The current state of accessibility of MOOCs: What are the next steps?

Accessibility focuses on supporting people with disabilities – such as those related to auditory, cognitive, neurological, physical, speech, and vision requirements. Massive Open Online Courses (MOOCs) are no longer a novelty and the technologies associated with them should cater to all users irrespective of their accessibility requirements. In this paper, we will discuss the current state of research related to accessibility of MOOCs. We will then outline a research plan towards developing recommendations for the effective design of accessible MOOCs. The plan includes stages such as developing an evaluation instrument, evaluation of existing MOOCs and conducting empirical research with design teams of MOOCs and learners (MOOC-users)

Mobile Usability in Educational Contexts: What have we learnt?

The successful development of mobile learning is dependent on human factors in the use of new mobile and wireless technologies. The majority of mobile learning activity continues to take place on devices that were not designed with educational applications in mind, and usability issues are often reported. The paper reflects on progress in approaches to usability and on recent developments, with particular reference to usability findings reported in studies of mobile learning. The requirements of education are considered as well as the needs of students participating in distance education; discipline-specific perspectives and accessibility issues are also addressed. Usability findings from empirical studies of mobile learning published in the literature are drawn together in the paper, along with an account of issues that emerged in two mobile learning projects based at The Open University, UK, in 2001 and 2005. The main conclusions are: that usability issues are often reported in cases where PDAs have been used; that the future is in scenario-based design which should also take into account the evolution of uses over time and the unpredictability of how devices might be used; and that usability issues should be tracked over a longer period, from initial use through to a state of relative experience with the technology

An investigation into the perspectives of providers and learners on MOOC accessibility

An effective open eLearning environment should consider the target learner’s abilities, learning goals, where learning takes place, and which specific device(s) the learner uses. MOOC platforms struggle to take these factors into account and typically are not accessible, inhibiting access to environments that are intended to be open to all. A series of research initiatives are described that are intended to benefit MOOC providers in achieving greater accessibility and disabled learners to improve their lifelong learning and re-skilling. In this paper, we first outline the rationale, the research questions, and the methodology. The research approach includes interviews, online surveys and a MOOC accessibility audit; we also include factors such the risk management of the research programme and ethical considerations when conducting research with vulnerable learners. Preliminary results are presented from interviews with providers and experts and from analysis of surveys of learners. Finally, we outline the future research opportunities. This paper is framed within the context of the Doctoral Consortium organised at the TEEM'17 conference

User involvement in healthcare technology development and assessment: Structured literature review

Purpose – Medical device users are one of the principal stakeholders of medical device technologies. User involvement in medical device technology development and assessment is central to meet their needs. Design/methodology/approach – A structured review of literature, published from 1980 to 2005 in peer-reviewed journals, was carried out from social science perspective to investigate the practice of user involvement in the development and assessment of medical device technologies. This was followed by qualitative thematic analysis. Findings – It is found that users of medical devices include clinicians, patients, carers and others. Different kinds of medical devices are developed and assessed by user involvement. The user involvement occurs at different stages of the medical device technology lifecycle and the degree of user involvement is in the order of design stage > testing and trials stage > deployment stage > concept stage. Methods most commonly used for capturing users’ perspectives are usability tests, interviews and questionnaire surveys. Research limitations/implications – We did not review the relevant literature published in engineering, medical and nursing fields, which might have been useful. Practical implications – Consideration of the users’ characteristics and the context of medical device use is critical for developing and assessing medical device technologies from users’ perspectives. Originality/value – This study shows that users of medical device technologies are not homogeneous but heterogeneous, in several aspects, and their needs, skills and working environments vary. This is important consideration for incorporating users’ perspectives in medical device technologies. Paper type: Literature review

Validating cultural and contextual traits of a\ud collectivistic community

Sub-Saharan African communities are classified as collectivist\ud societies. But, what exactly is meant by collectivism and to what extent\ud individuals adhere to this given the differences in their socio-economic\ud conditions? This paper is an empirical exploration of the contextual and cultural\ud traits of a rural sub-Saharan African community in order to facilitate their\ud interpretation towards technology design and adoption. Card sorting is used to\ud validate and make explicit contextual and cultural traits previously identified\ud during interviews. It is a confirmation of the collectivist nature of these cultures\ud with more details such as eagerness to confirm personal views and requirements\ud with that of the group in order to save “face”, among other traits

Holistic approaches to e‐learning accessibility

The importance of accessibility to digital e‐learning resources is widely acknowledged. The World Wide Web Consortium Web Accessibility Initiative has played a leading role in promoting the importance of accessibility and developing guidelines that can help when developing accessible web resources. The accessibility of e‐learning resources provides additional challenges. While it is important to consider the technical and resource related aspects of e‐learning when designing and developing resources for students with disabilities, there is a need to consider pedagogic and contextual issues as well. A holistic framework is therefore proposed and described, which in addition to accessibility issues takes into account learner needs, learning outcomes, local factors, infrastructure, usability and quality assurance. The practical application and implementation of this framework is discussed and illustrated through the use of examples and case studies

Developing human-centred framework and guidelines for disc golf application design

Abstract. Disc golf is an increasingly popular sport, especially in Finland and the USA. The disc golf industry and Professional Disc Golf Association have proceeded in the digital transformation; therefore, disc golf applications have penetrated the markets. There is a need for evaluating and developing the current quality of disc golf application design and looking for general guidelines for designing comprehensive applications. This thesis aims to study what kind of framework is hidden behind the disc golf application design from a human-centred perspective when also several stakeholders are concerned. The study is based on theoretical and empirical research. Theoretical research is conducted by literary review of existing disc golf application design guidelines, together with human-centred design, user-centred design, and stakeholder-centred design theory and methodologies in general. Nevertheless, a research gap is found as far as disc golf, golf, and sports application design are concerned. Thus, the review expands to study field practitioners and mobile health context. The literary review also examines disc golf as a sport and in numbers, together with current disc golf applications. Empirical research adapts human-centred design methods by studying users’ expectations, needs, and wishes in the mean of questionnaires, and interviews. Also, the context of use is identified and visited, user requirements are mapped, disc golf personas are created, and the disc golf application’s stakeholders are identified. Then, the method adapted from service-dominant logic is used for preparing value proposals for all disc golf application users, and other stakeholders. By adapting the design guidelines from the literature and empirical findings, the human-centred guidelines for disc golf application design (HGDG) framework is presented as the first main finding of the thesis. The HGDG framework can be used for disc golf application design and ensuring the usage of the human-centred approach. The second main finding, 15 design guidelines and instructions for disc golf application design reinforces the HGDG framework. The third main finding suggests using 15 design guidelines as a metric for evaluating if the designed application achieves an ideal win-win-…-win situation between of application provider, users, and other stakeholders