A framework for the assembly and delivery of multimodal graphics in E-learning environments

In recent years educators and education institutions have embraced E-Learning environments as a method of delivering content to and communicating with their learners. Particular attention needs to be paid to the accessibility of the content that each educator provides. In relation to graphics, content providers are instructed to provide textual alternatives for each graphic using either the “alt” attribute or the “longdesc” attribute of the HTML IMG tag. This is not always suitable for graphical concepts inherent in technical topics due to the spatial nature of the information. As there is currently no suggested alternative to the use of textual descriptions in E-Learning environments, blind learners are at a significant disadvantage when attempting to learn Science, Technology, Engineering or Mathematical (STEM) subjects online. A new approach is required that will provide blind learners with the same learning capabilities enjoyed by their sighted peers in relation to graphics. Multimodal graphics combine the modalities of sound and touch in order to deliver graphical concepts to blind learners. Although they have proven successful, they can be time consuming to create and often require expertise in accessible graphic design. This thesis proposes an approach based on mainstream E-Learning techniques that can support non-experts in the assembly of multimodal graphics. The approach is known as the Multimodal Graphic Assembly and Delivery Framework (MGADF). It exploits a component based Service Oriented Architecture (SOA) to provide non experts with the ability to assemble multimodal graphics and integrate them into mainstream E-Learning environments. This thesis details the design of the system architecture, information architecture and methodologies of the MGADF. Proof of concept interfaces were implemented, based on the design, that clearly demonstrate the feasibility of the approach. The interfaces were used in an end-user evaluation that assessed the benefits of a component based approach for non-expert multimodal graphic producers

Non-Visual Representation of Complex Documents for Use in Digital Talking Books

Essential written information such as text books, bills, and catalogues needs to be accessible by everyone. However, access is not always available to vision-impaired people. As they require electronic documents to be available in specific formats. In order to address the accessibility issues of electronic documents, this research aims to design an affordable, portable, standalone and simple to use complete reading system that will convert and describe complex components in electronic documents to print disabled users

The integrated accessible library: a model of service development for the 21st century

The Integrated Accessible Library: A model of service development for the 21st century makes the case for a national initiative to make all library and information services accessible to people who are blind or have a visual impairment. The Resources for Visually Impaired Users of the Electronic Library (REVIEL) Project has investigated the current state of accessible services and explored what would be needed to achieve national excellence in this field. A model is presented in The Integrated Accessible Library: A model of service development for the 21st century, which if implemented would enable libraries to fulfil their responsibilities to provide inclusive services, ensuring that no-one is excluded because of their visual impairment. As we move into increasingly electronic information environments, in which visual images are playing an increasing role as carriers of content, inclusion cannot be achieved by default or by wishful thinking or by small bands of committed volunteers. Making all library and information services accessible should be on the agenda of every information professional and every policy maker. Working together, we can reach the goal of accessible services

The design and evaluation of non-visual information systems for blind users

This research was motivated by the sudden increase of hypermedia information (such as that found on CD-ROMs and on the World Wide Web), which was not initially accessible to blind people, although offered significant advantages over traditional braille and audiotape information. Existing non-visual information systems for blind people had very different designs and functionality, but none of them provided what was required according to user requirements studies: an easy-to-use non-visual interface to hypermedia material with a range of input devices for blind students. Furthermore, there was no single suitable design and evaluation methodology which could be used for the development of non-visual information systems. The aims of this research were therefore: (1) to develop a generic, iterative design and evaluation methodology consisting of a number of techniques suitable for formative evaluation of non-visual interfaces; (2) to explore non-visual interaction possibilities for a multimodal hypermedia browser for blind students based on user requirements; and (3) to apply the evaluation methodology to non-visual information systems at different stages of their development. The methodology developed and recommended consists of a range of complementary design and evaluation techniques, and successfully allowed the systematic development of prototype non-visual interfaces for blind users by identifying usability problems and developing solutions. Three prototype interfaces are described: the design and evaluation of two versions of a hypermedia browser; and an evaluation of a digital talking book. Recommendations made from the evaluations for an effective non-visual interface include the provision of a consistent multimodal interface, non-speech sounds for information and feedback, a range of simple and consistent commands for reading, navigation, orientation and output control, and support features. This research will inform developers of similar systems for blind users, and in addition, the methodology and design ideas are considered sufficiently generic, but also sufficiently detailed, that the findings could be applied successfully to the development of non-visual interfaces of any type

Non-visual representation of complex documents for use in digital talking books

According to a World Intellectual Property Organization (WIPO) estimation, only 5% of the world's one million print titles that are published every year are accessible to the approximately 340 million blind, visually impaired or print disabled people. Equal access to information is a basic right of all people. Essen- tial information such as flyers, brochures, event calendars, programs, catalogues and booking information needs to be accessible by everyone. Information helps people to make decisions, be involved in society and live independent lives. Ar- ticle 21, Section 4.2. of the United Nation's Convention on the rights of people with disabilities advocates the right of blind and partially sighted people to take control of their own lives. However, this entitlement is not always available to them without access to information. Today, electronic documents have become pervasive. For vision-impaired people electronic documents need to be available in specific formats to be accessible. If these formats are not made available, vision-impaired people are greatly disadvantaged when compared to the general population. Therefore, addressing electronic document accessibility for them is an extremely important concern. In order to address the accessibility issues of electronic documents, this research aims to design an affordable, portable, stand-alone and simple to use "Complete Reading System" to provide accessible electronic documents to vision impaired

Access to books for the visually impaired: minimising charity and maximising choice

This research aims to find ways of making access to copyrighted books for the visually impaired as much a matter of choice as possible by moving the provision of access away from models based on charity and of building the provision of access into the mainstream. The work of third sector organisations providing access and attempts by the visually impaired community itself to enhance access are described. Realities effecting support workers in universities who have to help visually impaired students investigated. Legal disputes relating to copyright and anti-discrimination law are discussed. Developments in the ebooks market are monitored with a particular reference to attempts to build accessibility into devices like the Kindle and Apple products. The research also looks at how best to secure access to online bookshops, web pages offering ebooks for download in public libraries and ebook libraries in academia. The current level of access being achieved in this area is assessed. Next ongoing attempts to improve access and differing views on the advisability of an approach based on enforcement of the Worldwide Web Consortium’s accessibility guidelines or a more flexible approach emphasising user testing are discussed. Conclusions and recommendations: changes to copyright law and further development and clarification of anti-discrimination law as it applies to publishers are necessary. Libraries should adopt a more innovative approach and field some of the specialist provision currently undertaken by charitable organisations. Accessibility to relevant websites is probably best provided by a combination of ongoing relationship building and with web developers and a more flexible approach than rigid enforcement of accessibility guidelines. Further research is needed on exactly how libraries could undertake specialist transcription most efficiently and on how to bring multi-national companies like Adobe, Amazon and other manufacturers of ebooks reading devices unambiguously into the ambit of anti-discrimination

Practical, appropriate, empirically-validated guidelines for designing educational games

There has recently been a great deal of interest in the potential of computer games to function as innovative educational tools. However, there is very little evidence of games fulfilling that potential. Indeed, the process of merging the disparate goals of education and games design appears problematic, and there are currently no practical guidelines for how to do so in a coherent manner. In this paper, we describe the successful, empirically validated teaching methods developed by behavioural psychologists and point out how they are uniquely suited to take advantage of the benefits that games offer to education. We conclude by proposing some practical steps for designing educational games, based on the techniques of Applied Behaviour Analysis. It is intended that this paper can both focus educational games designers on the features of games that are genuinely useful for education, and also introduce a successful form of teaching that this audience may not yet be familiar with

Designing a New Tactile Display Technology and its Disability Interactions

People with visual impairments have a strong desire for a refreshable tactile interface that can provide immediate access to full page of Braille and tactile graphics. Regrettably, existing devices come at a considerable expense and remain out of reach for many. The exorbitant costs associated with current tactile displays stem from their intricate design and the multitude of components needed for their construction. This underscores the pressing need for technological innovation that can enhance tactile displays, making them more accessible and available to individuals with visual impairments. This research thesis delves into the development of a novel tactile display technology known as Tacilia. This technology's necessity and prerequisites are informed by in-depth qualitative engagements with students who have visual impairments, alongside a systematic analysis of the prevailing architectures underpinning existing tactile display technologies. The evolution of Tacilia unfolds through iterative processes encompassing conceptualisation, prototyping, and evaluation. With Tacilia, three distinct products and interactive experiences are explored, empowering individuals to manually draw tactile graphics, generate digitally designed media through printing, and display these creations on a dynamic pin array display. This innovation underscores Tacilia's capability to streamline the creation of refreshable tactile displays, rendering them more fitting, usable, and economically viable for people with visual impairments

Teaching Learners with Visual Impairment

This book, Teaching Learners with Visual Impairment, focuses on holistic support to learners with visual impairment in and beyond the classroom and school context. Special attention is given to classroom practice, learning support, curriculum differentiation and assessment practices, to mention but a few areas of focus covered in the book. In this manner, this book makes a significant contribution to the existing body of knowledge on the implementation of inclusive education policy with learners affected by visual impairment