Accessibility of Communication tools in eLearning

Source: Centre for educational technology interoperability standards, CETIS http://www.cetis.ac.uk

www.cetis.ac.uk/members/accessibility/meetings/2002/ sig1/24

We will cover the accessibility of the following communication tools that are frequently used in eLearning : Synchronous communication and collaboration tools (for communicating in real-time): chat rooms, videoconferencing, and teleconferencing.

2. Asynchronous communication and collaboration tools (for communicating at different times): e-mail, listservs, bulletin boards, whiteboards. 3. Interactive environments: simulations, immersive experiences, and games. 4. Testing and evaluation tools: self-assessment and multiple-choice testing.

Asynchronous communication and collaboration tools

1. Threaded message boards: provide informative names to identify discussion threads and message subject lines; include help files, use text not images for links; allow users to skip to the main content.

2. E-mail messaging: ensure e-mail content displays in plain text (without fonts, colours and background images); ensure subject line reflects message content; do not send file attachments which some users will be unable to access.

3. Document repositories: Ensure document titles reflect document content.

4. Document schedulers and calendars: provide equivalent information on alternative accessible page for people who cannot access complex data tables; identify data rows and data headers when using tables.

5. Presentation tools, e.g. Microsoft PowerPoint: may contain inaccessible items, e.g. graphics. Accessible alternatives: Accessibility Wizard for PowerPoint (University of Illinois); W3C Slidemaker, converts HTML page into set of slides, separating text from presentation; WimpyPoint (ArsDigita), open source alternative.

Synchronous communication and collaboration tools

1. Synchronous text chat: provide mechanisms which allow users who communicate slowly to participate; ensure focus doesn't automatically shift to new messages.

2. Audio-conferencing: provide real-time text transcript for participants; provide real-time text-to-speech capability, enable users who communicate slowly to participate. 3. Video-conferencing: provide mechanisms for describing visual elements, provide real-time text transcript and display using a sign language avatar, investigate video encoding standards which enable sign language transmission (e.g. MPEG-4).

4. Whiteboards (graphical synchronous tools enabling users to work on collaborative drawings in real-time): integrate accessible synchronous text chat with the whiteboard and encourage users to use to describe their graphical work.

5. MOOs / Multi-user domain object orientated environments (in which users interact and communicate with avatars using computer typed instructions): provide automated text description of virtual environment; provide real-time text transcript, include navigation tools for completing high level navigational instructions.

Interactive environments
1. Interface controls: enable users to customize interface according to preferences, provide help files, test interfaces with assistive technologies, label controls with text.

2. Navigating the interface: ensure keyboards can access all areas of the interface.

3. Forms: ensure tab order of controls makes sense, clarify which label corresponds to which field, do not use colour to convey information (e.g. dont just mark required fields in red, add an asterisk), and ensure users can easily correct errors.

4. Interactive exercises, drag-and-drop exercises, simulations and timed tests: enable users to access multiple sources of information separately (so if two things occurring simultaneously, users can consult at own pace); include accessible text description of all visual information.

5. Interactive tutorials (tutorials teaching people how to use software by showing the software in action): provide text narrations as well as or instead of audio narration, provide text descriptions of screen layouts.

6. DVDs, consumer electronics and handheld devices: provide talking menus; consider using Alternative Interface Access Protocol. 7. Operating systems and development platforms: Microsoft Windows have developed guidelines for creating accessible software for Windows; Apple Mackintosh have some accessibility features, and screen reader called outSPOKEN is compatible with Apple Macs; the Web has Web Access Initiative website with guidelines and resources; Java have guidelines for producing accessible applications with Java.

Testing and evaluation tools

1. Low-stakes assessment: tests and exercises with immediate feedback, and no serious consequences for the participant's life. Can often be made accessible by providing alternative access formats in order to enable learning outcomes to be achieved.

2. High-stakes assessment: more serious tests e.g. university entrance exams, which may have major impact on the participant's life. Make assessments accessible, but avoid affecting validity of tests, e.g. asking students to describe a painting whilst providing blind students with a text description of the painting (blind students could be given a tactile version).