Search results

This paper discusses the development and implementation of the National Internet Accessibility Database (NIAD), how the design of the database was based on ease of use by both its target audience and those working on the database, and also the approaches taken to ensure the successful implementation and launch of the NIAD.

A number of participatory research methodologies can be used to assist with developing assistive technologies. These methods vary in the amount that users lead and contribute to the work. Selecting the correct method can be important to ensure the overall success of the project and the engagement of users. The purpose of this paper is to explore factors that can impact on the degree of user participation.

The paper considers whether criteria, that might influence assistive technology (AT) selection made during an assessment of need, review or purchasing process, could also be used to clarify the appropriate strategies for user involvement when developing assistive technologies. It outlines how this approach has been applied to two research and development projects which aimed to improve AT provision within niche markets.

The paper demonstrates that it is possible to apply a decision making process to selecting the best participatory research method, based on factors affecting AT need. It reports on the outcomes of the user participation in the two research and development projects and discusses how this design approach has been applied to a third project.

By examining a possible framework for identifying appropriate user-participation approaches, this paper will aid those designing research and development AT projects, whilst encouraging user participation within similar projects.

The paper's aim is to focus on: two projects that investigated innovative assistive technology solutions for people who sign (uKinect) and people with print impairments (MyDocStore); and a second phase that aims to create working prototypes for commercialisation.

The approach was, in part, determined by the funding stages. In proof of concept phase, the organisations explored possibilities, identified barriers and, through user testing and feedback, refined processes. Trials are set to continue in Phase 2, when both projects will extend and improve functionality. uKinect applies gesture recognition and Microsoft's Kinect to the communication needs of Makaton sign language users. MyDocStore uses Cloud, desktop and mobile‐based file management to facilitate transfer of text files, converted into the user's preferred format, between devices. Both employ user‐centred development.

uKinect helped signing learners to improve the clarity of their signing, while its linking of signing with computer games encouraged non‐signing students to decide to learn. MyDocStore demonstrated the possibility of automatic conversions and identified the benefits of such a system.

uKinect will accommodate varying levels of signing ability. MyDocStore will enable educational establishments to provide a variety of alternative formats simultaneously.

uKinect aims to aid the transition into independent living and employment for Makaton users with learning difficulties and autism. MyDocStore's emphasis on mobile technology, automated conversions and multi‐platforms will make print‐impaired learners more independent and productive.

The paper shows that both systems use easily available, existing technology to provide accessible solutions for the target communities.

Presently the whole world has been experiencing a pandemic threat of coronavirus diesease 2019 (COVID-19) and at the same time facing unprecedented changes in everything including education. E-learning has evolved as the only alternative of knowledge transmission even in third world nations, and e-assessment has been playing an increasingly important role in this digital transformation of education. But how far and of what depth it has made its place among students' minds need to be studied to leverage its full potential to transform students' learning needs. This study reports an investigation made in this direction.

An online survey consisting of 40 questions in Google Forms was conducted to collect primary data on students' perception of e-assessment among 200 Indian students pursuing higher education from several geographical locations. The quantitative methodological approach was followed. The data were analyzed descriptively and inferentially.

The results were analyzed based on the model of acceptance and usage of e-assessment (MAUE), and findings revealed that students' overall perception toward e-assessment was of moderate level and this perception varies depending on their gender, academic level, nature of the stream of study and their economic condition. Of the eight domains investigated, students showed better perception in the perceived usefulness, perceived ease of use, compatibility, subjective norms and self-efficacy domains, while they cut a sorry figure in domains like awareness, resource facilitation and information technology (IT) support. It became evident from their responses that COVID was instrumental in enhancing their interest in e-assessment.

The implication of this study lies in strengthening e-assessment by attending to the factors as noted in the MAUE in India and alike developing nations having huge space left for e-learning to reach a boom.

This is an empirical investigation conducted in India on the state of students' perception of the e-assessment in the backdrop of the COVID-19 outbreak. To do this work, the authors conducted online surveys, and the write-up of the findings focus on the survey data only.

Institutional repositories (IR) are usually used to archive and manage digital collections including research results, educational material, etc. Learning management systems (LMS) form a popular basis for e-learning and blended learning. This paper aims to study how to integrate IR and LMS to support accessibility of disabled students and students with learning difficulties (dyslexic students) in higher education. Customised ontologies focusing on disabled students can be used to facilitate indexing, and access of items in the repository.

The authors propose a simple methodological approach to establish an integrating system for supporting accessibility. First, the authors review research works related to adaptive learning environments (ALEs) and blended learning, and discuss issues of the interoperability of IR and LMS. Then, based on the review, the authors discuss the use of an integrated ALE for supporting disabled students in the domain of higher technological education. The integrated system is based on IR, LMS and assistive and adaptive technology. The open source software platform DSpace is used to build up the repository applications Use of the web ontology language (OWL) ontologies is also proposed for indexing and accessing the various, heterogeneous items stored in the repository. Various open source LMS (e.g. openeclass) could be used to build up the integrated system. Finally, the authors describe experimentation with a prototype implemented to provide the mentioned capabilities.

The technology is mature enough for building up integrated systems, combining capabilities of IR and LMS, for supporting disabled students. The use of ontologies focused on disabled students could facilitate the use of such integrated systems. Customisation and operation of a platform, for the selection and use of portions of OWL ontologies, could be based on the open source software Protégé. Such a platform forms a basis to create an appropriate ontology suitable for specific domains, e.g. the domain of technological education. Finally, the authors argue that the combined use of the OWL platform and the DSpace repository with open source LMS platforms could support domain experts for creating customised ontologies and facilitating searching.

A new perception of the term integrated system for supporting disabled students in the higher education context is presented. This perception tries to combine the IR technology that supports the self-archiving approach of information, open LMS technology and the user-centred approach to support students and manage the “life of information”.

The purpose of this paper is to examine and critique current approaches of higher education (HE) community concerning stakeholder engagement in the development of information and communications technology (ICT) related accessibility practice.

The approach taken to this examination is to draw on presentations, panel discussions and World Café reflections from an international symposium held in Montreal where researchers and practitioners debated two key questions as follows: have all the relevant stakeholders really been identified? Are there some stakeholders that the HE community has ignored? And what factors influence successfully distributed ownership of the accessibility mission within HE institutions?

A number of “new” internal and external stakeholders are identified and it is argued that if they are to be successfully engaged, effort needs to be invested in addressing power imbalances and developing opportunities for successful strategic silo-crossing.

The value of this paper is in critiquing the argument that all stakeholders in the development of accessible ICT in HE need to be involved, identifying a gap in the argument with respect to whether all relevant stakeholders have actually been engaged and offering insights into this omission might be rectified.

The purpose of this paper is to provide a number of examples of how Web 2.0 technologies and approaches (Library 2.0) are being used within the library sector. The paper acknowledges that there are a variety of risks associated with such approaches. The paper describes the different types of risks and outlines a risk assessment and risk management approach which is being developed to minimise the dangers while allowing the benefits of Library 2.0 to be realised.

The paper outlines various risks and barriers which have been identified at a series of workshops run by UKOLN (a national centre of expertise in digital information management based in the UK) for the cultural heritage sector. A risk assessment and risk management approach, which was initially developed to support use of Web 2.0 technologies at events organised by UKOLN, is described and its potential for use within the wider library community, in conjunction with related approaches for addressing areas such as accessibility and protection of young people, is described.

Use of Library 2.0 approaches is becoming embedded across many libraries which seek to exploit the benefits which such technologies can provide. The need to ensure that the associated risks are identified and appropriate mechanisms implemented to minimise such risks is beginning to be appreciated.

The areas described here should be of relevance to many library organisations which are making use of Library 2.0 services.

The paper should prove valuable to policy makers and web practitioners within libraries who may be aware of the potential benefits of Library 2.0 but have not considered the associated risks.