a bridge between accessibility and moocs: an adaptative model for developing new services for people...

A bridge between accessibility and MOOCs: an adaptative model for developing new services for

people with special needs

Francisco Iniesto

Supervisors: Covadonga Rodrigo & Timothy Read

Universidad Nacional de Educación a Distancia (UNED)

4th GO-GN Seminar

20-21 April 2015

Open Education Global

22-24 April 2015

Banff, Alberta

Canada

CONTEXT: LLL FOR PEOPLE WITH FUNCTIONAL DIVERSITY

People with disabilities choose distance education universities (eLearning) for their studies. (50% UNED)

Evolution of enrolment of disabled students over period 2003 – 2015 at UNED

Disability 2013/2014

Physical 4454

Psychic 1736

Hearing 570

Visual 874

Total 7847

25542966

34623830

4283 4224

4808

6294 6104

74697670

7847

7469

0

1000

2000

3000

4000

5000

6000

7000

8000

9000

2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015

CONTEXT: ACCESSIBLE MOOC LEARNING

.

Benefits such as:

• Openness

• Low cost

• Ubiquity

• Acquiring knowledge

• Social learning

• Achieving new competences

• Develop professionally

Image retrieved from Open Education Europa

The fact to make digital people with special needs increases the work rate in this collective

DOCTORAL WORK OBJECTIVE

• Adaptive model. • The system will help to find MOOCs that best suit their

professional needs and that are more accessible regarding his\her disability.

• Accessibility Analysis of both of eLearning platforms and educational resources.

• Personalization of the app: GUI adaptation to each assistive technology.

• Rated list of recommended MOOCs to best fit accessibility requirements and learning preferences.

The main objective of this doctoral work: Design a PERSONALIZED APP for RECOMMENDING MOOCs adapted to user needs: achieve new professional competences + learner’s preferences.

COMPETENCE-BASED RECOMMENDATION APP FOR PEOPLE WITH FUNCTIONAL DIVERSITY

Enriched user profile. There are two main groups of information:

1. list of professional competences the user wants to achieve -> what the person wants to learn

2. User’s device personalization: preferences / needed assistive technologies -> technical needs regarding user’s functional diversity.


Professional profiles defined by competences.

The system should have professional skills defined to be mapped to user expectations.

MOOC content defined by achievable competences.

The information of competencies within the MOOC platforms and courses.

Accessible MOOCs.

Accessibility evaluation on MOOC platforms and their educational resources

-> automated recommendation list adapted to user’s functional diversity (user’s profile).

MOOC data definedby achievable competences


TASK 1: Development of an accessibility evaluation of MOOC platforms and courses to achieve a map of accessible MOOCs versus functional diversities.

TASK 2: Development of a holistic approach assessing accessibility in MOOCs using different tools (automatic tools, disability simulators,…)

TASK 3: Analysis of accessible metadata for user profile definition:

{assistive technologies, device user preferences instead of functional disability

TASK 4: Enriched user profile definition:

• functional diversity (from Task 3)

TASK 5: Accessibility map: MOOC vs user’s functional diversity

TASK 1: HOW SHOULD THE MODEL FOR AN ACCESSIBLE MOOC PLATFORM BE?

The minimum required level of accessibility :

Guarantee access to the content by means of the platforms.

Produce the content accessible in itself.

Evaluate the access conditions.

The technological platform.

The content of the MOOC must be the same for all of the students.

The students must be able to access the content using assistive technologies.

It is necessary to offer alternative textual descriptions for multimedia content.

Assistance must be provided.

TASK 1: CREATING ACCESSIBLE MOOCS. THE IMPORTANCE OF STANDARDS

eLearning platform standards:

Web Content Accessibility Guidelines (WCAG) 2.0 (2008)

Website Accessibility Conformance Evaluation Methodology

1.0 (2014)

Iniesto, F., Rodrigo, C (2013) Estándares y accesibilidad en el ciclo de creación de OERs mediante herramientas de autor. ATICA 2013

TASK 1: CREATING ACCESSIBLE MOOCS. THE IMPORTANCE OF STANDARDS

•Documents:

o PDF, Word. Follow Accessibility guidelines for documents

•Videos (pills)

o Include subtitles.

o Sign Language Interpreter

o Include alternative text to the video content. Textual description

TASK 1: METHODOLOGY AND GUIDELINES FOR EVALUATING ACCESSIBILITY IN MOOCS

A selection of a set of Web pages:

•The platform’s homepage.•A representative page of the course.•A course page including a form.•A course page including a forum.

Educational resources (Knowledge Pills)Text based: PDF, Word,…Multimedia, Video lessons.

Methodology that combines:

Conformance reviews.

Screening techniques.

(Brajnik ,2009; Sánchez Caballero, 2010,Sama et al, 2012; Hilera et al, 2013)

TASK 1: CASE STUDIES

"Estrategias de Marketing Online. Community Manager" (Miriada X. ).

"Emprendimiento y Desarrollo de Aplicaciones de Realidad Aumentada" (COLMENIA: Weprendo + UnX).

“As alteraçõesclimáticas - or contexto das experiências de vida” (UAbiMOOC)

"España+Francia+Cerca I" (UNED COMA).

Iniesto, F., Rodrigo, C., Moreira Teixeira, A. (2014) Accessibility analysis in MOOC platforms. A case study: UNED COMA and UAb iMOOC. CAFVIR 2014

Iniesto F., Rodrigo C. (2014) "Accessibility assessment of MOOC platforms in Spanish: UNED COMA, COLMENIA and Miriada X. SIIE14

TASK 1: CASE STUDY RESULTS

All platforms obtain average results 5 – 6 /10 -> place for improvement. None of the platforms achieve reasonable values (higher than 60%).

For the educational content -> no standards (either platforms or accessible educational content). -> SCORM and accessibility guidelines.

Lack of full accessibility of audiovisual resources exist for all the platforms.

TASK 2: HOLISTIC APPROACH FOR EVALUATING ACCESSIBILITY IN MOOCS

Global or heuristic vision:

Evaluation through automatic accessibility tools :

WCAG Accessibility Validation: eXaminator

Disability Simulators:aDesigner

User Experience (UX)

Testing Tools: Sortsite

User evaluation

Educational content evaluation

The MOOC platform

The educational content.

Iniesto, F., Rodrigo, C (2014) Pautas para la evaluación de la accesibilidad en las plataformas MOOC ATICA 2014

TASK 3: ANALYSIS OF ACCESSIBLE METADATA FOR USER PROFILE DEFINITION

Analysis of accessible metadata for user profile definition: {assistive technologies, device user preferences instead of functional disability}

Rodrigo C., Iniesto F. (2015) Holistic vision for creating accessible services based on MOOCs. Open Education Global Conference. 2015.

Learning Profiling:

•Display information: the user preferences to have information displayed or presented. For example, it is possible to define preferences related to text (fonts and colors), video (resolution), mouse (pointer, motion), etc.

•Control information: this set defines the user preferences to control the device: keyboard (virtual), zoom preferences, voice recognition.

•Content information: this set defines the user preferences for visualizing learning content.

•Privacy and data protection information: The privacy and the data integrity is considered very important, since the exchanged information can be closely related to the user’s functional diversity.


Learning Resources:

•Technological: the technology to develop and edit the resources, authoring tools to facilitate the production of accessible materials or the adaptation of those already produced.

•Adapted Devices: when a user accesses a resource available on the Internet, it can be accessed directly or a device would have to be used specifically: screen reader, specialized mouse, virtual keyboard, magnifying glass, etc.

•Existing Inclusive Methodologies and Educational Standards: in this sense the XML markup languages have to be mentioned.


IMS Access for All (AfA) : Personal Needs and Preferences (PNP) and Digital Resource Description (DRD) -> Multiplicity (Collections)


Iniesto, F., Rodrigo, C (2015) Accessible services for people with functional diversity based on MOOCs. EC-TEL 2015Iniesto, F., Rodrigo, C (2015) Modelado de perfiles de usuario accesibles para servicios académicos basados en MOOCs. Interracción2015

Enriched user profile

TASK 4: ENRICHMENT OF USER PROFILE DEFINITION

Web form:

Design of the questionsPersonal dataUser’s device personalizationPreferences / needed assistive technologies. Users with special needs

Personalization of the app: GUI adaptation to each assistive technology.

Creation of a map of accessibility in MOOCs versus functional diversity

Heuristic evaluation:

Collect positive/negative indicatorsDefine user cases to evaluate a correct accessibilityVirtual users, learning scenariosUsers with special needs

MOOCs sort by level of accessibility.

Allow to search the educational resources that best meet the user's functional diversity.

TASK 5: DEVELOPMENT OF ACCESSIBILITY MAP

FUTURE WORK

TASK 2: Refinement of holistic approach.

TASK 3: Analysis of accessible metadata for user profile definition

-> Include microdata standards: AMP and LRMI (search engines)

TASK 4: Enrichment of user profile definition.

Image retrieved from Mary Robinson Foundation

Francisco Iniesto

Department of Computer Languages and Systems

School of Computer Science

Universidad Nacional de Educación a Distancia (UNED),

Madrid, Spain

E-mail: [email protected]

LinkedIn: es.linkedin.com/in/franciscoiniesto/en

mailto:[email protected]

http://es.linkedin.com/in/franciscoiniesto/en