Technology-Enhanced Learning for All:The eAccess Framework

University of Piraeus Centre for Research and Technology – Hellas (CE.R.T.H.)
Department of Digital Systems Information Technologies Institute (I.T.I.)

Advanced Digital Systems and Services for Education and Learning (ASK)

Technology-Enhanced Learning for All:
The eAccess Framework
Demetrios G. Sampson

Department of Digital Systems, University of Piraeus
&
Information Technologies Institute, Centre for Research and
Technology Hellas

This work is licensed under the Creative Commons Attribution-NoDerivs-NonCommercial License. To view a copy of this license, visit
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94305, USA.
D. G. Sampson 1/40 CAVA 2011, Bogota, Colombia, November 2011



Outline
• Technology-Enhanced Learning and Accessibility
– Short Overview and Current State-of-the-Art
– Accessibility Dimensions
– Learner Dimension
– Content Dimension: Create - Tag
– Tools/Applications

• The e-Access2Learn Technology-Enhanced Learning (TeL) Framework
– Main Stakeholders in the e-Access2Learn TeL Framework
– The Needs of Main Stakeholders in e-Access2Learn TeL Framework
– The e-Access2Learn TeL Framework Business Case
– Empowering the Main Stakeholders in the e-Access2Learn TeL Framework




National Academy of Engineering (USA)
Grand Challenges for Engineering for the 21st
Centrury

Technology-enhanced Personalised Learning is
recognized as one of the 14 most important
challenges of the 21st Century
National Academy of Engineering (NAE), Grand Challenges for Engineering for the 21st Centrury (
http://www.engineeringchallenges.org/)




http://www.engineeringchallenges.org/cms/8996/9127.aspx



Is Technology-supported Personalised
Learning for ALL?




Technology-enhanced Learning and
Accessibility
can students with disabilities have
access to the institution’s course
management system, the digital
library, the web-based admission
system, the computer-based
assessment ?



Accessibility
• Historically, the issue of accessibility in Web-based
Education has been treated in two main directions:
– Provide with Accessible Learning Materials (De Marsico etal,
2006; Di Iorio, 2006)
– Provide with Accessible Course Management Systems
(Desire2Learn, 2008)
• Is this enough for today’s educational expections?

Earl, S., Felix, M., Gilson, C. and Petri, K. (2008). Desire2Learn: Accessible Learning Management Systems – Bridging the Gap between
Vendor and User Knowledge
De Marsico, M., Kimani, S., Mirabella, V., Norman, K.L. and Catarci, T. (2006). A proposal towards the development of accessible e-
learning content by human involvement, Univ Access Inf Soc Journal, 5, pp 150-169.
Di Iorio, A., Feliziani, A.A., Mirri, S., Salomoni, P. and Vitali, F., (2006). Automatically Producing Accessible Learning Objects, Educational
Technology & Soiety, 9(4), 3-16




•
Accessibility
In practice, there are three main approaches for enhancing accessibility in technology-enhanced
learning (Nevile et al, 2005):
– To create Universally Accessible Resources (Web-based content and/or applications) that meet all
the accessibility requirements. The main drawback with this approach is that, typically, Resources
are Accessible-by-Everyone, but Optimal-for-None (“one-size does not fit all” personalisation rule).
– To create multiple versions of the Resources, customised based on the different needs and
expectations of the anticipated individual user. This is a rather unrealistic anticipation in practical
terms. Typically, only the main version is updated and maintained to a high quality level over time.
– To built Universally Accessible Resource Systems, that is, systems that can handle user-centered
configurations of resources, tools, applications. This Access4All Approach requires accurate
descriptions of
• Learners’ Preferences and Needs
• Resources (Content and/or Tools/Applications) and Services Characteristics

Nevile, L., Cooper, M., Heath, A., Rothberg, M. and Treviranus, J. (2005). Learner-Centered Accessibility for Interoperable Web-based Educational
Systems, In: International World Wide Web Conference (WWW2005), 10-14 May 2005, Chiba, Japan.
Nevile, L., & Treviranus, J. (2006). Interoperability for Individual Learner Centred Accessibility for Web-based Educational Systems. Educational
Technology & Society, 9 (4), 215-227.




Accessibility
• Early systems implementation suffered by the lack of interoperability at
various levels: content, interactions (learners-tutors, learners-learners,
learners-tools), tools and applications, adding extra barriers to access4all.
• The emerge of
– Learning Technology International Specifications (IEEE Learning Object Metadata,
SCORM, IMS Learning Design, IMS Questions and Test Interoperability, IEEE
Reusable Competency Definitions, …)
– Web Accessibility Standards (Web Content Accessibility Guidelines [WCAG],
Evaluation and Report Language [EARL], User Agent Accessibility Guidelines
[UAAG], Authoring Tool Accessibility Guidelines [ATAG], Accessible Rich Internet
Applications [WAI-ARIA])
is now improving this situation, although still global adoption is at early
stages and extra effort is needed to ensure synchronisation and
orchestration of these specifications.




•
Accessibility
IMS Global Learning Consortium (a global consortium of organizations working together to
develop specifications for learning technology) has produced:
– The IMS Accessibility for Learner Information Package (IMS AccLIP) Information Model: it adds a new
element on IMS LIP to allow learner <accessibility> preferences to be defined. Rather than targeting at
the description of the learner's disabilities, it allows users to explain how they interface and use a
computer-mediated learning system, with their preferences being grouped into <display>, <control>, and
<content> elements.
– The IMS AccessForAll Metadata (IMS AccMD) Information Model : aims for metadata that expresses a
resource’s ability to match the needs and preferences of a learner’s AccLIP profile. It is intended to assist
with resource discovery and also provides an interoperable framework that supports the substitution and
augmentation of a resource or resource component with equivalent or supplementary components as
required by the accessibility needs and preferences expressed in a learner’s AccLIP profile.
– The IMS Guidelines for Developing Accessible Learning Applications: is a set of recommendations and
resources for making e-learning accessible to people with a range of disabilities.

• This work has been now integrated into a new international ISO/IEC standard under the overall
title of ISO/IEC 24751 “Individualized Adaptability and Accessibility in e-Learning, Education and
Training” published 16-9-2008.




Accessibility
ISO/IEC 24751-1:2008 “Individualized Adaptability and Accessibility
in e-Learning, Education and Training” is intended to meet the
needs of learners with disabilities and anyone in a disabling
context. ISO/IEC 24751-1:2008 provides a common framework to
describe and specify learner needs and preferences on the one
hand and the corresponding description of the digital learning
resources on the other hand, so that individual learner
preferences and needs can be matched with the appropriate
user interface tools and digital learning resources.




Defining Disability

“Learners experience a disability when
there is a mismatch between the learner’s
needs (or preferences) and the education
or learning experience delivered”

ISO IEC JTC1/SC36 24751-1:2008. “Individualized Adaptability and Accessibility in e-Learning, Education
and Training.” Available online at:
http://www.iso.org/iso/iso_catalogue/catalogue_tc/catalogue_detail.htm?csnumber=41521




Accessibility Dimensions




The Learner Dimension
• This dimension includes the expression of the individual learner
accessibility preferences and the modeling of those preferences into
reusable information records.
• One way to do that is by using the IMS Accessibility for Learner
Information Package (IMS AccLIP) Information Model
• IMS AccLIP adds a new element on IMS LIP to allow learner
<accessibility> preferences to be defined. Rather than targeting at the
description of the learner's disabilities, it allows users to explain how
they interface and use a computer-mediated learning system, with
their preferences being grouped into <display>, <control>, and
<content> elements.
IMS LIP, (2003). IMS learning information package specification. Available online at:
http://www.imsglobal.org/profiles/
IMS AccLIP, (2003). IMS learner information package accessibility for LIP specification. Available online
at: http://www.imsglobal.org/accessibility/acclipv1p0/imsacclip_infov1p0.html




The Content Dimension: Create
• This dimension includes the application of the
W3C Web Content Accessibility Guidelines
(WCAG) in creating accessible learning
objects.

WCAG 1.0 (1999). Web content accessibility guidelines 1.0, W3C Recommendation, May 1999. Available
online at: http://www.w3.org/TR/WCAG10/
WCAG 2.0 (2008). Web content accessibility guidelines 2.0, W3C Recommendation, December 2008.
Available online at: http://www.w3.org/TR/WCAG20/




The Content Dimension: Tagging
• Typically, Learning Objects are described with the IEEE Learning Object Metadata
Standard (IEEE LOM) (IEEE LOM, 2002), so as to be searched, find and retrieved
thought Educational Resources Repocitories.
• However, IEEE LOM does not directly support the description of learning objects in
terms of their relevance to accessibility characteristics
• On the other hand, the IMS AccessForAll Metadata (IMS AccMD) Information Model
aims to provide with metadata that expresses the resource’s ability to match the
needs and preferences of a learner’s AccLIP profile. It is intended to assist with
resource discovery and also provides an interoperable framework that can support the
substitution and augmentation of a resource or resource component with equivalent
or supplementary components as required by the accessibility needs and preferences
expressed in a learner’s AccLIP profile.

IEEE 1484.12.1, Final draft standard for learning object metadata, 2002. Available online at: http://ltsc.ieee.org/wg12/
IMS AccMD, IMS AccessForAll Meta-data Specification, 2004. Available online at:
http://www.imsglobal.org/accessibility/accmdv1p0/imsaccmd_bestv1p0.html
ISO IEC JTC 1 Standard 24751. Available online at: http://www.iso.org/iso/iso_catalogue/catalogue_tc/catalogue_detail.htm?
csnumber=41521




The e-Access2Learn Technology-
Enhanced Learning Framework




The eAccess2Learn Framework
• Implemented with funding from the European Commission
through the Leonardo da Vinci Programme
• Started 1/1/2004 and it runs until the end of 2009
• e-Access: Developing Web Content Supporting Learning and
Training of Disadvantaged User Communities
• e-Access II: Supporting Vocational Education and Training of
Disadvantaged User Communities
• http://eAccess.iti.gr -> http://www.eAccess2Learn.eu




Main Stakeholders in
eAccess2Learn Framework
• eTraining Content Suppliers: the entity responsible for designing and
developing independent eTraining Resources in the form of [Learning
Objects], verified in relation to accessibility requirements

• eTraining Courses Suppliers: the entity responsible for designing eTraining
Courses as the synthesis of a number of appropriately selected eTraining
Activities based on scenarios that reflect the training approach of this
particular course, so as to meet the eTraining needs of the targeted user
group.

• eTraining Services Providers: the entity responsible for designing eTraining
Programmes as a synthesis of eTraining Courses and delivering eTraining
Services to their end users (Learners and Tutors).




The Needs of Main Stakeholders in
the eAccess2Learn Framework
• eTraining Content Suppliers: need to convert their existing eTraining
Resources (or create new digital resources) so as to meet accessibility
requirements of people with disabilities

• eTraining Courses Suppliers: need to define training scenarios populated
with appropriately selected accessible eTraining Activites in order to
develop their accessible eTraining Courses.

• eTraining Service Providers: need to have access to accessible eTraining
Resources, Activities and Courses in order to provide eTraining Services
(activities and courses delivery, as well as, educational support) to their
end users.




eAccess2Learn Conclusions 1.0
• Tools to empower the different actors in Accessible
Technology Enhanced Learning (AccTeL) for their various
capacities are needed.
• It is important in Accessible TeL to adopt and possible
enhance widely spread international Learning Technology
specifications (such as IEEE LOM and IMS Learning Design), so
as to be able to include accessibility requirements of people
with disabilities in large scale TeL business cases.




eAccess2Learn Conclusions 1.0
To this end, the adoption of the IMS Learning Design as the enabling
specification for the formal machine-readable description of e-learning
activities is very important, so as to be able to inter-exchange them
between different platforms.
There are several benefits from this design decision:
– e-Learning activities designed for learners with disabilities will not be
isolated from other e-Learning activities
– Different e-learning service providers can deploy and re-use e-learning
activities from common pools (such as repositories with e-Learning
activities in the form of Learning Designs)
– e-Learning activities designed for learners with disabilities can be inter-
exchanged between different e-training systems and platforms




The eAccess2Learn
Services/Tools




Empowering eTraining Content Suppliers
(1/4)
• The eAccess2Learn framework synchronize existing
Guidelines (namely, W3C Web Content Accessibility
Guidelines and IMS Guidelines for Developing Accessible
Learning Applications) into a set of guidelines for the design
and development of accessible eTraining Resources
• By following these Guidelines existing eTraining Resources
can be verified and upgraded, in relation to accessibility
requirements.
• In our case studies accessiblity of eTraining Resources has
been verified using the ADesigner Tool
(http://researchweb.watson.ibm.com/trl/projects/acc_tech/adesigner_e.htm)




(2/4)
• The eAccess2Learn framework developed a set of
Cascading Style Sheets (CSS) for HTML-based content,
which facilitate eTraining Content Suppliers to make
their eTraining Resources accessible to people with
certain disabilities (in our case studies: visually
impaired and motor disabled people)


Examples of Using Centre for Research and Technology Style Sheets
eAccess2Learn Cascading – Hellas (CE.R.T.H.)
University of Piraeus
HTML Content without Style Sheets

HTML Content with Style Sheet
for People with Low Vision

HTML Content with Style Sheet
for People with Color Blindness

HTML Content
with Style
Sheet for Motor
Disabled
People




Empowering mTraining Content Suppliers
(3/4)
IMS Learner IEEE LOM
Information Package IEEE LOM
Accessibility for LIP Accessibility
(AccLIP)
Application
Learner Specific Profile
The eAccess2Learn Guidelines
framework developed a
IMS AccessForAll
proposal for educational Metadata (AccMD)

metadata to describe
accessible eTraining
Content Specific
resources Guidelines



(4/4)
ASK eAccess2Learn Accessible Learning
• Facilitates eTraining Content Suppliers and eTraining Objects Metadata Authoring Toolkit
Courses Suppliers in their educational metadata
authoring
• Provides eTraining Content Suppliers and eTraining
Courses Suppliers a user-friendly authoring wizard
for describing their eTraining Resources and Courses
with educational and accessibility metadata
conformant with IEEE Learning Objects Metadata
(IEEE LOM) Standard
• By using the e-Access2Learn Accessible Learning
Objects Metadata Authoring Toolkit, eTraining
Course Suppliers can provide descriptions of
available eTraining Courses with emphasis to
accessibility aspects, so that to enable eTraining
Services Providers to take more informed decisions
on the design of their eTraining Programmes.




Empowering eTraining Competence Based Training – Learning Activities Flow

Courses Suppliers (1/2)
• The eAccess2Learn
framework created a
Reference Set of Generic
eTraining Scenarios (in the
form of Course Templates)
implementing different
eTraining Strategies for
learners with disabilities.




Empowering eTraining Courses Suppliers
(2/2)
ASK eAccess2Learn Learning Design Toolkit
• Enables eTraining Courses Suppliers to design
and develop eTraining Courses using a
Reference Set of predefined Generic eTraining
Scenarios Templates.
• Provides eTraining Courses Suppliers with a
graphical user-friendly interface for creating
eTraining Courses conformant with IMS
Learning Design Specification and packaging
them along with their related e-Training
Resources following the IMS Content
Packaging Specification
• By using the e-Access2Learn Learning Design
Toolkit, eTraining Courses Suppliers for people
with disabilities with similar needs around
Europe (and globally) can exchange eTraining
practices and assess their application at a
local/national context of use.




Empowering eTraining Providers

The eAccess2Learn framework provides access to web-
based Repositories of accessible eTraining Resources
and eTraining Courses
(http://www.eAccess2Learn.eu)




The eAccess2Learn Repository in Numbers
• 2.694 accessible e-Training Resources (in the form of HTML Files) for three disability
categories namely, motor disabled, low vision and color blindness
• 198 accessible e-Training Short Courses (for three disability categories), in the
following, among others, subject domains:
– Software and Hardware Assistive Technologies
– Business English
– e-Business
– Web Design
– Introduction to Programming
– Legislations about People with Disabilities
• Based on different training strategies such as: (a) Competence based Training (b)
Active Learning, (c) Problem-based Learning, (d) Skills Development, …




Related Publications
• D. Sampson and P. Zervas, "Supporting Accessible Technology-Enhanced Training: The eAccess2Learn Framework", IEEE
Transactions on Learning Technologies (TLT) (ISSN 1939-1382), vol. 4(4), pp. 353-364, IEEE Computer Society, October 2011
• D. Sampson and P. Zervas, "Technology-enhanced Training for People with Disabilities: The eAccess2Learn Framework", in
Proc. of the 2nd International Conference on Intelligent Networking and Collaborative Systems (INCoS 2010), Thessaloniki,
Greece, 24-26, November 2010 [BEST PAPER AWARD]
• D. Sampson, D. Fytros and P. Zervas, "Supporting Lifelong Learning Programmes: Defining an Accessibility and Competence
Based Application Profile for Educational Metadata", in Proc. of the 11th IASTED International Conference on Computers and
Advanced Technology in Education (CATE 2008), Heraklion, Crete, Greece, October 2008
• D. Sampson and P. Zervas, "eAccess2Learn: Supporting Technology-Enhanced Training for All", in Proc. of the 8th IEEE
International Conference on Advanced Learning Technologies (ICALT 2008), pp. 1034-1035, Santander, Cantabria, Spain, IEEE
Computer Society (ISBN: 978-0-7695-3167-0), 1-5, July 2008
• P. Karampiperis and D. Sampson, "Facilitating Learning Objects Reusability in Different Accessibility Settings", in Ulf-Daniel
Ehlers and Jan M. Pawlowski (Eds.), Handbook on Quality and Standardisation in E-Learning (ISBN 3540327878), Chapter 20,
pp. 248-262, Springer, May 2006
• P. Karampiperis and D. Sampson, "An Architectural Approach for Supporting Accessible Hypermedia in Web-based Learning
Systems", in Proc. of the 5th IEEE International Conference on Advanced Learning Technologies (ICALT 2005), pp. 138-142,
Kaohsiung, Taiwan, IEEE Computer Society (ISBN: 0769523382), 5-8, July 2005
• P. Karampiperis and D. Sampson, "Designing Learning Systems to Provide Accessible Services", in Proc. of the 2005
International Cross-Disciplinary Workshop on Web Accessibility (W4A) in 14th International World Wide Web Conference
(WWW2005), pp. 72-80, Chiba, Japan, ACM Press (ISBN: 1-59593-219-4), 10-14, May 2005
• P. Karampiperis and D. Sampson, "Supporting Accessible Hypermedia in Web-based Educational Systems: Defining an
Accessibility Application Profile for Learning Resources", The New Review of Hypermedia and Multimedia (ISSN 1361-4568),
Special Issue on Accessible Hypermedia and Multimedia, vol. 10(2), pp. 181-197, Taylor & Francis, December 2004
• P. Karampiperis and D. Sampson, "Learning Object Metadata for Learning Content Accessibility", in Proc. of the 16th World
Conference on Educational Multimedia, Hypermedia and Telecommunications (ED-MEDIA 2004), ISBN: 1880094533, vol. 7, pp.
5204-5211, Lugano, Switzerland, AACE Press, June 2004



Conclusions
• The issue of accessibility in Technology-enhanced Learning is too
important to be ignored.
• However, it is about time to move beyond the basic consideration for
accessible educational materials and accessible course delivery systems.
• It is about time to take up the challenge of providing accessible learning
experiences to every individual learners at any given context.
• To this end, it is more than essential to synchronise and orchestrate
international efforts in standardisation of both Learning Technologies
and Web Accessibility, before it is too late.


Technology-Enhanced Learning for All:The eAccess Framework

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