Thematische Bibliographien / Accessibility of learning

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Auswahl der wissenschaftlichen Literatur zum Thema „Accessibility of learning“

Autor: Grafiati

Veröffentlicht am 16. November 2024

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Zeitschriftenartikel zum Thema "Accessibility of learning"

Bonenberg, Agata, und Barbara Linowiecka. „ACCESSIBILITY OF SPACES FOR LEARNING – LEARNING ABOUT ACCESSIBILITY“. Space&FORM 2023, Nr. 55 (29.09.2023): 431–46. http://dx.doi.org/10.21005/pif.2023.55.f-01.

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The purpose of the presented research is to identify problems with the orientation and accessibility of the fragment of the "Warta" Campus at Poznan University of Technology and the building of the Faculty of Architecture and the Faculty of Management Engineering (WAWIZ). The new, almost zero-energy building designed by Prof. Sławomir Rosolski meets ecological and pro-environmental requirements to the highest degree and combines them with the perfection of the building's architectural form. The scope of the ergonomic research conducted concerns access to the Warta Campus from the nearest public transportation stop, the route to the WAWIZ building running through the campus, and the first floor of the building. The scope of the research and accompanying workshops also had an awareness-raising (socio-educational) character, ending with a discussion, and were preceded by design classes, where methods were discussed. The results of the accessibility study allowed the identification of the four most significant measures to eliminate existing limitations. The research focused on architectural accessibility only.

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Alphin, Henry C. „E-Learning Accessibility Model“. International Journal of Online Pedagogy and Course Design 3, Nr. 3 (Juli 2013): 18–42. http://dx.doi.org/10.4018/ijopcd.2013070102.

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Using data from 22 in-depth interviews with e-learning accessibility researchers, disability specialists, instructional designers, higher education administrators, and disabled current and former higher education students, a strategic model of e-learning accessibility for disabled college students is developed. Collaboration, including interviews with experts and students, provided an underlying fabric in this study and highlights the need for interdepartmental and interdisciplinary support and communication when developing an accessibility culture. In understanding the opinions, perceived needs, and outright demands of experts and students on the topic of e-learning accessibility, a grounded theory approach resulted in a spectrum of views that was instrumental in developing a framework of which nascent e-learning programs could utilize as a new foundation and established e-learning programs could implement as an inherent aspect of the institution’s culture. Recommendations—including developing e-learning accessibility as part of the culture of the institution, with a focus on collaboration, program evaluation and outcomes assessment—are presented.

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Badge, Joanne L., Emma Dawson, Alan J. Cann und Jon Scott. „Assessing the accessibility of online learning“. Innovations in Education and Teaching International 45, Nr. 2 (Mai 2008): 103–13. http://dx.doi.org/10.1080/14703290801948959.

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Arnold, Emma, und Sue Harrison. „TechDis: e-Learning, Accessibility and Inclusion“. Discourse: Learning and Teaching in Philosophical and Religious Studies 6, Nr. 1 (2006): 71–82. http://dx.doi.org/10.5840/discourse2006619.

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Dwi Fithriyaningrum, Sri Suning Kusumawardani und Sunu Wibirama. „Accessibility Analysis of Learning Management System Websites“. IJID (International Journal on Informatics for Development) 11, Nr. 1 (25.09.2022): 162–71. http://dx.doi.org/10.14421/ijid.2022.3485.

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In the digital era, Learning Management System is widely used to spread information in higher education, particularly at the university level. There are, however, issues with the Learning Management System's accessibility for users with disabilities. This research aims to investigate the accessibility issues of learning management websites of 30 universities in Indonesia. The top 30 universities in Indonesia according to Webometrics 2022 are the basis for this study. Accessibility issues will be identified and examined using the Wave evaluation tool which is in accordance with the Web Content Accessibility Guidelines 2.1 used by ISO 40500. Web Content Accessibility Guideline 2.1 has principles that any web should follow: Perceivable, Operable, Understandable, and Robust. Based on the research findings, The low contrast ratio between text and background, the absence of text explanations in the images, the lack of descriptive text on the links, the absence of text labels on the form, and the absence of text description on the button were the most frequently encountered accessibility issues.

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Darmadi, Herru, Yan Fi und Hady Pranoto. „Evaluasi Aksesibilitas Learning Object Berdasarkan Web Content Accessibility Guidelines 2.0“. Jurnal ULTIMATICS 9, Nr. 2 (22.12.2017): 67–71. http://dx.doi.org/10.31937/ti.v9i2.602.

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Learning Object (LO) is a representation of interactive content that are used to enrich e-learning activities. The goals of this case study were to evaluate accessibility and compatibility factors from learning objects that were produced by using BINUS E-learning Authoring Tool. Data were compiled by using experiment to 30 learning objects by using stratified random sampling from seven faculties in undergraduate program. Data were analyzed using accessibility and compatibility tests based on Web Content Accessibility Guidelines 2.0 Level A. Results of the analysis for accessibility and compatibility tests of Learning Objects was 90% better than average. The result shows that learning objects is fully compatible with major web browser. This paper also presents five accessibility problems found during the test and provide recommendation to overcome the related problems. It can be concluded that the learning objects that were produced using BINUS E-learning Authoring Tool have a high compatibility, with minor accessibility problems. Learning objects with a good accessibility and compatibility will be beneficial to all learner with or without disabilities during their learning process. Index Terms—accessibility, compatibility, HTML, learning object, WCAG2.0, web

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Boateng, John Kwame. „Accessibility Considerations for e Learning in Ghana“. Journal of Education and e-Learning Research 3, Nr. 4 (01.12.2016): 124–29. http://dx.doi.org/10.20448/journal.509/2016.3.4/509.4.124.129.

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Ren, Xinyue. „“Learning in the Dark” Simulation to Teach about Accessibility“. Journal of Technology-Integrated Lessons and Teaching 2, Nr. 1 (23.06.2023): 95–103. http://dx.doi.org/10.13001/jtilt.v2i1.7453.

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The purpose of this instructor-led lesson is to raise preservice teachers’ awareness of the significance of accessibility in PK-12 education. In the lesson, students develop empathy to understand the experiences of learners with vision-related disabilities through a simulation activity and competencies to achieve accessibility in their specific teaching contexts. Multimedia and open educational resources are utilized to introduce accessibility, inclusive education, Universal Design for Learning, assistive technology, and accessibility evaluation. Students participate in several learning activities, such as a collaborative document to identify effective technologies to address accessibility issues faced by learners with disabilities and an e-portfolio assessment to evaluate the accessibility of e-learning tools in PK-12 classrooms.

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Ravichandran, G., Dr J. Sujathamalini und Dr K. Gunasekaran. „E-Learning- Accessibility of Students with Visual Impairment in Higher Education“. International Journal of Research and Review 9, Nr. 5 (11.05.2022): 27–31. http://dx.doi.org/10.52403/ijrr.20220506.

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This paper explores the e-learning accessibility of students with visual impairment to begin as a current learning method in the education system. Even in training, the significance of e-studying has improved appreciably. Although a maximum of the technically triggered accessibility management education structures and e-learning contents are conquered all accessibility there are still barriers to be considered. As a matter of current pandemic, it still seems that the subject of accessibility is still exclusively discussed on a technical level. Important aspects like target group-oriented learning methodology and course administration had improved to meet the needs of students with visual impairment. However, e-learning is as important for the accessibility for student with print disabilities and the technical adaptations of the various education structures are used in an e-learning environment of students with visual impairment. The present qualitative study explored the accessibility of e-learning of students with visual impairment. The study implied the need for training students with visual impairment to overcome the learning barriers through implementation of technological advancements such as e-learning and online learning at higher education. Keywords: E-Learning, Accessibility, Visual Impairment.

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Crary, Sarah, Andrea Huseth-Zosel und Erika Beseler Thompson. „Accessibility and Engagement“. Journal of Open, Flexible and Distance Learning 25, Nr. 2 (03.03.2022): 23–34. http://dx.doi.org/10.61468/jofdl.v25i2.493.

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To reach more students, many colleges are using technology to teach courses via a blended learning model, which allows students to attend class face to face or through a video network. The blended–synchronous format (a blended learning model) is defined as the synchronous instruction of face-to-face and remotely located students. Although it provides flexibility for students in terms of location, the blended–synchronous model also has challenges, including accessibility. This study aimed to understand the expectations and experiences of graduate students who attend blended–synchronous courses. The authors surveyed students in a midwestern, mid-sized research university, who were enrolled in programmes that use the blended–synchronous model. The survey focused on their experiences with, and expectations for, their typical mode of attendance. An analysis of quantitative data using descriptive statistics and independent samples t-tests determined whether there were significant differences between students who attended in person or via a video network (VN) regarding their ideal expectations and actual experiences with classroom engagement. Authors coded open-ended responses to capture and interpret key themes. Results indicated students did not experience significant differences in their ideal or actual classroom engagement regardless of the mode of attendance, although there were significant differences in actual experiences of accessibility—VN students are less able to hear and see the instructor and classmates. Additionally, a sense of “us versus them” emerged between the two groups, with VN students struggling to participate actively. Systems need to be developed to increase participation and social interaction in blended–synchronous courses.

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Dissertationen zum Thema "Accessibility of learning"

Lundqvist, Sebastian, und Johan Ström. „Web Accessibility in E-learning : Identifying and Solving Accessibility Issues for WCAG 2.0 Conformance in an E-learning Application“. Thesis, Linköpings universitet, Institutionen för datavetenskap, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-148913.

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With the rise of e-learning and recent legislations of the European Union enforcing conformance to Web Content Accessibility Guidelines 2.0 for web applications of public sector bodies, the issue of identifying and solving web accessibility issues in e-learning applications is more relevant than ever. This thesis is based on a case study of a publisher of course literature whose intention is to improve the accessibility of their e-learning applications. The thesis contains a theoretical foundation on disabilities, e-learning and web accessibility including assistive technologies, the web accessibility guidelines WCAG 2.0 and the web accessibility evaluation method WCAG-EM. This theory is used for developing solutions to accessibility issues found in the e-learning applications and comparing accessibility with e-learning theory. The results are presented as concrete examples to be useful for developers of e-learning applications. It was found that there exist a few instances where accessibility and e-learning contradict each other, but the solutions to accessibility problems are most often not affected by the learning premise of the applications.

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Jude, Palakh Mignonne. „Increasing Accessibility of Electronic Theses and Dissertations (ETDs) Through Chapter-level Classification“. Thesis, Virginia Tech, 2020. http://hdl.handle.net/10919/99294.

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Great progress has been made to leverage the improvements made in natural language processing and machine learning to better mine data from journals, conference proceedings, and other digital library documents. However, these advances do not extend well to book-length documents such as electronic theses and dissertations (ETDs). ETDs contain extensive research data; stakeholders -- including researchers, librarians, students, and educators -- can benefit from increased access to this corpus. Challenges arise while working with this corpus owing to the varied nature of disciplines covered as well as the use of domain-specific language. Prior systems are not tuned to this corpus. This research aims to increase the accessibility of ETDs by the automatic classification of chapters of an ETD using machine learning and deep learning techniques. This work utilizes an ETD-centric target classification system. It demonstrates the use of custom trained word and document embeddings to generate better vector representations of this corpus. It also describes a methodology to leverage extractive summaries of chapters of an ETD to aid in the classification process. Our findings indicate that custom embeddings and the use of summarization techniques can increase the performance of the classifiers. The chapter-level labels generated by this research help to identify the level of interdisciplinarity in the corpus. The automatic classifiers can also be further used in a search engine interface that would help users to find the most appropriate chapters.
Master of Science
Electronic Theses and Dissertations (ETDs) are submitted by students at the end of their academic study. These works contain research information pertinent to a given field. Increasing the accessibility of such documents will be beneficial to many stakeholders including students, researchers, librarians, and educators. In recent years, a great deal of research has been conducted to better extract information from textual documents with the use of machine learning and natural language processing. However, these advances have not been applied to increase the accessibility of ETDs. This research aims to perform the automatic classification of chapters extracted from ETDs. That will reduce the human effort required to label the key parts of these book-length documents. Additionally, when considered by search engines, such categorization can aid users to more easily find the chapters that are most relevant to their research.

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Sessler, Trinkowsky Rachael. „Interpretative Phenomenological Analysis of Accessibility Awareness Among Faculty in Online Learning Environments“. Thesis, Nova Southeastern University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3717916.

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Although all organizations and institutions should consider accessibility when developing online content, inaccessibility is a recurring issue in recent literature pertaining to online learning environments (OLEs) and faculty accessibility awareness. The goal was to describe how online faculty gain knowledge regarding accessibility, to explore the lived experiences of online faculty who have worked with students who have disabilities, and to gain a better understanding of how faculty experience the process of accessibility implementation. The following research questions guided this study: How do faculty in OLEs experience encounters regarding accessibility for students who have print related disabilities? How do faculty in OLEs experience the journey of developing the skills needed to provide accessibility for students with print related disabilities? What aspects of accessibility and Universal Design for Learning (UDL) do faculty members practice in OLEs and what meaning do they ascribe to the lived experience of providing these accommodations? An interview guide was used to address the research questions. Participants were recruited from the Online Learning Consortium and Assistive Technology Industry Association for participation in phenomenological interviews, which were recorded and then transcribed verbatim. The transcripts of these interviews were analyzed to determine eight super-ordinate themes: Accessibility and usability awareness of online faculty; interactions and relationships between faculty, students, various departments, and outside organizations relating to SWDs and accessibility; different perspectives and experiences of faculty who teach courses within programs that have an emphasis on accessibility, AT, or working with people with disabilities; faculty experiences and perspectives of working with SWDs and providing accessible materials in OLEs; faculty training and experience with accessibility and people with disabilities; faculty autonomy within OLEs as it relates to creating accessible content; accommodations and accessibility features used in OLEs; as well as LMS accessibility and usability. The results of this study led to several implications regarding training and support services for faculty, students, other staff, and administration within online programs, best practices for implementing accessibility, as well as recommendations for future studies.

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Heron, Michael James. „The ACCESS Framework : reinforcement learning for accessibility and cognitive support for older adults“. Thesis, University of Dundee, 2011. https://discovery.dundee.ac.uk/en/studentTheses/0952d5ff-7a23-4c29-b050-fd799035652c.

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This dissertation focuses on the ACCESS Framework which is an open source software framework designed to address four issues with regards to older and novice users with accessibility needs – that they often do not know what support is available within their systems, that they often do not know how to change those settings they know exist, that they often lack the confidence to make the changes they know how to make, and are often unable to physically enable accessibility support.The software discussed in this dissertation serves as a bridge between what users are expected to know and what they actually know by assuming the responsibility for identifying user accessibility requirements and making those changes on the user?s behalf. User interaction with the framework is limited to either expressing approval or disapproval with regards to corrective action. Individual corrections are deployed as plug-ins within this tool.Four studies were conducted during this research. Three of these studies were aimed at evaluating the ACCESS Framework directly with the remaining study being an exploration of a cognitive support tool deployed using the framework. Two of these studies involved participants attempting to perform specific, well-defined tasks on systems that had been configured to the extremes of what was possible with operating system settings. These tasks were attempted with and without the support of the framework. The final study was a focus group in which issues of the framework were discussed by individuals who had been through the experimental trials.The research provided strong evidence that this is an effective mechanism for accessibility configuration when there is a strong match between identified accessibility needs and available operating system support. The system was seen as understandable, useful and appropriate by individuals who had been through the experimental trials. The research provided strong evidence that this is an effective mechanism for accessibility configuration when there is a strong match between identified accessibility needs and available operating system support. The system was seen as understandable, useful and appropriate by participants, with a majority stating that they would be willing to use a similar system on their own machines.

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Ondin, Zerrin. „Experiences of the Students with Blindness and Visual Impairments in Online Learning Environments with regards to Instructional Media“. Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/64393.

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Accessibility is a very important criterion to make online learning inclusive to students with different abilities. According to Burgstahler, Corrigan and McCarter (2004) unless design of the courses are accessible to all students, including those with disabilities, the ultimate goal of distance learning to make education available to everyone cannot be accomplished. However, accessibility is rarely a priority for online course developers and students with disabilities are not considered as a large group (Treviranus and Roberts, 2006). This exploratory case study investigated the experiences of the students with visual impairment in online learning environments with regards to media used in their courses with the intent of providing suggestions for accessible media design. Media included text, visuals (pictures, diagrams, charts, and graphs), audio, and multimedia (video and animation) used in online learning environments. This study used a purposive sampling technique and participants who are visually impaired, who had an online course experience, and who are older than 18 years old were included in the study. A semi-structured interview protocol was developed and participants were asked about challenges they experienced and what worked well for them in terms of media in online learning environment. Because of the lack of scientific research examining design of online learning for students with visual impairment, this dissertation fills an important research gap and also makes contributions to the field of Instructional Design and Technology by providing students' perspectives and suggestions for accessible design. Suggestions provided in this study is valuable in terms of designing accessible online courses and that there is a lack of information and guidance for answering the needs of students with visual impairment in online learning environments.
Ph. D.

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Kuncaitis, Ramūnas. „Accessibility of adult learning in the context of education policy of the European Union“. Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2009. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2009~D_20090319_111810-10727.

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The doctoral thesis explores accessibility of adult learning in the context of education policy of the European Union. On the political level, both in the European Union and Lithuania it has been increasingly recognized that in order to achieve the objectives set out in the Lisbon strategy lifelong learning is to become a reality only if the increasing demands of a multicultural society are taken into consideration. The thesis seeks to provide answers to the following research questions: How does accessibility of adult learning influence involvement in adult learning activities? What is the political context in the EU and Lithuania as regards accessibility of adult learning? To what extent factors of accessibility are influenced by cultural differences? Answers to these and other related questions highlight the basic guidelines of adult learning policies as reflected in the relevant legal documents of the EU and Lithuania. The thesis also analyzes interaction between adult learning and socio-economic environment. A thorough investigation of the literature in the field has served as a reliable means for singling out basic factors determining accessibility of adult learning. These factors are classified into subjective and objective, with further division of the latter group into socio-economic, individual, exclusion and cultural factors.
Disertacijoje analizuojamas suaugusiųjų mokymo(si) prieinamumas Europos Sąjungos politikos kontekste. Europos Sąjungos ir Lietuvos politiniame lygmenyje pradedama aiškiai suvokti, kad norėdami pasiekti Lisabonoje užsibrėžtų tikslų turime mokymąsi visą gyvenimą paversti tikrove įvertindami šį procesą įtakojančių veiksnių raišką daugiakultūrėje visuomenėje. Disertacijoje ieškoma atsakymų į tokius klausimus: kaip suaugusiųjų mokymo(si) prieinamumas įtakoja jų dalyvavimą švietime; koks yra politinis Europos Sąjungos ir Lietuvos kontekstas suaugusiųjų mokymo(si) prieinamumo atžvilgiu; kaip suaugusiųjų mokymo(si) prieinamumo veiksnius įtakoja kultūriniai skirtumai. Disertacijoje, remiantis išsamia tiek Europos Sąjungos, tiek Lietuvos teisinių dokumentų analize yra išryškinamos pagrindinės suaugusiųjų švietimo politikos gairės. Disertacijoje nagrinėjama suaugusiųjų mokymo(si) ir socioekonominės aplinkos sąveika. Remiantis moksline literatūra išskiriami veiksniai, lemiantys suaugusiųjų mokymosi prieinamumą. Jie skirstomi i subjektyviuosius ir objektyviuosius, o pastarieji į politinį, socioekonominį, individualųjį, atskirties ir kultūrinį veiksnius. Atlikti empiriniai tyrimai parodo kokią svarbą vienam ar kitam veiksniui suteikia Lietuvos gyventojai bei pagrindžia kultūrinio veiksnio būtinybę. Pateikiamos išvados apibendrinančios suaugusiųjų mokymo(si) prieinamumą lemiančius veiksnius.

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Corben, David A. „Improving the accessibility of modelling for management learning : a systems thinking approach using ithink“. Thesis, University of Stirling, 1995. http://hdl.handle.net/1893/2184.

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This thesis describes research aimed at increasing the accessibility of modelling to the general manager as a tool to promote organisational learning and improve managerial performance. An exploratory approach was adopted and a wide-ranging investigation of the whole process of modelling and its relevance to learning was carried out. A review of individual learning, organisational learning and modelling techniques in management, led to the identification of system thinking as a modelling methodology whose role in promoting learning warranted further research. Two major pieces of fieldwork were conducted. Firstly, the process of training managers in systems thinking was studied. Secondly, a case study of the adoption of systems thinking by a large manufacturing company was carried out. During the course of this work, a number of training case studies and a supply chain management training workshop, based upon the use of a generic supply chain model, were developed. This fieldwork identified model conceptualisation as a major area of difficulty for novice modellers. In order to provide assistance in this area, a new framework for model conceptualisation, based upon the use of archetypes and generic models, was developed. During the course of this work an exploration of the relationship between qualitative and quantitative modelling was carried out. This resulted in the development of simulation models of a number of the system archetypes. Additionally, a computerised Delphi-based knowledge acquisition tool was developed. The purpose of this tool was to allow a large group of geographically dispersed people to become directly involved in the modeffing process. In conclusion, this thesis has suggested that there are substantial benefits to be gained from encouraging managers to become modellers. It has also confirmed the potential of systems thinking to support modelling for learning.

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Moses, Lea-Anne. „How can mobile technology enhance students' learning in technical vocational training in South Africa?“ Master's thesis, Faculty of Commerce, 2021. http://hdl.handle.net/11427/32885.

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Education and skills training are proven remedies in overcoming poverty and unemployment and creating equitable, prosperous and sustainable economies. The government has recognised the critical role post-school education plays in ensuring South Africa realises Vision 2030 which has set a lofty target of 1.25 million student enrolments in Technical and Vocational Education and Training institutions by 2030. While considerable success has been achieved in enrolment rates, student throughputs at these institutions are weak; on average, only 20% of all students who enter these institutions graduate with a qualification. However, despite all these challenges, there is also reason to be optimistic. The dramatic impact of technology on the world today; how we learn and connect with others and the affordability and accessibility of mobile devices have meant that knowledge acquisition is now available to almost everyone. The purpose of this case study is to explore how mobile technology can be used to enhance the learning experience for students at post-school institutions such as Technical and Vocational Education and Training (TVET) colleges. Research participants are drawn from False Bay College in the Western Cape. These 50 young people ranged in age from 18 to 29 years and are split across two study disciplines; namely, Travel and Tourism, and Hospitality. A qualitative case study is conducted, using an inductive approach in a constructivist paradigm. Different data sources (observations, interviews, and WhatsApp group chats) were used to provide an understanding of how mobile technology made the learning experience richer and more rewarding to participants. Data were analysed using Thematic Analyses. The findings indicate that participants feel positive about the use of mobile technology for learning as well as its contribution to the enrichment of their overall learning experience. The accessibility of the technology used in the study, as well as the accessibility afforded by the technology (access to experts, rewards, support services, and industry information) were considered by participants to be the main contributory reasons for the positive enhancement of their learning. However, factors that detract from the use of mobile technology for learning are also listed. Given the increased focus on improving TVET graduate throughput rates, against a backdrop of cost-cutting and demands for a workforce armed with 21st Century skills, educational leaders need to further explore and better understand how ubiquitous technology, like mobile phones, can be used to enhance learning for students to be better equipped to meaningfully participate in the knowledge economy.

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GHELMAN, RAPHAEL. „EXTENSION OF AN INTEGRATION SYSTEM OF LEARNING OBJECTS REPOSITORIES AIMING AT PERSONALIZING QUERIES WITH FOCUS ON ACCESSIBILITY“. PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2006. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=9147@1.

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COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
Hoje em dia e-learning está se tornando mais importante por possibilitar a disseminação de conhecimento e informação através da internet de uma forma mais rápida e menos dispendiosa. Consequentemente, de modo a filtrar o que é mais relevante e/ou de interesse do usuário, arquiteturas e técnicas de personalização vêm sendo abordadas. Dentre as muitas possibilidades de personalização existentes, a que lida com acessibilidade está se tornando essencial, pois garante que uma grande variedade de usuários possa ter acesso à informação conforme suas necessidades e características. Acessibilidade não é apenas garantir que pessoas com alguma deficiência, ou dificuldade, possam ter acesso à informação, apesar de ser importante e eventualmente ser uma exigência legal. Acessibilidade é também garantir que uma larga variedade de usuários e interfaces possam obter acesso à informação, maximizando assim a audiência potencial. Esta dissertação apresenta uma extensão do LORIS, um sistema de integração de repositórios de objetos de aprendizagem, descrevendo as alterações na sua arquitetura para ser capaz de lidar com acessibilidade e reconhecer diferentes versões de um mesmo objeto de aprendizagem, permitindo assim que um usuário execute uma consulta considerando seu perfil e preferências. Foi desenvolvido um protótipo dos serviços descritos na arquitetura utilizando serviços Web e navegação facetada, bem como padrões web, de e-learning e de acessibilidade. O uso de serviços Web e de padrões visa promover flexibilidade e interoperabilidade, enquanto a navegação facetada, como implementada, permite que o usuário aplique múltiplos filtros aos resultados da consulta sem a necessidade de re-submetê-la.
Nowadays e-learning is becoming more important as it makes possible the dissemination of knowledge and information through the internet in a faster and costless way. Consequently, in order to filter what is more relevant and/or of users interest, architectures and personalization techniques have been raised. Among the many existing possibilities of personalization, the one that deals with accessibility is becoming essential because it guarantees that a wide variety of users may have access to the information according to their preferences and needs. Accessibility is not just about ensuring that disabled people can access information, although this is important and may be a legal requirement. It is also about ensuring that the wide variety of users and devices can all gain access to information, thereby maximizing the potential audience. This dissertation presents an extension of LORIS, an integration system of learning object repositories, describing the changes on its architecture to make it able to deal with accessibility and to recognize different versions of the same learning object, thus allowing a user to execute a query considering his/her preferences and needs. A prototype of the services that are described in the architecture was developed using web services and faceted navigation, as well as e-learning and accessibility standards. The use of web services and standards aims at providing flexibility and interoperability, while the faceted navigation, as implemented, allows the user to apply multiple filters to the query results without the need to resubmit it.

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Carlsson, Cassia. „Tillgänglighet på särskolors lekplatser – erfarenheter från personal“. Thesis, Luleå tekniska universitet, Hälsa och rehabilitering, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-63669.

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Syftet med studien var att beskriva särskolepersonalens erfarenheter av tillgänglighet på särskolors lekplatser. För att besvara syftet genomfördes intervjuer på särskolor i fyra kommuner i Stockholms läns landsting. Material analyserades och ur det framkom följande tre kategorier: ”Brister på flera nivåer”, ”Lekplatsen kan bidra till social interaktion” samt ”Ett tungt arbete att vara på lekplatsen”. I analysen framkom att tillgängligheten på särskolors lekplats är undermålig och att redskap på lekplatsen inte är anpassade. Det framkom också att personalen har svårt att kunna lämna barnen själva på lekplatsen eftersom de flesta barn behöver stöd och guidning för att de ska kunna leka på lekplatsen. Vidare framkom det att personalen behöver hjälpa barnen vid lekredskapen vilket var ett fysiskt tungt arbete och ledde till att personalen ibland valde bort aktiviteter. Interaktion mellan barnen är bra på grund av att personalen finns tillgänglig hela tiden och att ett bra samarbete mellan personalen finns.
The purpose of the study was to describe the staff's experience of accessibility at special school’s playgrounds. In response to the purpose, interviews were conducted on special schools in four municipalities in Stockholm County Council. Materials were analyzed and the following three categories emerged: "Lack on several levels", "The playground can contribute to social interaction" and "A heavy work to support at the playground". The analysis revealed that accessibility to the school's playground is inadequate and that tools in the playground is not adapted. It was also found that staff have difficulty in leaving children alone in the playground because most children need support and guidance to play in the playground. Furthermore, it emerged that the staff needed to help the children at the play equipment, which was a physically demanding work and led to the staff sometimes opting activities. Interaction between the children is good because staff are available all the time and that there is good cooperation between the staff.

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Bücher zum Thema "Accessibility of learning"

Flexer, Carol Ann, und Joseph J. Smaldino. Handbook of acoustic accessibility: Best practices for listening, learning, and literacy in the classroom. New York: Thieme, 2012.

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United States. Congress. Senate. Committee on Health, Education, Labor, and Pensions. Learning from the states: Individual state experiences with the healthcare reform coverage initiatives in the context of national reform (roundtable discussion) : hearing of the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Eleventh Congress, first session, on examining individual state experiences with the health care reform coverage initiatives in the context of national reform, April 28, 2009. Washington: U.S. G.P.O., 2011.

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Mobile Learning for All: Supporting Accessibility With the iPad. Corwin, 2013.

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Perez, Luis F. Mobile Learning for All: Supporting Accessibility with the IPad. Corwin Press, 2013.

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Stevenson, Carolyn N. Enhancing Higher Education Accessibility Through Open Education and Prior Learning. IGI Global, 2021.

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Stevenson, Carolyn N. Enhancing Higher Education Accessibility Through Open Education and Prior Learning. IGI Global, 2021.

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Stevenson, Carolyn N. Enhancing Higher Education Accessibility Through Open Education and Prior Learning. IGI Global, 2021.

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Stevenson, Carolyn N. Enhancing Higher Education Accessibility Through Open Education and Prior Learning. IGI Global, 2021.

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Stevenson, Carolyn N. Enhancing Higher Education Accessibility Through Open Education and Prior Learning. IGI Global, 2021.

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E-learning and Disability in Higher Education: Accessibility Research and Practice. Routledge, 2013.

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Buchteile zum Thema "Accessibility of learning"

Rennie, Frank, und Keith Smyth. „Accessibility“. In Digital Learning: The Key Concepts, 9. 2. Aufl. London: Routledge, 2019. http://dx.doi.org/10.4324/9780429425240-2.

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Kim, Daniel S. „Deep Learning on Chromatin Accessibility“. In Chromatin Accessibility, 325–33. New York, NY: Springer US, 2023. http://dx.doi.org/10.1007/978-1-0716-2899-7_18.

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Iniesto, Francisco, Patrick McAndrew, Shailey Minocha und Tim Coughlan. „Accessibility in MOOCs“. In Open World Learning, 119–30. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003177098-11.

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Syvänen, Antti, Mikko Ahonen, Anu Jäppinen, Marika Pehkonen, Hanne Turunen und Teija Vainio. „Accessibility and Mobile Learning“. In E-Training Practices for Professional Organizations, 281–88. Boston, MA: Springer US, 2005. http://dx.doi.org/10.1007/0-387-23572-8_34.

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Papa, Enrica, und Pierluigi Coppola. „The Learning Process of Accessibility Instrument Developers“. In Designing Accessibility Instruments, 186–201. New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781315463612-14.

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Vitale Brovarone, Elisabetta, Giancarlo Cotella und Luca Staricco. „Learning from Experience“. In Rural Accessibility in European Regions, 219–36. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003083740-14.

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Berigel, Muhammet, Duygu Solak Berigel, Carlos Duarte, Christos Mettouris, Evangelia Vanezi, Alexandros Yeratziotis und George A. Papadopoulos. „Media Accessibility in E-Learning: Analyzing Learning Management Systems“. In Transforming Media Accessibility in Europe, 209–27. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-60049-4_12.

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AbstractDistance education and online learning gained significant importance, especially during the COVID-19 pandemic, as well as in response to new needs and trends in the digital age. Learning Management Systems (LMS) are one of the main instruments for formal and informal learning activities. Learners, educators, and potential new customers need LMS that are accessible to instructors and other users with disabilities, as well as produce accessible content for students. Accessibility standards, as Section 508, EN 301 549, ADA (Americans with Disabilities Act), and WCAG (Web Content Accessibility Guidelines), serve as the basis for evaluating LMS providers commitment to inclusivity. This study presents a critical assessment of the publicly available information provided by the LMS providers on their accessibility. It explores and compares the media accessibility features offered and adherence to established standards. This chapter aims to provide educators, institutions, and learners with valuable insights, enabling them to make well-informed decisions in an era where digital learning has become ubiquitous. Moreover, results of the study highlight the need for enhanced accessibility features and improved usability in creating accessible and inclusive LMS. Key themes arising from the review of LMSs regarding their accessibility features and compliance with established standards are presented.

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Agustín-Llach, María del Pilar. „CLI in Lexical Accessibility“. In Second Language Learning and Teaching, 49–63. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-22066-2_3.

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Burgstahler, Sheryl. „Designing Inclusive Formal and Informal Online Learning“. In Guide to Digital Accessibility, 113–28. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003438922-12.

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Robson, Linda. „Accessibility Challenges in Mobile Learning“. In Handbook of Mobile Teaching and Learning, 337–50. Berlin, Heidelberg: Springer Berlin Heidelberg, 2015. http://dx.doi.org/10.1007/978-3-642-54146-9_39.

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Konferenzberichte zum Thema "Accessibility of learning"

Liu, Yang, Xiaofan Que, Dingrong Wang, Samuel A. Malachowsky und Daniel E. Krutz. „Accessible Learning Labs: Accessibility Education Through Experiential Learning“. In 2024 36th International Conference on Software Engineering Education and Training (CSEE&T), 1–2. IEEE, 2024. http://dx.doi.org/10.1109/cseet62301.2024.10663029.

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Hu, Mengsha, Yunhuan Wu, Yibei Guo, Yi Wu, Chao Shi, Lei Xu und Rui Liu. „Accessibility-Aware Reinforcement Learning for Inclusive Robotic Navigation“. In 2024 33rd IEEE International Conference on Robot and Human Interactive Communication (ROMAN), 652–58. IEEE, 2024. http://dx.doi.org/10.1109/ro-man60168.2024.10731219.

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Dos Santos Costa, Arlley, Luis Carlos Costa Fonseca und Sofiane Labidi. „Empowering Urban Accessibility: A Prototype System for People with Disability“. In 2024 IEEE International Conference on Advanced Learning Technologies (ICALT), 161–63. IEEE, 2024. http://dx.doi.org/10.1109/icalt61570.2024.00053.

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Khan, Saad, Heather Moses, Samuel Malachowsky und Daniel Krutz. „ALL: Accessibility Learning Labs for Computing Accessibility Education“. In ITiCSE 2021: 26th ACM Conference on Innovation and Technology in Computer Science Education. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3456565.3460028.

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Putnam, Cynthia, Maria Dahman, Emma Rose, Jinghui Cheng und Glenn Bradford. „Teaching Accessibility, Learning Empathy“. In the 17th International ACM SIGACCESS Conference. New York, New York, USA: ACM Press, 2015. http://dx.doi.org/10.1145/2700648.2811365.

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Chávez, Victoria C., und Sarah Van Wart. „“Accessibility is Important to Everybody”: Unpacking Students’ Understanding About Accessibility“. In 17th International Conference of the Learning Sciences (ICLS) 2023. International Society of the Learning Sciences, 2023. http://dx.doi.org/10.22318/icls2023.262420.

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Mikic, Fernando, Luis Anido, Enrique Valero und Juan Picos. „Accessibility and Mobile Learning Standardization“. In Second International Conference on Systems (ICONS'07). IEEE, 2007. http://dx.doi.org/10.1109/icons.2007.8.

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Chatziemmanouil, Themistoklis, und Christos Katsanos. „Accessibility Academy: Interactive Learning of the WCAG 2.1 Web Accessibility Guidelines“. In 2024 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2024. http://dx.doi.org/10.1109/educon60312.2024.10578915.

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Laabidi, Mohsen, und Mohamed Jemni. „Personalizing Accessibility to E-Learning Environments“. In 2010 IEEE 10th International Conference on Advanced Learning Technologies (ICALT). IEEE, 2010. http://dx.doi.org/10.1109/icalt.2010.203.

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„ENHANCING ACCESSIBILITY IN HIGHER EDUCATION“. In 17 th International Conference on e-Learning and Digital Learning (ELDL 2023) and 11th International Conference on Sustainability, Technology and Education (STE 2023). IADIS Press, 2023. http://dx.doi.org/10.33965/el_ste2023_202303c005.

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Berichte der Organisationen zum Thema "Accessibility of learning"

Davuluri, Sruthi, René García Franceschini, Christopher Knittel, Chikara Onda und Kelly Roache. Machine Learning for Solar Accessibility: Implications for Low-Income Solar Expansion and Profitability. Cambridge, MA: National Bureau of Economic Research, September 2019. http://dx.doi.org/10.3386/w26178.

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Gargiulo, Carlos, und Andrea Bardone. Learning in Twenty-First Century Schools: Note 6: Norms and Costs of School Infrastructure. Inter-American Development Bank, Dezember 2014. http://dx.doi.org/10.18235/0006294.

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As a general rule, regional educational systems have dissimilar school building patters, with manu dating back to the 19th, or buildings that have responded to various architectural, pedagogical, as well as political currents and that have been adapted more or less successfully to today's requirements. At the same time, investment in recent years has favored the emergence of modern buildings with greater comfort levels, better suited to changes in teaching and learning processes, including the use of technology and computing, accessibility, and community participation.

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Krylova-Grek, Yulia, und Mariya Shyshkina. Blended Learning Method for Improving Students' Media Literacy Level. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4467.

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The paper discusses the issues of improving students' media literacy skills to help them to navigate through an increasingly complex information so- ciety. It reports on a project aimed at applying the blended learning model to boost high school students' media literacy levels. The given model is recognized to have a number of advantages for both teachers (tutors) and learners (students). It is generally accepted that the blended learning method provides students with profound theoretical knowledge and retains the emphasis on practice. Besides, online classes offer a great opportunity to reach a wider audience. The purpose of the paper is to describe the authors' experience in introducing a new method for improving the learners' media literacy skills based on the blended learning model. The survey responses demonstrated that the accessibility, ease-of-use, and duration of the classes were deemed effective in terms of students' engagement and increases in their media literacy level. The course helped learners to develop their critical thinking and other media-related skills, to identify propaganda, ma- nipulation, and fake messages found in media streams.

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Prado, Yenda, Sophia Ouyang, Camille Ferguson, Shari Gardner, Aditi Mallavarapu, Cassandra Kelley, Wendy Martin et al. Unveiling the Value of Exploration: Insights from NSF-Funded Research on Emerging Technologies for Teaching and Learning. Digital Promise, Oktober 2024. http://dx.doi.org/10.51388/20.500.12265/230.

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This report investigates how interdisciplinary, exploratory projects contribute to the National Science Foundation’s (NSF) mission of building scientific knowledge and translating research into practice. The Center for Integrative Research in Computing and Learning Sciences (CIRCLS) examined the overall portfolio and interviewed PIs funded by NSF across five key topics: Artificial Intelligence, Virtual and Augmented Reality, Collaborative Learning, Accessibility and Learning, and Simulations. In total, 208 projects between 2017 and 2024 were analyzed to characterize the value of interdisciplinary, exploratory, research. Thematic analyses revealed that engaging in interdisciplinary, exploratory research enabled PIs to ask novel questions, combine different kinds of expertise, engage collaboratively with practitioners, and design equitable technology-enhanced learning experiences across three key themes: Exploration and Discovery Across New Frontiers, Equitable Co-Designed Learning and Practice, and Emerging Impact Through Networked Communities. Recommendations for field focused on: 1) creating opportunities for future-oriented, exploratory research; 2) nurturing interdisciplinary research identities and researcher-practitioner partnerships; 3) Uncovering processes uniquely important in exploratory, interdisciplinary research; and 4) Supporting researcher-practitioner networks to grow the field, synthesize outcomes, and amplify broader impacts.

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Abera, Mikyas, Jean Claude Byungura, Raymond Ndikumana, Solomon Mekonnen Abebe, Pierre Celestin Bimenyimana, Rediet Gizaw und Mustofa Worku Jemal. Implementing e-Learning in low-resourced university settings: A policy and institutional perspectives at the University of Gondar and University of Rwanda. Mary Lou Fulton Teachers College, Dezember 2023. http://dx.doi.org/10.14507/mcf-eli.j11.

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The COVID-19 pandemic outbreak affected most universities, and it severely disrupted their face-to-face teaching and learning processes. The University of Gondar (UoG) and the University of Rwanda (UR) were no exceptions. Before the pandemic, E-learning was not an education norm in both institutions. Education was mainly face-to-face, inside a four-wall classroom experience. As COVID-19 restricted such experience, the two universities adopted a range of online platforms to support teaching, learning, and access to learning resources. Across the globe, E-learning solutions promise institutional resilience and innovative teaching and learning activities in tertiary education – but only if their development is embedded within enabling institutional culture, structure, policy, and processes. Against this backdrop, we designed a study to explore leadership and policy perspectives, institutional contexts, potentials/prospects, challenges, and best practices of educational digital solutions. In this exploratory study, we used accessibility and inclusivity as key motifs to frame discussions of results. We used a cross-sectional design and employed qualitative methods to collect data, i.e., document reviews, key informant interviews, and focus group discussions. We adopted a descriptive thematic analysis procedure to organize, analyze, and interpret the data. Overall, the results indicate that education leaders, faculty, and students were not equipped to smoothly transition from face-to-face learning to e-learning in the aftermath of the COVID-19 pandemic. Not only meeting technological requirements, the accelerated deployment of E-learning tools implied a change in pedagogy. We found that institutional policies were not designed to fully accommodate the change (except for some guidelines proposed during COVID-19). The lack of an e-learning strategy and resource limitations have hindered and continue to impact e-learning uptake in both institutions. We also found that poor internet connectivity, lack of tech devices and software, inadequate leadership commitment, power interruptions or outages, inadequate pedagogical training, low community perception, and poor administrative and technical skills are the challenges of the two institutions to effectively manage full-fledged e-learning programs. These challenges were usually amplified by the nature of national, local, and institutional contexts (e.g., a multi-campus, multi-college setting of UR and a war outbreak in northern Ethiopia). Noting that face-to-face education is still seen as premium, there is a need for a blended approach to e-learning and policies that would improve accessibility to and affordability of E-resources to diverse groups of staff and students. With varying degrees, we found that the two institutions are engaging in activities to promote e-learning. For instance, groups of e-learning Champions are advocating in both institutions for engagements in accelerated change efforts (be it on an e-learning platform, capacity building, access devices, and strategy). Both institutions have units that coordinate e-learning uptake and ensure its inclusivity. Both institutions could also benefit from increased governmental and development partners’ attention to the possibility and support of digital education. However, the issue of social equity and e-learning ecosystem management remains paramount in launching e-learning programs. In sum, we observed that e-learning is still in its nascent stages at both institutions although not at the same level. Their respective e-learning initiatives must integrate global best practices and specific local contexts and priorities. This requires that state and institutional leaders embrace and encourage co-creation, knowledge, and expertise sharing among institutions in low-resource and similar settings.

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Hickman McMahon, Lauren, Stefani Pautz Stephenson und Seth Corrigan. The Promise of Digital Math Tools for Universally Accessible Mathematics Instruction. Digital Promise, Mai 2024. http://dx.doi.org/10.51388/20.500.12265/211.

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In this report, we share insights from a Research-Practice-Industry Partnership (RPIP) that explored mathematics instructional practices with support of digital mathematics tools. RPIPs bring together researchers, practitioners, and product developers, with each party having an equal voice, in a rapid-cycle model for edtech research and development. We framed this RPIP using the principles of Universal Design for Learning (UDL): provide multiple means of Engagement, Representation, and Action & Expression. These principles support learner variability, improve accessibility, and are closely aligned with mathematics education research, which highlights the multimodal nature of mathematics and the need to use and connect multiple representations to help students develop understanding of mathematics concepts.

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Tarasenko, Rostyslav O., Svitlana M. Amelina, Yuliya M. Kazhan und Olga V. Bondarenko. The use of AR elements in the study of foreign languages at the university. CEUR Workshop Proceedings, November 2020. http://dx.doi.org/10.31812/123456789/4421.

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The article deals with the analysis of the impact of the using AR technology in the study of a foreign language by university students. It is stated out that AR technology can be a good tool for learning a foreign language. The use of elements of AR in the course of studying a foreign language, in particular in the form of virtual excursions, is proposed. Advantages of using AR technology in the study of the German language are identified, namely: the possibility of involvement of different channels of information perception, the integrity of the representation of the studied object, the faster and better memorization of new vocabulary, the development of communicative foreign language skills. The ease and accessibility of using QR codes to obtain information about the object of study from open Internet sources is shown. The results of a survey of students after virtual tours are presented. A reorientation of methodological support for the study of a foreign language at universities is proposed. Attention is drawn to the use of AR elements in order to support students with different learning styles (audio, visual, kinesthetic).

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Sembler, Jose Ignacio, Ana María Linares, Clara Schettino, Nathaniel Russell, Stephany Maqueda, Lina Pedraza, Melanie Putic, Thaís Soares Oliveira und Alejandro Ahumada. Evaluation of the Independent Consultation and Investigation Mechanism (MICI) 2021. Inter-American Development Bank, März 2021. http://dx.doi.org/10.18235/0003215.

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This evaluation is in response to a request from the Boards of Executive Directors of the IDB and IDB Invest for OVE to independently examine the MICI policy and its implementation pursuant to the requirement established in the respective policies of each institution. The aim of this evaluation is to inform the Boards of Executive Directors of the IDB and IDB Invest on the extent to which, under its current policy framework, the MICI has been effective and efficient in (i) resolving the complaints it receives concerning environmental and social impacts of projects due to alleged noncompliance with the IDB Group's environmental and social safeguards policies and standards; and (ii) promoting institutional learning with regard to environmental and social safeguards and standards and their implementation in IDB Group projects. In addition, the evaluation is aimed at reporting on the mechanism's accessibility to requesters and the extent to which the MICI has performed its duties independently, objectively, impartially, and transparently.

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Beaulieu, Stace E., Karen Stocks und Leslie M. Smith. FAIR Data Training for Deep Ocean Early Career Researchers: Syllabus and slide presentations. Woods Hole Oceanographic Institution, Februar 2024. http://dx.doi.org/10.1575/1912/67631.

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It is essential for our next generation of leaders in deep ocean observing to gain knowledge and skills in research data management, including how to make data FAIR - Findable, Accessible, Interoperable, and Reusable. This educational package was developed as a virtual workshop series for Deep Ocean Early career Researchers (DOERs) with content tailored for the Deep Ocean Observing Strategy (DOOS), an international network of deep ocean observing, mapping, exploration, and modeling programs endorsed as a UN Ocean Decade Programme. Modules step through the research data lifecycle, starting with 1 “Foundational Practices for FAIR Data,” 2 “Collaborating in the Research Data Lifecycle,” 3 “Best Practices in the Ocean Sciences,” and concluding with 4 “The “R” in FAIR data lifecycle: Reusable data.” This package includes the syllabus which shows the schedule for delivery of the workshop series as well as an overview of content and learning objectives. There are no prerequisites to participate in this course. The training was delivered in English; recordings were provided ahead of the virtual sessions and a live transcript was implemented during the sessions to improve accessibility.

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