How to Make Unified Modeling Language Diagrams Accessible for Blind Students

Müller, Karin

doi:10.1007/978-3-642-31522-0_27

Cited by 19 publications

(16 citation statements)

References 2 publications

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“…Also, many problem descriptions are using visual media like sketches, illustrations or animations [3]. Clearly, a sole reliance on visualizations are posing a problem to visually impaired people, as significant information is transported by visual means only [18]. Also, visualization in CSEd is often not just a teaching aid but the topic itself, since modeling if inherently coupled with visual representations that are later also required in the jobs of computer scientists: "Moreover, it is an asset to know UML when searching for a qualified job" [18].…”

Section: B Prevalence Of Visual Information In Csedmentioning

confidence: 99%

How Learning Styles in CS Can Foster Inclusion of Visually Impaired Students

Capovilla

Mühling

Hubwieser

2015

2015 International Conference on Learning and Teaching in Computing and Engineering

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We present the results of a study of learning types of CS students. In computer science education there seems to be a prevalence of visually oriented teaching methods. However, as the results of our investigation show, the learners may not actually benefit from this trend. This is valuable information in the context of including visually impaired learners in computer science classes -since these learners suffers the greatest disadvantages from visually oriented teaching and learning aids. Our results indicate that a different approach to CSEd placing more emphasis on kinesthetic and textual material may be of advantage for all CS students alike and also foster the inclusion of visually impaired learners.

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Section: B Prevalence Of Visual Information In Csedmentioning

confidence: 99%

How Learning Styles in CS Can Foster Inclusion of Visually Impaired Students

Capovilla

Mühling

Hubwieser

2015

2015 International Conference on Learning and Teaching in Computing and Engineering

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“…Some examples of graphical notations and disciplines that use them are (i) BPMN-business process model and notation, MSD-module structure diagram, DFD-data flow diagram, MHD-module Educators use such graphical representations to teach and to exemplify concepts [21], and visually impaired learners are sometimes not allowed to express their knowledge through alternative tasks [22]. In order to convey information in graphical representations to visually impaired learners in classroom activities, educators would have to receive support from assistants or use low-/hightech assistive technologies [23].…”

Section: Inclusion Of Visually Impaired Learners In the Computing Fieldmentioning

confidence: 99%

On the inclusion of learners with visual impairment in computing education programs in Brazil: practices of educators and perceptions of visually impaired learners

et al. 2018

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Background: Individuals with visual impairment face varied challenges when attending education programs in many fields and levels. In computing education programs, the frequent required use of charts, graphs, and diagrams poses additional challenges to their inclusion. In order to inform and to establish appropriate action plans for a more inclusive scenario, it is important to gather information from the parties involved. In this context, this work presents the practices of educators and the perceptions of visually impaired learners regarding such inclusion. Methods: The practice and perceptions were gathered from a survey with 56 computing educators and with 19 visually impaired learners who have attended computing education programs. Results and discussion:The results suggest educators have limited access to knowledge related to the inclusion of visually impaired learners in lectures and feel unprepared to this scenario. On the other hand, visually impaired learners do not feel included in computing education programs.

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“…In computer education programs, many lecturers use UML diagrams to teach students object oriented concepts [Owen et al 2014], and blind students are usually not allowed to prove their knowledge with alternative tasks [Müller 2012]. …”

Section: Congresso Brasileiro De Informática Na Educação (Cbie 20mentioning

confidence: 99%

“…His experience indicates that it can be used in interactive activities without spatial distance. Müller (2012) discussed his experience in teaching UML to two blind students using tactile diagrams (Emprint-ViewPlus), together with…”

Section: Literature Reviewmentioning

confidence: 99%

“…We did not list the requirements 1, 3, 10, 11, 12 and 14 because they can be fulfilled through existing technologies, such as video lectures and CASE tools. Considering only the solutions that supports some degree of interactivity, those proposed by Brookshire (2006) and Müller (2012) limit the interaction when applied to virtual learning activities of UML as they use tactile cards and embossing printers, requiring the delivery of materials to students in advance and resulting in a greater level of rigidity of the education program. The solution proposed by Loitsch and Weber (2012) involves the use of a special tactile explorer and therefore incurs in high costs.…”

Section: Requirements Fulfillment: What Is Currently Available?mentioning

confidence: 99%

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Are You Seeing This? What Is Available and How Can We Include Blind Students in Virtual UML Learning Activities

Luque¹,

Brandão²,

Tori³

et al. 2014

Anais Do XXV Simpósio Brasileiro De Informática Na Educação (SBIE 2014)

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Abstract. The inclusion of blind students in computer education programs involves several challenges. When considering virtual learning activities of UML -Unified Modeling Language, lecturers cannot use some of the solutions adopted in the traditional classroom. In this context, this paper presents the main challenges related to the inclusion of blind students in virtual learning activities of UML, establishes the requirements needed to make this inclusion possible and discusses whether existing tools can be used for this purpose.The results indicate a lack of solutions that enable the inclusion of blind students in these activities without affecting transactional distance.

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How to Make Unified Modeling Language Diagrams Accessible for Blind Students

Cited by 19 publications

References 2 publications

How Learning Styles in CS Can Foster Inclusion of Visually Impaired Students

How Learning Styles in CS Can Foster Inclusion of Visually Impaired Students

On the inclusion of learners with visual impairment in computing education programs in Brazil: practices of educators and perceptions of visually impaired learners

Are You Seeing This? What Is Available and How Can We Include Blind Students in Virtual UML Learning Activities

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