A Tool to Facilitate Including Accessible Content in Moodle to the Person with Visual Impairment

Ulbricht, Vânia Ribas; Vanzin, Tarcísio; Amaral, Marília Abrahão; Vilarouco, Vilma; Quevedo, Silvia; Moretto, Luís Augusto Machado; Flores, Ángela

doi:10.1016/j.procs.2012.10.016

Cited by 11 publications

(6 citation statements)

References 2 publications

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“…Algunas personas requieren que se conviertan los estímulos visuales a estímulos táctiles y audibles, lo cual aún es complejo y muy incipiente en cuanto a imáge-nes estáticas y dinámicas (Ulbricht et al, 2012). Los videojuegos son tecnología de información que ha sido utilizada para la salud.…”

Section: Las Tecnologías De Información Y Comunicación Y Posibilidadeunclassified

Tecnologías de información y comunicación para el turismo inclusivo

Moreno

2017

Rev. fac. cien. econ.

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ResumenEl propósito de este trabajo es presentar las tecnologías de información y comunicación que tienen potencial para permitir la inclusión de personas con discapacidad como clientes de los destinos turísticos. Las tecnologías fueron identificadas a través de la búsqueda de información en bases de datos académicas y páginas web de empresas proveedoras de tecnologías de información para personas en estado de discapacidad, indicando cómo pueden ser usadas en las actividades de la cadena de valor turística. Se encontró que las tecnologías usadas en los campos de entretenimiento, educación, salud y artefactos diseñados para facilitar la vida de personas con discapacidad, pueden ser utilizados en la industria turística, asistiéndolos en funciones mentales, sensoriales, de voz y habla, neuromusculoesqueléticas y de movimiento. Palabras clave: TIC; Turismo inclusivo; Discapacidad; Cadena de valor turística. INFORMATION AND COMMUNICATION TECHNOLOGIES FOR INCLUSIVE TOURISM AbstractThe purpose of this work is to present the information and communication technologies that have the potential to allow the inclusion of people with disabilities as clients of tourist destinations. The technologies were identified through the search of information in academic databases and web pages of companies providing information technology for people in a state of disability, indicating how they can be used in the activities of the tourism value chain. It was found that the technologies used in the fields of entertainment, education, health and artifacts designed to facilitate the lives of people with disabilities, can be used in the tourism industry, assisting them in mental, sensory, voice and speech, neuromusculoskeletal and movement functions.

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Section: Las Tecnologías De Información Y Comunicación Y Posibilidadeunclassified

Tecnologías de información y comunicación para el turismo inclusivo

Moreno

2017

Rev. fac. cien. econ.

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“…Studies have also been conducted on accessibility of LMSs (Habib, et al, 2012;Woodfine, et al, 2008;Ulbricht, et al, 2012). Most of these studies focus on accessibility of one particular LMS in relation to users with specific disabilities, such as dyslexia (Habib, et al, 2012), hearing or visual impairments (Kyun, et al, 2007;Debevc, et al, 2012;Ulbricht, et al, 2012).…”

Section: Related Workmentioning

confidence: 99%

“…Most of these studies focus on accessibility of one particular LMS in relation to users with specific disabilities, such as dyslexia (Habib, et al, 2012), hearing or visual impairments (Kyun, et al, 2007;Debevc, et al, 2012;Ulbricht, et al, 2012). For example, Habib, et al, (2012) have targeted students with dyslexia in higher education and identified several challenges associated with the use of Fronter based on an in-depth interview of 11 informants.…”

Section: Related Workmentioning

confidence: 99%

Heuristic evaluations of the accessibility of learning management systems (LMSs) as authoring tools for teachers

Chen

Sanderson

Kessel

et al. 2015

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With the development of e-education and e-society it is important for information and communication systems and services to be equally accessible to all users, including people with disabilities. Learning management systems (LMSs) are becoming a necessity in higher education and making them accessible to all users, both students and teachers, is crucial. Existing studies on accessibility of LMSs mostly focus on students and their access to learning materials. Very few studies have focused on the accessibility of LMSs for teachers who are responsible for using LMSs to create accessible contents for students. This paper presents the heuristic evaluations of two learning management systems (Fronter and Sakai) focusing on their accessibility from teachers' perspective. Based on universal design principles and guidelines we aim to identify accessibility issues and to propose possible improvements. The Authoring Tool Accessibility Guidelines (ATAG) 2.0 were adopted in the heuristic evaluations and qualitative data have been collected. We have also compared the findings from the evaluations of Fronter and Sakai, as well as Moodle, an open source LMS which was evaluated in our previous heuristic evaluation. The analysis of the data shows that the level of conformance of the systems to the ATAG2.0 guidelines is very low and many issues needs to be solved for them to be fully accessible for teachers with disabilities. IntroductionThe transformations in higher education in developed countries over the past few years impose the need to introduce information and communication technologies (ICT). ICT systems are expected to strengthen the learning environments and therefore should be accessible to all users, including people with disabilities. Promoting the accessibility to ICT systems and services is required by the U.N. Convention on the Rights of Persons with Disabilities in countries that ratified this convention. According to the United Nations' fact sheet, around 10 percent of the world population lives with a disability. The International Labor Organization (ILO) estimates that 386 million of the world's working-age people have some kind of disability. The Norwegian Labor Market Supplementary Survey on persons with disabilities shows that the percentage of persons with disabilities in teaching positions amongst persons with disabilities in the work force is higher than the percentage of persons in teaching positions amongst the total work force. In 2013, 11.1 percent of persons with disabilities in the work force were employed in teaching positions, which is 2.5 percent higher than the percentage of persons in teaching positions amongst the total work force. The survey also shows that this difference increased in the two previous years, from 1.6 in 2011 to 1.9 in 2012(Bø and Håland, 2013. Therefore, it is crucial that ICT systems used by teachers should be accessible.Learning management systems (LMSs) are becoming a necessity in higher education and making them accessible to all users, both students and teachers, is c...

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“…Instead of merely searching for information, applications such as bookmarking, feeds, tweeter and pinboards, digital portfolios, etc., along with the possibility of creating your own personal webpage, gives also the chance to create a PLE -A Personal Learning Environment [08]. Technological advances which include computing and Information and Communication Technology contribute to integrating and reducing distances between stores of information and the people who need them, and also helping them to obtain new skills, a key element in knowledge society [17]. E-learning has grown rapidly and it supports many factors, like "ease access to information, reflection, lack of any need to space and high levels of time, there is a growth personality and job performance ability with more independency, criticism and curiosity, transaction, knowledge management, knowledge based system, knowledge production, cooperative learning are the results of ICT in teaching and learning process [18-19-20].…”

Section: Involvement Of Technological Solutions Towards -Enhancing Thmentioning

confidence: 99%

“…E-learning has grown rapidly and it supports many factors, like "ease access to information, reflection, lack of any need to space and high levels of time, there is a growth personality and job performance ability with more independency, criticism and curiosity, transaction, knowledge management, knowledge based system, knowledge production, cooperative learning are the results of ICT in teaching and learning process [18-19-20]. The new modalities of distance education have changed the traditional way of teaching and acquired their own identity and are today deemed as E-learning and M-learning [17]. In learning system instructor plays a vital role for transferring the knowledge to the learner's community.…”

Section: Involvement Of Technological Solutions Towards -Enhancing Thmentioning

confidence: 99%

Involvement of Technological Solutions towards - Enhancing the Quality of Higher Education in India: A Research Study

Kumar¹,

Rahman²,

Thiyagarajan³

2015

Advances in Innovative Engineering and Technologies

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A Tool to Facilitate Including Accessible Content in Moodle to the Person with Visual Impairment

Cited by 11 publications

References 2 publications

Tecnologías de información y comunicación para el turismo inclusivo

Tecnologías de información y comunicación para el turismo inclusivo

Heuristic evaluations of the accessibility of learning management systems (LMSs) as authoring tools for teachers

Involvement of Technological Solutions towards - Enhancing the Quality of Higher Education in India: A Research Study

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