accessibility issues in moocs: potencial services for people with functional diversity

Accessibility issues in MOOCs: potential services for people with functional diversity

Francisco Iniesto

School of Computer Science, UNED, Spain

3rd GO-GN Seminar

OpenEd 2014

17-21 November 2014

Washington, DC

CONTEXT: PHD CANDIDATE


1. Engineer in Computer Science. Part-time PhD researcher. IT consulting2. Connection with the creation of educational materials cycle and accessibility:

Mst. in Languages and Computer Systems. Specialized in teaching, learning, collaboration and adaptation.

Master's thesis: Accessibility and standardization in the cycle of creation educational materials. (Covadonga Rodrigo)

3. Connection with OERs world: OpenScout: Accessibility evaluation.

4. Connection with MOOCs and PhD Research: Accessible MOOCs recommender system for people with

functional diversity.(Covadonga Rodrigo & Timothy Read)

CONTEXT: LLL FOR PEOPLE WITH DISABILITIES


The access and integration process for people with functional diversity in the education system is positive and irreversible.

There is a growing proportion of people with disabilities that choose distance education universities (eLearning) for their studies.

Evolution of enrolment of disabled students over period 2003 – 2014 at UNED

Disability 2013/2014

Physical 4454

Psychic 1736

Hearing 570

Visual 874

Specified total 6474

Unspecified total

6474

Total 7847

Students enrolled by type of disability 2013 – 2014 at UNED

The fact to make digital people with disabilities increases the work rate in this collective, low burden for the government and thus increases economic activity in a

country. Chris Lewis, Accessibility for the Disabled in the

Increasingly Mobile World Report‘The Untapped Billion’ Feb 2014

CONTEXT: ICT + DISABILITIES


The possibilities that Information and Communications Technologies (ICT) offer people with disabilities to improve their wellbeing and the possibility of their insertion into the work

market. It is pointed out that 100% consider that the incorporation of ICT into the workplace has

increased their work possibilities

Informe Acceso y uso de las TIC por las personas con discapacidad.Fundación Vodafone Spain 2013

CONTEXT: ACCESSIBLE MOOC LEARNING


These students look for the so-called permanent learning or lifelong learning paradigm:

Integrates education, work and personal life in a continuous process and allows the citizens to be

able to access the knowledge and develop it both personally and through work.

II Report “Universidad y Discapacidad” Sept 2014 Fundación Universia and CERMI

.

Informal Learning. Social Learning: Connectivism. Time, space and rhythm. Entertainment: interaction between all

participants and media. Free and open education. Reach global audiences.

Most vulnerable potential users might be left behind in the Knowledge Society.


MOOC data definedby achievable competences

COMPETENCE-BASED RECOMMENDATION APP FOR PEOPLE WITH DISABILITIES

COMPETENCE-BASED RECOMMENDATION APP FOR PEOPLE WITH DISABILITIES

TASK 1 Evaluation of the accessibility level in MOOC platforms and courses -> map of accessibility in MOOCs vs disabilities

TASK 2 Analysis of competence-based information (learning goals, learning outcomes, etc) in MOOCs syllabus: where and what

TASK 3 Mapping MOOC information with professional posts (competence based defined)-> set of metadata collection

TASK 4 Definition of enriched user profile: 1) functional disability (assistive technologies, device user preferences), 2) list of achievable professional competences or professional post

TASK 5 System integration with 3er party recommender system (research collaboration)

MAIN OBJECTIVE: Design a PERSONALIZED APP for RECOMMENDING MOOCs adapted to achieve new professional competences and specifically designed for people with

disabilities


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


In order to achieve the minimum required level of accessibility in this type of platform, two significant aspects will have to be taken into account:

Make possible and guarantee access to the content by means of the platforms.

Produce the content accessible in itself.

Evaluate the access conditions, the knowledge and the handling of the technological platforms.

The technological platform. The degree of usability of a series of Web services offered to the student.

The content of the MOOC must be the same for all of the students, although the presentation might be different.

The students must be able to access the content using assistive technologies and adapt their presentation in accordance with their specific needs.

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

Assistance must be provided to those students who have encountered problems or barriers to accessibility.

TASK 1: CREATING ACCESSIBLE MOOCS. THE IMPORTANCE OF STANDARDS

Web Content Accessibility Guidelines (WCAG) 2.0 (2008)

Accessibility guidelines for documents

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. Proceedingsfrom V Congreso Internacional ATICA 2013 ISBN edición impresa: 978-612-4196-16-4 ISBN Eds. M.A. Córdoba, L. Bengochea, p. 55 –62, Huncayo, Perú.

TASK 1: METHODOLOGY AND GUIDELINES FOR EVALUATING ACCESSIBILITY IN MOOCS


A selection of a set of Web pages, being a representative example:

•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,…Video lessons

The approach presented can be considered as a methodology that combines

The methods of conformance reviews

Screening techniques


Global or heuristic vision:

Evaluation through automatic accessibility tools :

WCAG Accessibility Validation: eXaminator

Disability Simulators:aDesigner

User Experience (UX)

Testing Tools: Sortsite

User evaluation (ongoing)

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. Proceedings from VI Congreso Internacional ATICA 2014 ISBN edición impresa: 978-84-16133-42-0 Eds. L. Bengochea Martínez, J. M. Gutiérrez Martínez, A. García Cabot, E.García López. p. 57 – 64, Universidad de Alcalá, España.

TASK 1: AUTOMATIC ACCESSIBILITY TOOLS. EXAMINATOR


Genericinformation

Disaggregatedtest table

Results bycriteria

TASK 1: DISABILITY SIMULATOR. ADESIGNER


Simulator

Detailedreport

TASK 1: TESTING TOOLS. SORTSITE


General Errors: Broken links, Server configuration

Web browsers compatibility

Privacy: standards regulating privacy

Search Guidelines

Standards: W3C HTML/XHTML, W3C CSS Validation, W3C Style Guide

Usability: W3C Best Practices

TASK 1: TESTING TOOLS. SORTSITE

Chart Sitemap

Resultsreport


TASK 1: EDUCATIONAL CONTENT EVALUATION


•Documents:

o PDF, Word. Follow accessibility standards

•Videos (pills)

o Include subtitles.

o Sign Language Interpreter

o Include alternative text to the video content. Textual description

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. Proceedings from V Congreso Internacional sobre Calidad y Accesibilidad de la Formación Virtual CAFVIR 2014 ISBN edición impresa: 978-9929-40-497-7 ISBN Eds. L. Bengochea, R. Hernández, J. R. Hilera González, p. 545 - 550, Antigua, Guatemala.

Iniesto F., Rodrigo C. (2014) "Evaluación de la accesibilidad en las plataformas MOOC en español: UNED COMA, COLMENIA y Miriada X" Proceedings from XVI Simposio Internacional en Informática Educativa (SIIE’14) Acceso masivo y universal para un aprendizaje a lo largo de la vida. J.L.Sierra Rodríguez, J. M. Dodero Beardo y D. Burgos (Eds.) SBN: 978-84-16125-41-8 Logroño, La Rioja pp. 231 - 236


UNED COMA Excelent, goodand very good

Regular Bad Very Bad Score Compliance

Homepage 7 1 4 1 6.6 54%Form 7 1 2 3 7.7 54%

Course 7 1 4 3 6.8 50%Forum 6 2 4 1 6.7 46%Average Value 6.1 51%

COLMENIA

Homepage 5 2 7 6 4.5 25%Form 5 3 8 4 4.7 25%

Course 7 2 7 1 5.4 41%Forum 6 1 5 5 6.2 32%Valor Medio 5.2 31%

Miriada XHomepage 4 1 4 7 4.2 25%Form 6 3 8 4 4.5 29%

Course 4 3 5 6 4.1 22%Forum 6 3 8 4 4.5 29%Average Value 4.3 26%

UAb iMOOCHomepage 7 6 4 5 4.8 32%Form 7 2 1 3 5.8 54%Course 9 2 1 4 6.1 56%Forum 9 4 2 4 5.9 47%Average Value 5.6 47%


UNED COMA totally blind difficulty in seeing

members Understanding age

Homepage 7.2 6.4 6.9 5.7 6.5

Form 6 6.4 5 5.4 6.2

Course 6.5 5.7 5.8 5.3 6

Forum 6 6.5 6.6 5.8 6.1

Average Value 6.4 6.2 6.1 5.5 6.2

COLMENIA

Homepage 4.5 4.7 4.2 5.2 5.2

Form 4.2 5 4.2 5.2 5.5

Course 4.5 5.7 4.9 6 6.2

Forum 5.3 6.7 5.7 7.1 7.1

Valor Medio 4.6 4.4 4.7 5.9 6

Miriada X

Homepage 4 4.3 3.6 4.3 4.6

Form 4.3 4.7 4.2 4.6 4.8

Course 3.6 4.5 3.5 4.3 4.8

Forum 4.3 4.7 4.2 4.6 4.8

Average Value 3.3 4.5 3.9 4.4 4.7

UAb iMOOC

Homepage 5 4.9 4.9 4.3 5

Form 5.9 6.3 5.5 5.3 6.1

Course 5.8 6.7 6.0 5.9 6.4

Forum 5.8 6.2 6.0 5.5 6.0

Average Value 5.6 6 5.6 5.25 5.8


UNED COMA: PDFs of scanned documents. PDFs self-produced and externally produced. MP3 Audio format. Links to external pages and videos to the

platform.COLMENIA: Supporting documents in compressed format. PDFs self-produced. Miriada X : PDFs self-produced. UAb iMOOC: PDFs externally produced.


UNED COMA COLMENIA Miriada X

Sans-serif style No, Times New Roman Yes, Calibri Yes, Calibri

Visual hierarchy Correct Correct Correct

Contrast Correct, black and white Correct Correct, colorsabuse

Underline Correct Correct Not applicable

Adjust the sound volume Correct Not applicable Not applicable

Text, symbols or pictures for auditory

materials

Not provided Not applicable Not applicable

Images must be high resolution Low resolution Low resolution Medium resolution

Graphs and tables with titles and

abstracts

Not provided Not provided Not provided

UNED COMA COLMENIA Miriada X UAb iMOOC

Include subtitled Yes No Yes No

Sign Language Interpreter No No No No

Textual transcription No, Videos in French

only.

No No No


TASK 1:CASE STUDY RESULTS

Serious problems have been found in this collective accessing the education facilitated in this type of platform.

All platforms obtain average results of between 5 and 6 which are very improvable. None of the platforms achieve values that could be considered reasonable (higher than 60%).

For the educational content, no standards have been followed in either platforms to create a uniform and accessible educational content which would serve for better reuse. It could be desirable that a common format for all courses will be developed, including accessibility guidelines.

It is worth to notice that a dramatic lack of full accessibility of audiovisual resources exist for all the platforms.


TASK 1 Evaluation of the accessibility level in MOOC platforms and courses -> map of accessibility in MOOCs vs disabilities

Heuristic evaluation (present and future work): Collect positive/negative indicatorsDefine user cases to evaluate a correct accessibilityVirtual users, scenarios

MOOCs sort by level of accessibility.

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

TASK 2: ANALYSIS OF COMPETECE-BASED INFORMATION

TASK 2 Analysis of competence-based information (learning goals, learning outcomes, etc) in MOOCs syllabus: where and what

• Syllabus analysis for metadata extraction: description, objectives, learning outcomes, …• Competence Mapping with INCUAL

CATÁLOGO NACIONAL DE CUALIFICACIONES PROFESIONALES (CNCP)

Leticia Riaza MorenoJefa de Área de Diseño de Cualificaciones (2014)

15

FUTURE WORKTASK 3 Mapping MOOC information with professional posts (competence based defined)-> set of metadata collection

TASK 4 Definition of enriched user profile:

1) functional disability (assistive technologies, device user preferences)

+

2) list of achievable professional competences or professional post

TASK 5 System integration with 3er party recommender system (research collaboration)

Francisco Iniesto

School of Computer Science, UNED, Spain

E-mail: [email protected]

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

It is the art of ensuring that, as far and wide as possible, resources (such as web access) are available for individuals, whether or not

deficiencies of one kind or another.

Accessibility definition by Sidar Foundation

mailto:[email protected]

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

accessibility issues in moocs: potencial services for people with functional diversity

Engineering

digital people

potential services

growing proportion of

unedaccessibility issues

accessibility evaluation

peoplewith disabilities

work rate

social learning