Raithel V, Straetz K, Kaibel A, Specht M, Grote K, Kramer F. An e-Learning Environment for Deaf Adults. In:  Workshop Proceedings. 8th ERCIM Workshop on User Interfaces for All, Vienna, Austria, June 28-29, 2004. Springer;  2004.The objective of this paper is to present a learning management system (LMS) which offers
German Sign Language videos in correspondence to every text in the learning environment. The
system is designed notably for deaf adults who want to maintain and improve their mathematical and
reading/writing skills. The described LMS offers deaf students a new paradigm of learning: For the first
time they will be enabled to learn self-determined in their own language, the sign language

ARDITO C

COSTABILE M. F.

DE MARSICO M

LANZILOTTI R

LEVIALDI S

PLANTAMURA P

ROSELLI T

ROSSANO V

TERSIGNI M

Straetz, Katja

Kramer, Florian

Grote, Klaudia

Specht, Markus

Raithel, Vivian

Kaibel, Andreas

RWTH Publications

An e-Learning environment for deaf adults

In this paper we report on ongoing experiments with an advanced multimodal system for applications in architectural design. The system supports uninformed users in entering the relevant data about a bathroom that must be refurnished, and is tested with 28 subjects. First, we describe the IST project COMIC, which is the context of the research. We explain how the work in COMIC goes beyond previous research in multimodal interaction for eWork and eCommerce applications that combine speech and pen input with speech and graphics output: in design applications one cannot assume that uninformed users know what they must do to satisfy the system's expectations. Consequently, substantial system guidance is necessary, which in its turn creates the need to design a system architecture and an interaction strategy that allow the system to control and guide the interaction. The results of the user tests show that the appreciation of the system is mainly determined by the accuracy of the pen and speech input recognisers. In addition, the turn taking protocol needs to be improved

Boves, L.W.J.

Neumann, A.

Vuurpijl, L.G.

Bosch, L.F.M. ten

Rossignol, S.Y.P.

Engel, R.

Pfleger, N.

NARCIS 

Multimodal Interaction in Architectural Design Applications

Companies are increasingly finding themselves having to ensure that their products and services are accessible and inclusive, or else be exposed to the possibility of litigation and damage to their brand reputation. However, the adoption of inclusive design within industry has been patchy at best. While there are undoubtedly companies that have yet to be persuaded of the merits of inclusive design, there is a growing number that want to design inclusively, but do not know how to set about doing so. In response to this need, a new technical guidance Standard is currently being prepared by the British Standards Institute (BSI). The new document, BS 7000-6: 2004 – Guide to managing inclusive design, will form part of the BS 7000 Design Management Systems series. The aim of this paper is to explain the rationale behind the development of the new Standard and an overview of its contents. Due to copyright restrictions, this paper does not attempt to provide a summary of the contents of the new Standard

Keates, Simeon

Greenwich Academic Literature Archive

Developing BS7000 Part 6 – Guide to Managing Inclusive Design

Paul Curzon

Suzette Keith

Judy Wilson

Gill Whitney

Crossref

Strategies for Finding Government Information by Older People

One present goal of researchers and developers is to design software
tools that make learning materials available online in an educationally effective manner. We face the twofold challenge of implementing advanced e-learning functionalities, though designing their interface so as to provide an easy interaction grasping the students’ interest. A poorly designed interface makes students spend more time in learning it than in mastering the provided knowledge, so
becoming a barrier to effective learning. In this context, both User-Centered Design (UCD) and Learner-Centered Design (LCD) guidelines are needed; it is also important to devise suited evaluation tools, able to help in identifying usability, and, more in general, accessibility flaws. Such tools must be designed bearing in mind the specific characteristics of e-learning applications. Traditional
heuristic evaluation appears too general and subjective. In this paper, we propose a set of guidelines and criteria for e-learning platforms (containers) and for educational modules (contents), to be used within the SUE (Systematic Usability Evaluation) inspection. We point out that human factors experts can primarily evaluate “syntactic” aspects of applications. Experts of education science
and domain experts are to be involved for a more comprehensive evaluation

ARDITO A.

COSTABILE F.

LANZILOTTI R.

PLANTAMURA P.

ROSSANO V.

TERSIGNI M.

DE MARSICO, Maria

LEVIALDI GHIRON, Stefano

Archivio della ricerca- Università di Roma La Sapienza

Towards guidelines for usability of e-learning applications

The aim of this study was to investigate the accessibility of digital television (DTV) technology available in the UK, focusing on the current generation of set-top boxes (STBs) which provide ‘free to view’ services. Specifically, the objective of the study was to identify specific causes of concern with regard to user interaction with DTV that might lead to exclusion, i.e. situations where users may be unable to use the new technology. In particular interest was the identification of new challenges presented to users by DTV that are not found when using the current analogue equivalent. The number of STBs is increasing rapidly. Hence, for the purposes of this study, efforts were focused on looking at three set-top boxes (STB1, 2 and 3). STB1 was selected because it was being marketed as ‘easy to use’; STB2 because it was the market leader at the time; and STB3 was a satellite-based television service

Investigating the Inclusivity of Digital Television Set-Top Boxes

Abstract. The objective of this paper is to present a learning management system (LMS) which offers German Sign Language videos in correspondence to every text in the learning environment. The system is designed notably for deaf adults who want to maintain and improve their mathematical and reading/writing skills. The described LMS offers deaf students a new paradigm of learning: For the first time they will be enabled to learn self-determined in their own language, the sign language

Katja Straetz

Andreas Kaibel

Vivian Raithel

Marcus Specht

Klaudia Grote

Florian Kramer

CiteSeerX

An e-Learning Environment for Deaf Adults

The World Wide Web is a vast repository of in formation, much of which is valuable but very often hidden to the user. Currently,Web personalization is the most, promising approach to remedy this problem, and Web usage mining, is considered a crucial component of any effective Web personalization system. Web usage mining techniques such as clustering and association rules, which rely on offline pattern discovery from user transactions, can be used to improve searching in the Web. We present the Profile Extractor, a personalizadon component based on machine learning techniques, which allows for the discovery of preferences and interests of users that have access-to a Web site. More specifically, we present the module that exploits unsupervised learning techniques for the creation of communities of users and-usage patterns applied to customers of an on-line bookshop. To support our work, we have performed several experiments and discussed the results

DEGEMMIS, MARCO

LOPS, PASQUALE

SEMERARO, Giovanni

LICCHELLI O.

Archivio istituzionale della ricerca - Università di Bari

Learning Usage Patterns for Personalized Information Access in e-Commerce

One present goal of researchers and developers is to design software tools that make learning materials available online in an educationally effective manner. We face the twofold challenge of implementing advanced e-leaming functionalities, though designing their interface so as to provide an easy interaction grasping the students' interest. A poorly designed interface makes students spend more time in learning it than in mastering the provided knowledge, so becoming a barrier to effective learning. In this context, both User-Centered Design (UCD) and Learner-Centered Design (LCD) guidelines are needed; it is also important to devise suited evaluation tools, able to help in identifying usability, and, more in general, accessibility flaws. Such tools must be designed bearing in mind the specific characteristics of e-learning applications. Traditional heuristic evaluation appears too general and subjective. In this paper, we propose a set of guidelines and criteria for e-learning platforms (containers) and for educational modules (contents), to be used within the SUE (Systematic Usability Evaluation) inspection. We point out that human factors experts can primarily evaluate "syntactic" aspects of applications. Experts of education science and domain experts are to be in

ARDITO, CARMELO ANTONIO

COSTABILE, Maria

PLANTAMURA, PAOLA

ROSELLI, Teresa

ROSSANO, VERONICA

LANZILOTTI, ROSA

Towards Guidelines for Usability of e-Learning Applications

Despite increasing discussion in academia, genuinely ‘inclusive’ design in industry remains the exception rather than the rule. Based on literature reviews and industry surveys, this paper explores the barriers faced by manufacturers, retailers and design consultancies in adopting inclusive design. Drivers for practising inclusive design are also investigated. Using information about such barriers and drivers and linking them to business objectives, a basic framework for the business case for inclusive design is proposed. The paper contributes to the in-depth understanding of industry barriers and motivations for inclusive design and forms the basis for further research into the business case in an inclusive design context. The paper provides an insight into industry practice that is applicable to the design of User Interfaces for All

Dong, Hua

Clarkson, P. John

Inclusive design in industry: barriers, drivers and the business case

An e-Learning Environment for Deaf Adults

Abstract

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RWTH Publications

NARCIS

Greenwich Academic Literature Archive

Crossref

Archivio della ricerca- Università di Roma La Sapienza

Greenwich Academic Literature Archive

CiteSeerX

Archivio istituzionale della ricerca - Università di Bari

Archivio istituzionale della ricerca - Università di Bari

Greenwich Academic Literature Archive