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This paper investigates the development of an authoring package designed to mimic traditional "chalk and talk" delivery of content in education. It emphasizes the twin goals of making the output more accessible both for those with disabilities and for distance learners and also making the package usable by academic staff without requiring extensive training. It deals with issues arising from the capture of the material, the compromises and conflicts which are made in the satisfaction of accessibility guidelines and the implementation problems which arise. An authoring tool designed specifically for the production of accessible multimedia material is described as is preliminary work being undertaken to provide live subtitles of lectures.

Between the publication of Le discours antillais in 1981 and Poétique de la Relation in 1990, Glissant's work undergoes a marked change: of focus, of mood, and of political position. 1 Whereas he had previously concentrated his attention mainly on his own island of Martinique, in the 1990s he broadens his vision to the whole world. The pessimism of Discours is replaced by exhilaration, and the anticolonial struggle that dominated the earlier texts, in which the isolation of Martinique was an important factor, gives way to a view of the world-influenced by chaos theory and the "nomadology" of Deleuze and Guattari 2 -as a dynamic totality of interacting communities, all aware of each other and all constantly changing. 3 Poétique and the subsequent Introduction à une poétique du divers (1996) and Traité du Tout-monde (1997) invent a variety of more or less synonymous names for this phenomenon: