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Web Accessibility & Enabling Technologies @UniMC

Web Accessibility & Enabling Technologies @UniMC. E-Learning @ UniMC & SINC@HE. OLAT LMS. OLAT Version 6.3 from the University of Zurich was selected as an LMS platform open and easy to use with existing facilities/utilities; clear mapping of learning path structure based on XML;

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Web Accessibility & Enabling Technologies @UniMC

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  1. Web Accessibility & Enabling Technologies @UniMC

  2. E-Learning @ UniMC & SINC@HE OLAT LMS OLAT Version 6.3 from the University of Zurich was selected as an LMS platform • open and easy to use with existing facilities/utilities; • clear mapping of learning path structure based on XML; • developed for scalability, portability, interoperability; • open source/architecture for future or specific case oriented extensions. SINC@HE

  3. OLAT Platform UniMC LMS system structure Main extras added to the LMS: centralized user provisioning; videoconference service; tracking and monitoring service. SINC@HE

  4. OLAT & Accessibility • OLAT is optimized to support accessibility to visually impaired people • Access keys for a quick navigation • Font sizes • Web 2.a Mode (Accessibility) SINC@HE

  5. OLAT & Accessibility • Access keys for a quick navigation • By using access keys it is possible to jump to the most important elements within the system. • Depending on the operating system those access keys are triggered using some key modifiers. For example, press the “ALT” + “Shift” key together with the “r” key to quickly navigate to learning resources (Mozilla Firefox on Windows) SINC@HE

  6. OLAT & Accessibility • Font sizes In OLAT font sizes are not fixed absolutely: • User can adjust the font size in the browser to his needs. • It is possible also to adjust the standard font size in OLAT in the User “Settings” Panel. SINC@HE

  7. OLAT & Accessibility • Web 2.a mode • Web 2.0 AJAX technology (Asynchronous Javascript and XML) notaccessibletoVisuallyImpaired • Web 2.a mode (Braille readercompatibility): in this mode all modified elements are marked in a special way: all advantages of web 2.0 can be used without diminishing its accessibility. • Every user can activate or deactivate the web 2.a mode. In the "Settings" SINC@HE

  8. E-Learning asenablingtechnology • E-Learning asflexible and asynchronouslearningpath • Enablingimpairedstudents: • Hearingimpaired • Writteninteraction (forums, chats…) • Physicaldisabled / Homebound • Possibilitytoattend the coursesfrom remote location SINC@HE

  9. Asynchronous & Synchronous • Notallactivities can bedonewithasynchronousapproach: • Q&Awithteachers / tutors • Seminars • Tests, assessments • Let’s getsynchronous! Videoconferencing SINC@HE

  10. VideoconferencingSystems@UniMC • Telepresencesolution • Web Videoconferencing SINC@HE

  11. Telepresence • Usedtoconnectbranchesto UniMC headquarters • UsedforDidacticalSynchronousactivities: Degree and Post-Degreecourses • Advantages • Optimizedfordedicated / slow communicationlines (ISDN, IP) • Veryreliable • Disadvantages • Needof a dedicated hardware • Expensive • Needofconfiguration in eachendpoint • Onetoonewhen on switchedlines (ISDN) • Participantsmustbe in fixedlocations SINC@HE

  12. Web Videoconfence: Adobe Acrobat Connect • Usedtoconnectallparticipantssimplythroughan internet connection withoutdedicated hardware • Usedinto the e-Learning platformforsynchronousmeetings • Advantages • Everyonewithan internet browser and the Flash Player plugin can use it • Availableforall UniMC undergraduate and post-graduate students / teachers • No needtobe on fixed location, users can beanywhere • Disadvantages • Needof a Broadband Internet Connection • Quiteexpensive, with connection limitations due tolicenseconstraints (50 concurrentusers in the UniMC installation) • Needof a test before the first actual meeting tocheck multimedia settingsof personal computer SINC@HE

  13. Web Videconfence: Adobe Acrobat Connect Videoconference layout SINC@HE

  14. Case Study: Luca Bernardi • Luca isfromJesi, hometown of Frederick II of Swabia (40 km from Macerata), he is 25 y.o. and heis suffering from Duchenne muscular dystrophy. He can’t walk, he can’t move, he can’t breatheautonomously: heneeds a mechanicalventilatortosupporthislungs, and lives on bed 24 hours a day. • Luca isenrolled at the Online HistoryDegreeCourse, and heattendslessonsfromhis computer, nexttohisbed • Buthowtoenable Luca to take hisexams?... SINC@HE

  15. Case Study: Luca Bernardi • Unimc arranged a tailored procedure forhisexams: • Heaskedforsupport @ unimc studentsupport office • E-learning centrehasbeeninvolvedtoprovide the necessarytechnologies • A protocolhasbeenproposed, definingtechnologies and procedures • The online examtakesplacebyvideoconferencebetween Luca and the teachers • Adobe Acrobat Connectis the selectedtoolfor the online exam • The physicalpresenceofan UniMC staff member at Luca’s house tocertify the regularityof the exam • Technologies and procedureshasbeenapprovedbyall the stakeholders SINC@HE

  16. Case Study: Luca Bernardi • http://connect.unimc.it/p36817440/ • http://connect.unimc.it/p52789969/ SINC@HE

  17. Thank you! Lorenzo MauriziInnovation centre University of Macerata Italy lorenzo.maurizi@unimc.it

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