105,642 research outputs found
Accessible IT for People with Disabilities: HR Considerations
Human resource (HR) representatives were interviewed regarding their organizations use of Web technology in HR processes and computer accessibility issues in the workplace. The survey addressed: the organizations use of Web technology in HR processes; knowledge and perceptions of barriers to the use of computer/Web technology to employees with disabilities; and familiarity with assistive technology (equipment to improve functionality for people with disabilities) and resources. The respondents represented a wide variety of industries and organizational sizes
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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
Promoting game accessibility: Experiencing an induction on inclusive design practice at the global games jam
Copyright @ 2013 The AuthorsThe Global Games Jam (GGJ) attracts many people who are passionate about games development, coming from a range of educational backgrounds. Therefore, the event can be experienced by novices and student developers as an opportunity for learning. This provides an opening to promote themes and ideas that could help form future thinking about games design, emerging as a form of induction on key design issues for new practitioners. Such an approach aims to raise awareness about issues which learners could help develop and take with them into industry. However, the experience itself affords a deep experiential rhetoric and dialogue with experts that could be an effective pedagogical tool for issues seldom addressed deeply in formal educational settings. This paper describes an account by one such individual, being introduced to game accessibility through participation in the GGJ. As such, it is not intended as a rigorous empirical analysis, but rather a perspective on one way a game jam can be experienced, inviting further research on the topic
Investigating the appropriateness and relevance of mobile web accessibility guidelines
The Web Accessibility Initiative (WAI) of the World Wide Web Consortium (W3C) develop and maintain guidelines for making the web more accessible to people with disabilities. WCAG 2.0 and the MWBP 1.0 are internationally regarded as the industry standard guidelines for web accessibility. Mobile testing sessions conducted by AbilityNet document issues raised by users in a report format, relating issues to guidelines wherever possible. This paper presents the results of a preliminary investigation that examines how effectively and easily these issues can be related by experts to the guidelines provided by WCAG 2.0 and MWBP 1.0. Copyright 2014 ACM
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Disabled people and the Internet: experiences, barriers and opportunities
The UK government aims to make all its information and transactions available electronically by 2005. General use of the Internet also continues to grow. This report investigates the Internet's barriers and benefits for disabled people, and considers whether it acts as a means to reduce their social exclusion.
The study surveys the views and experiences of disabled people, both Internet users and non-users. Topics covered include: what the Internet is used for; use of and difficulties with assistive devices (special equipment and adaptations needed by some disabled people in order to use computers); how people learn to use the Internet; views of website accessibility; advantages and disadvantages of Internet usage.
It also explores participants' restrictions on using the Internet, and people's reasons for not using it. There has been little previous research in this area, but the authors review the existing literature. The report finds that many practical problems - such as the cost of training, finding appropriate assistive devices, website accessibility - all inhibit Internet opportunities for many disabled people
Integrating Computer Technology in Early Childhood Education Environments: Issues Raised by Early Childhood Educators
The purpose of this study was to assess the educatorsâ perspectives on the introduction of computer technology in the early childhood education environment. Fifty early childhood educators completed a survey and participated in focus groups. Parallels existed between the individually completed survey data and the focus group discussions. The qualitative data provided a richer understanding of the issues faced by these educators. Thematic analyses of the focus group discussions revealed that many of the educatorsâ concerns involved the effect of technology on the educators themselves, with secondary emphasis on how computers affected the students and parents. Although educators generally supported the integration of computers, they also identified critical concerns and limitations.
Lâobjectif de cette Ă©tude Ă©tait dâĂ©valuer les points de vue des Ă©ducateurs relatifs Ă lâintroduction de la technologie informatique dans un milieu dâĂ©ducation des jeunes enfants. Cinquante Ă©ducateurs de la petite enfance ont complĂ©tĂ© une enquĂȘte et ont participĂ© aux sessions de groupes de discussion. La recherche a trouvĂ© des correspondances entre les donnĂ©es des enquĂȘtes individuelles et les discussions de groupe. Les donnĂ©es qualitatives ont permis une meilleure connaissance des enjeux auxquels sont confrontĂ©s ces Ă©ducateurs. Des analyses thĂ©matiques des discussions de groupe ont rĂ©vĂ©lĂ© que plusieurs des prĂ©occupations des Ă©ducateurs portaient sur lâeffet de la technologie sur les Ă©ducateurs eux-mĂȘmes et, en deuxiĂšme lieu, sur lâinfluence des ordinateurs sur les Ă©lĂšves et les parents. Tout en indiquant quâils appuyaient globalement lâintĂ©gration des ordinateurs, les Ă©ducateurs ont Ă©galement identifiĂ© des prĂ©occupations et des limites importantes
Implementation of computer assisted assessment: lessons from the literature
This paper draws attention to literature surrounding the subject of computer-assisted assessment (CAA). A brief overview of traditional methods of assessment is presented, highlighting areas of concern in existing techniques. CAA is then defined, and instances of its introduction in various educational spheres are identified, with the main focus of the paper concerning the implementation of CAA. Through referenced articles, evidence is offered to inform practitioners, and direct further research into CAA from a technological and pedagogical perspective. This includes issues relating to interoperability of questions, security, test construction and testing higher cognitive skills. The paper concludes by suggesting that an institutional strategy for CAA coupled with staff development in test construction for a CAA environment can increase the chances of successful implementation
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