows, a talking screen reader program, which enables him to access the Internet as well as many other PC applications. Issues. George has taken courses online in the past, but finds WebCT cumbersome to navigate. The popular course management system is based on framesets, which are not optimal for JAWS, as when a single frame updates it is difficult for a blind listener to determine what has changed on the page. Navigation is distributed across multiple framesets and implemented in JavaScript, which behaves differently in the JAWS reader than standard HTML. Comment and recommendation. Many of the improvements that can help students such as George are the familiar guidelines of the WCAG. Here, the challenge is not simply to adapt the material, but to make course developers aware that these changes are necessary. One such example is a diagram that is not easily described with a few words in Figure 4, a longer description was needed. This piece of text explains the diagram, ensuring that no relevant information is lost. George, who is interested in a radio broadcasting career, was asked if he would prefer to submit assignments as audio readings rather than written assignments. He responded that the material for an audio reading must either be prepared as written text in advance or else the final audio must be edited, which is a less accessible option for a blind user than a standard text editor. Nevertheless, he was appreciative of the idea of offering students alternatives. References A profile of disability in Canada, 2001. Retrieved May 16, 2006, from Statistics Canada website: http://www .statcan.ca/english/freepub/89-577-XIE/canada.htm Draffan, E. A. & Reinger, P. (2006). A model for the identification of challenges to blended learning. ALT-J. Faculty & Staff Disability Resources: Accommodating students with disabilities. (n.d.) Retrieved May 16, 2006, from University of British Columbia, Student Services website: http://students.ubc.ca/facultystaff /disability.cfm?page=students Ivory, M. & Chevalier, A. (2002). A study of automated web site evaluation tools. Technical Report UW-CSE- 02-10-01. University of Washington, Department of Computer Science and Engineering. Retrieved March 2006, http://scholar.google.com/url?sa=U&q=ftp://ftp .cs.washington.edu/tr/2002/10/UW-CSE-02-10-01.pdf Jeffels, P. (2005). Usability, the practical approach to accessibility. ALT-N online 1. Jeffels, P. & Marston, P. (2003). Accessibility of online learning materials. SCROLLA Invited Paper Kelly, B. & Sloan, D. (2005). Forcing Standardization or Accommodating Diversity? A Framework for Applying the WCAG in the Real World. Paper presented at International Cross-Disciplinary Workshop on Web Accessibility. Chiba, Japan on May 20, 2005. Retrieved March 2006, http://www.ukoln.ac.uk/web -focus/papers/w4a-2005/html/ Microsoft Accessibility: Technology for Everyone (2005). Renton Technical College Pilot Project Provides Accessible Technology to Help Overcome Barriers to Learning. Retrieved June 2006, http://www.microsoft .com/enable/casestudy/rtc.aspx Muir, Adrienne & Oppenheim, Charles. (2001, September). Report on Developments World-Wide on National Information Policy. Department of Information Science, Loughborough University. Retrieved August Education for a Digital World 179
11 – Accessibility and Universal Design 6, 2006, http://www.la-hq.org.uk/directory/prof_issues /nip/universal.htm Section 508 Standards (2006, January 23). Retrieved May 16, 2006, http://www.section508.gov/index.cfm?Fu seAction=Content&ID=12 W3C. (1999a). Checklist of Checkpoints for Web Content Accessibility Guidelines 1.0. Retrieved August 5, 2006, http://www.w3.org/TR/WAI-WEBCONTENT /full-checklist.html W3C. (1999b). List of Checkpoints for Web Content Accessibility Guidelines 1.0. Retrieved August 5, 2006, http://www.w3.org/TR/WAI-WEBCONTENT /checkpoint-list.html 180 Education for a Digital World
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Education for a Digital World ADVIC
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Contents Chapter Abstracts / v Intr
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Chapter Abstracts Part 1: The Impac
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Chapter Abstracts on a revised Bloo
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Chapter Abstracts BUILDING COMMUNIT
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Introduction phasizes the building
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1 Emerging Technologies in E-learni
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2 Virtual Design Studios: Solving L
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3 Challenges Confronted and Lessons
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4 Addressing Diversity in Design of
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7 Learning Management Systems Don M
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9 Quality Assurance by Design Niki
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17 E-learning Standards Randy LaBon
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21 Media Selection Peter Fenrich If
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31 Looking Forward: Stories of Prac
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Contributors Dr. Mohamed Ally, Prof
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Education for a Digital World Advice, Guidelines and Effective Practice from Around Globe, 2008a

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