Guide on the Side and LibWizard Tutorials side-by-side: How do the two platforms for split-screen online tutorials compare?

Split-screen tutorials are an appealing and effective way for libraries to create online learning objects where learners interact with real-time web content. Many libraries are using the University of Arizona’s award-winning, open source platform, Guide on the Side; in 2016, Springshare released a proprietary alternative, LibWizard Tutorials. This article reviews the advantages and limitations of this kind of tutorial. It also examines the differences between each platform’s distinctive characteristics. These platforms create similar split-screen tutorials, but have differences that affect diverse aspects of installation, administration, authoring and editing, student learning, data management, and accessibility. Libraries now have the opportunity to consider and compare alternative platforms and decide which one is best suited to their needs, priorities and resources

Introducing Texture: An Open Source WYSIWYG Javascript Editor for JATS

Texture is a WYSIWYG editor app that allows users to turn raw content into structured content, and add as much semantic information as needed for the production of scientific publications. Texture is open source software built on top of Substance (http://substance.io), an advanced Javascript content authoring library. While the Substance library is format agnostic, the Texture editor uses JATS XML as a native exchange format. The Substance library that Texture is built on already supports real-time collaborative authoring, and the easy-to-use WYSIWYG interface would make Texture an attractive alternative to Google Docs. For some editors, the interface could be toggled to more closely resemble a professional XML suite, allowing a user to pop out a raw attribute editor for any given element. Textureauthored documents could then be brought into the journal management system directly, skipping the conversion step, and move straight into a document-centric publishing workflow. &nbsp

Disability standards and guidelines for learning management systems: Evaluating accessibility

Currently, the great majority of institutions of higher education use Learning Content Management Systems (LCMSs) and Learning Management Systems (LMS) as pedagogical tools. In order to make these systems accessible to all students, it is important to take into account not only educational standards, but also standards of accessibility. It is essential to have with procedures and well-established method for evaluating these tools, so in this paper we propose a method for evaluating the accessibility of LCMSs and LMS based on a consideration of particular accessibility standards and other technological and human aspects. The method application is for all LMS, in order to illustrate the effectiveness of the evaluation method, we present a case study over the widely-used LMS Moodle1. In the case study, the accessibility of Moodle is evaluated thoroughly from the point of view of visually-impaired persons. The results obtained from the case study demonstrate that this LMS is partially accessible. The evaluation shows that the tool provides poor support to the authors of accessible educational contents.This research work was supported by the Research Network MA2VICMR (S2009/TIC-1542) (see www.mavir.net/), GEMMA (TSI-020302- 2010-141) and SAGAS (TSI-020100-2010-184) research projects.Publicad

Evaluating the Accessibility of Three Open-Source Learning Content Management Systems: A Comparative Study

Learning content management systems (LCMSs) have become increasingly popular in the educational field over the past few years. However, problems in system design can create difficulties in the interactions between LCMSs and an important sector of the user population. The assessment and monitoring of LCMS accessibility are vital for the guarantee of universal accessibility in education. This article presents a comparative study of the accessibility of three web-based, open-source LCMSs: Moodle, ATutor, and Sakai. Results of the study indicate that barriers to accessibility are present in each of the three systems evaluated. A primary aim of the study is to help detect and correct these barriers such that the goal of universal access in educational environments may one day be achieved.This study was partially funded by the Research Network MA2VICMR (S2009/TIC-1542) and by GEMMA (TSI-020302-2010-141) and SAGAS (TSI-020100-2010-184) research projects

ICWE 2016 rapid mashup challenge: Introduction

The ICWE 2016 Rapid Mashup Challenge is the second installment of a series of challenges that aim to engage researchers and practitioners in showcasing and discussing their work on assisting mashup development. This introduction provides the reader with the general context of the Challenge, its objectives and motivation, and the requirements contributions were asked to satisfy so as to be eligible for participation. A summary of the contributions that were selected for presentation in the 2016 edition anticipates the content of the remainder of this volume

Content delivery and challenges in education hybrid students

Traditionally, taught postgraduate programmes placed students in well-defined categories such as 'distance learning' and 'on-campus' or 'part-time' and 'full-time'. The practical reality is that postgraduate students rarely fall into such simple, diametric roles and can be more suitably generalised under the concept of the 'hybrid student'. Hybrid students are dynamic, with changing requirements in relation to their education. They expect flexibility and the ability to make changes relating to module participation level, study mechanism and lecture attendance, in order to suit personal preference and circumstance. This paper briefly introduces the concept of the hybrid student and how the concept has been handled within the School of Electronic Engineering at DCU. Following this, some discussion is provided in relation to a number of the content delivery technologies used in programmes facilitating these students: HTML, PowerPoint, Moodle, DocBook and Wiki. Finally, some of the general challenges, which have been encountered in supporting such diverse students, are briefly discussed

Using Markup Languages for Accessible Scientific, Technical, and Scholarly Document Creation

In using software to write a scientific, technical, or other scholarly document, authors have essentially two options. They can either write it in a ‘what you see is what you get’ (WYSIWYG) editor such as a word processor, or write it in a text editor using a markup language such as HTML, LaTeX, Markdown, or AsciiDoc. This paper gives an overview of the latter approach, focusing on both the non-visual accessibility of the writing process, and that of the documents produced. Currently popular markup languages and established tools associated with them are introduced. Support for mathematical notation is considered. In addition, domain-specific programming languages for constructing various types of diagrams can be well integrated into the document production process. These languages offer interesting potential to facilitate the non-visual creation of graphical content, while raising insufficiently explored research questions. The flexibility with which documents written in current markup languages can be converted to different output formats is emphasized. These formats include HTML, EPUB, and PDF, as well as file formats used by contemporary word processors. Such conversion facilities can serve as means of enhancing the accessibility of a document both for the author (during the editing and proofreading process) and for those among the document’s recipients who use assistive technologies, such as screen readers and screen magnifiers. Current developments associated with markup languages and the accessibility of scientific or technical documents are described. The paper concludes with general commentary, together with a summary of opportunities for further research and software development

An End-User Development Perspective on State-of-the-Art Web Development Tools

We reviewed and analyzed nine commercially available web development tools from the perspective of suitability for end-user development to compare and contrast alternative and best-of-breed approaches for particular problem areas within web application development (Getting Started, Workflow, Level of Abstraction, Layout, Database, Application Logic, Testing and Debugging, Learning and Scaling, Security, Collaboration, and Deployment). End-user development involves the creation of dynamic websites with support for features like authentication, conditional display, and searching/sorting by casual web developers who have some experience creating static websites but little or no programming knowledge. We found that current tools do not lack functionality, but rather have a variety of problems in ease of use for end users who are nonprogrammers. In particular, while many tools offer wizards and other features designed to facilitate specific aspects of end-user development, none of the tools that we reviewed supports a holistic approach to web application development. We discuss the implications of these problems and conclude with recommendations for the design of improved web development tools that would lower the entry barrier into web programming

How teachers become content producers: student’s use of ebooks

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