Hacia una herramienta de soporte para el modelado web con accesibilidad

Web Accessibility is a basic attribute of quality in use and a player to a successful Web application. The principles of design called for all or universal design, are aimed at product design and user-friendly environments for as many people as possible, without the need to adapt or redesign it so specially. There are different tools and approaches to assist to the Accessibility evaluation of existing Web applications. In contrast, there are no similar efforts for the early design with Accessibility principles in mind. Designing Web applications to improve Accessibility implies the analysis of different concerns that can be linked through the use of techniques from Aspect-Oriented Software Development (AOSD). In this work we propose a tool’s architecture based on AOSD design concepts and the Web Content Accessibility Guidelines 1.0 (WCAG 1.0) to support building accessible user interfaces.VI Workshop Ingeniería de Software (WIS)Red de Universidades con Carreras en Informática (RedUNCI

Hacia una herramienta de soporte para el modelado web con accesibilidad

Web Accessibility is a basic attribute of quality in use and a player to a successful Web application. The principles of design called for all or universal design, are aimed at product design and user-friendly environments for as many people as possible, without the need to adapt or redesign it so specially. There are different tools and approaches to assist to the Accessibility evaluation of existing Web applications. In contrast, there are no similar efforts for the early design with Accessibility principles in mind. Designing Web applications to improve Accessibility implies the analysis of different concerns that can be linked through the use of techniques from Aspect-Oriented Software Development (AOSD). In this work we propose a tool’s architecture based on AOSD design concepts and the Web Content Accessibility Guidelines 1.0 (WCAG 1.0) to support building accessible user interfaces.VI Workshop Ingeniería de Software (WIS)Red de Universidades con Carreras en Informática (RedUNCI

Embedding accessibility and usability: considerations for e-learning research and development projects

This paper makes the case that if e‐learning research and development projects are to be successfully adopted in real‐world teaching and learning contexts, then they must effectively address accessibility and usability issues; and that these need to be integrated throughout the project. As such, accessibility and usability issues need to be made explicit in project documentation, along with allocation of appropriate resources and time. We argue that accessibility and usability are intrinsically inter‐linked. An integrated accessibility and usability evaluation methodology that we have developed is presented and discussed. The paper draws on a series of mini‐case studies from e‐learning projects undertaken over the past 10 years at the Open University

Determination and evaluation of web accessibility

The Web is the most pervasive collaborative technology in widespread use today; however, access to the web and its many applications cannot be taken for granted. Web accessibility encompasses a variety of concerns ranging from societal, political, and economic to individual, physical, and intellectual through to the purely technical. Thus, there are many perspectives from which web accessibility can be understood and evaluated. In order to discuss these concerns and to gain a better understanding of web accessibility, an accessibility framework is proposed using as its base a layered evaluation framework from Computer Supported Co-operative Work research and the ISO standard, ISO/IEC 9126 on software quality. The former is employed in recognition of the collaborative nature of the web and its importance in facilitating communication. The latter is employed to refine and extend the technical issues and to highlight the need for considering accessibility from the viewpoint of the web developer and maintainer as well as the web user. A technically inaccessible web is unlikely to be evolved over time. A final goal of the accessibility framework is to provide web developers and maintainers with a practical basis for considering web accessibility through the development of a set of accessibility factors associated with each identified layer

Can user recommendations be useful for improving MOOCs accessibility? A project for inclusive design and profitable feedback

At present there are no applications which include accessibility revisions for Massive Open Online Courses (MOOCs), neither in the context of MOOCs provider institutions nor from the point of view of any Open Educational Resource (OER) initiative. In this paper an approximation to this problem is presented, in the form of a specific web portal which will offer the possibility for any user to freely judge the accessibility of a certain course and advice about the missing means of meeting user needs or required adaptations. This kind of user feedback can be of great value for the future development of MOOC platforms, courses and the educational resources. The development of this web tool will gather valuable information directly from the users themselves to improve the educational quality and accessibility of these learning environments

Chatbots for learning: A review of educational chatbots for the Facebook Messenger

With the exponential growth in the mobile device market over the last decade, chatbots are becoming an increasingly popular option to interact with users, and their popularity and adoption are rapidly spreading. These mobile devices change the way we communicate and allow ever-present learning in various environments. This study examined educational chatbots for Facebook Messenger to support learning. The independent web directory was screened to assess chatbots for this study resulting in the identification of 89 unique chatbots. Each chatbot was classified by language, subject matter and developer's platform. Finally, we evaluated 47 educational chatbots using the Facebook Messenger platform based on the analytic hierarchy process against the quality attributes of teaching, humanity, affect, and accessibility. We found that educational chatbots on the Facebook Messenger platform vary from the basic level of sending personalized messages to recommending learning content. Results show that chatbots which are part of the instant messaging application are still in its early stages to become artificial intelligence teaching assistants. The findings provide tips for teachers to integrate chatbots into classroom practice and advice what types of chatbots they can try out.Web of Science151art. no. 10386

Designing for designers: Towards the development of accessible ICT products and services using the VERITAS framework

Among key design practices which contribute to the development of inclusive ICT products and services is user testing with people with disabilities. Traditionally, this involves partial or minimal user testing through the usage of standard heuristics, employing external assisting devices, and the direct feedback of impaired users. However, efficiency could be improved if designers could readily analyse the needs of their target audience. The VERITAS framework simulates and systematically analyses how users with various impairments interact with the use of ICT products and services. Findings show that the VERITAS framework is useful to designers, offering an intuitive approach to inclusive design.The work presented in this article forms part of VERITAS, which is funded by the European Commission's 7th Framework Programme (FP7) (grant agreement # 247765 FP7-ICT-2009.7.2)

A comparison between e-government practices in Taiwan and New Zealand.

Few studies have focused on comparing the state of e-government in Western- and Non-Western settings, where the political, social, economic, and cultural environments can be markedly different. This paper compares the views of local authority policymakers in Taiwan and New Zealand, in order to judge the sophistication of their e-government initiatives via the formal and informal policies underpinning website development. Good level of agreement were observed between the Taiwanese and New Zealander respondents for the high levels of significance they attached to 3 key issues, which the authors argue are critical for successful e-government: Accessibility, Security and Privacy. Similarly, the policymakers agreed on a medium level of significance for the 7 key issues: E-procurement, Digital Divide, Private Sector, Taxation, Cultural Obstacles, IT Workforce, and Social Effects (and on a low level of significance for E-Tailing). It was concluded that government policymakers in both countries, in an era of commercial online social networking, are continuing to favour pushing(what they deem to be important) information to citizens, rather than creating collaborative service channels with citizens, contractors and suppliers or integrating separate service processes to satisfy all stakeholders. An attendant lack of commitment to promoting heightened (e-)democracy was also noted, especially in New Zealand