50 research outputs found
Seeing by Creativity: A Creative Execution Designed to Bridge the Gap for the Visually Impaired
This research explores how design can simultaneously reach people who are visually impaired, along with those who can see, by integrating inclusive design. Research reveals that the visually impaired are frequently overlooked by graphic designers. These findings further show that blind individuals feel excluded from society. The aim of this study is to generate a collection of work that effectively combines visual design and braille to provide visually impaired people with a similar experience to those who are not disabled. To determine the most effective way of combining design elements and braille, experiments within focus groups were conducted. This exploration demonstrates that expanding design to be more inclusive would further showcase the need of the visually impaired to be considered more consistently in visual communication
The VIVID model : accessible IT e-learning environments for the vision impaired
Sighted learners and vision impaired learners experience different problems when accessing e-learning environments. Web designers use complex visual images and interactive features which learners with vision impairment are unable to access. Learners with vision impairment must rely on assistive technologies to acquire the information they are seeking. Vision impaired learners must have conversion facilities to translate the contents of these displays into readable and accessible formats.This research identifies problems faced by learners with vision impairment and demonstrates how e-learning environments must be modified to ensure success. The most significant problems are the lack of accessibility to teaching materials and an inability to participate in the learning experience to the same extent as sighted learners. Learning materials designed for sighted learners are often unsuited to those with vision impairment. Frequently, text provided is too small and unable to be altered; colour graphics are of little value unless accompanied by text or audio description and interactive Web sites present numerous challenges in navigation. Most courses are designed for sighted learners and learners with vision impairment struggle to maintain the required timeframe because of difficulties in reading texts and documents, completing assignments and sourcing reference materials due to their inaccessible formats and presentation.These problems result in lower academic achievement for vision impaired learners, which in turn lead to a lack of choices in employment opportunities. Learning environments for people with vision impairment need specific consideration in design and implementation. This ensures that the learning materials meet their needs and allow maximum accessibility so that the learners can achieve the same outcomes as their sighted peers.There is a small number of existing models to assist the design of e-learning sites for people with a disability. Kelley’s holistic model (2005) and Seale’s contextualised model (2006) are designed for people with disabilities in general and not specifically for those with vision impairment. Lazar’s Web accessibility integration model (2004) does not take into account the importance of social elements. Prougestaporn’s WAVIP model, (2010) whilst it has generic guidelines, the model is limited in its scope.Venable’s Design Science Research method was chosen to investigate the specific problems faced by vision impaired learners enrolled in IT e-learning courses. The characteristics of approximately one hundred adult vision impaired learners were investigated using two case study environments. The data were collected by observation and semi-structured interviews. Additionally, data were collected from these same learners to identify their specific needs in a Web-based learning situation. Accessibility needs were also identified and analysed. These activities involved the Problem Diagnosis stage in the Design Science Research model. Accessibility guidelines and legal and statutory requirements from several sources were also investigated. The components needed to deliver an effective, fully accessible IT curriculum in two Web-based e-learning environments for the vision impaired was then identified.Information was compiled from studying two learning environments for the vision impaired. Data instruments used in this phase were observations and semi-structured interviews with vision impaired learners and teachers. These activities involved the Problem Diagnosis and Theory Building stages of the Venable model. The relationships between the characteristics and needs of the learner, and the components of the learning environment for an Information and Communications and Technology (ICT) curriculum were analysed and then synthesised to build a conceptual model of an effective Web-based e-learning environment for the vision impaired.A new theoretical model, the Vision Impaired using Virtual IT Discovery (VIVID) was then developed. This holistic framework takes into account the specific needs of vision impaired learners. It also includes a social element which vision impaired learners identified as being extremely important to the success of their learning. This activity involved both the Technology Design/Invention state and the Theory Building stage in the Venable model.An evaluation was carried out by a focus group of eight experts in the field of accessible and e-learning course design and the model was then modified to incorporate their suggestions.The resulting model is a high level, comprehensive conceptual model that can be applied in differing pedagogical environments relating to IT education for adult learners with vision disabilities. It provides a framework to guide education managers, instructional designers and developers who are creating accessible IT e-learning environments for the vision impaired.Whilst this model relates only to the IT area, further research could extend its use to other curriculum areas and to those learners with multiple disabilities
Instructional eLearning technologies for the vision impaired
The principal sensory modality employed in learning is vision, and that not only increases the difficulty for vision impaired students from accessing existing educational media but also the new and mostly visiocentric learning materials being offered through on-line delivery mechanisms. Using as a reference Certified Cisco Network Associate (CCNA) and IT Essentials courses, a study has been made of tools that can access such on-line systems and transcribe the materials into a form suitable for vision impaired learning. Modalities employed included haptic, tactile, audio and descriptive text. How such a multi-modal approach can achieve equivalent success for the vision impaired is demonstrated. However, the study also shows the limits of the current understanding of human perception, especially with respect to comprehending two and three dimensional objects and spaces when there is no recourse to vision
Social work with airports passengers
Social work at the airport is in to offer to passengers social services. The main
methodological position is that people are under stress, which characterized by a
particular set of characteristics in appearance and behavior. In such circumstances
passenger attracts in his actions some attention. Only person whom he trusts can help him
with the documents or psychologically
Fairness in Educational Assessment and Measurement
The importance of fairness, validity, and accessibility in assessment is greater than ever as testing expands to include more diverse populations, more complex purposes, and more sophisticated technologies. This book offers a detailed account of fairness in assessment, and illustrates the interplay between assessment and broader changes in education. In 16 chapters written by leading experts, this volume explores the philosophical, technical, and practical questions surrounding fair measurement. Fairness in Educational Assessment and Measurement addresses issues pertaining to the construction, administration, and scoring of tests, the comparison of performance across test takers, grade levels and tests, and the uses of educational test scores. Perfect for researchers and professionals in test development, design, and administration, Fairness in Educational Assessment and Measurement presents a diverse array of perspectives on this topic of enduring interest
Integrating passive ubiquitous surfaces into human-computer interaction
Mobile technologies enable people to interact with computers ubiquitously. This dissertation investigates how ordinary, ubiquitous surfaces can be integrated into human-computer interaction to extend the interaction space beyond the edge of the display. It turns out that acoustic and tactile features generated during an interaction can be combined to identify input events, the user, and the surface. In addition, it is shown that a heterogeneous distribution of different surfaces is particularly suitable for realizing versatile interaction modalities. However, privacy concerns must be considered when selecting sensors, and context can be crucial in determining whether and what interaction to perform.Mobile Technologien ermöglichen den Menschen eine allgegenwärtige Interaktion mit Computern. Diese Dissertation untersucht, wie gewöhnliche, allgegenwärtige Oberflächen in die Mensch-Computer-Interaktion integriert werden können, um den Interaktionsraum über den Rand des Displays hinaus zu erweitern. Es stellt sich heraus, dass akustische und taktile Merkmale, die während einer Interaktion erzeugt werden, kombiniert werden können, um Eingabeereignisse, den Benutzer und die Oberfläche zu identifizieren. Darüber hinaus wird gezeigt, dass eine heterogene Verteilung verschiedener Oberflächen besonders geeignet ist, um vielfältige Interaktionsmodalitäten zu realisieren. Bei der Auswahl der Sensoren müssen jedoch Datenschutzaspekte berücksichtigt werden, und der Kontext kann entscheidend dafür sein, ob und welche Interaktion durchgeführt werden soll
Fairness in Educational Assessment and Measurement
The importance of fairness, validity, and accessibility in assessment is greater than ever as testing expands to include more diverse populations, more complex purposes, and more sophisticated technologies. This book offers a detailed account of fairness in assessment, and illustrates the interplay between assessment and broader changes in education. In 16 chapters written by leading experts, this volume explores the philosophical, technical, and practical questions surrounding fair measurement. Fairness in Educational Assessment and Measurement addresses issues pertaining to the construction, administration, and scoring of tests, the comparison of performance across test takers, grade levels and tests, and the uses of educational test scores. Perfect for researchers and professionals in test development, design, and administration, Fairness in Educational Assessment and Measurement presents a diverse array of perspectives on this topic of enduring interest