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Toward Universal e-Learning

June 17, 2004

Greg Shin ( 신승식 )

http://ituniv.or.kr

http://gregshin.pe.kr/blog

e-Learning 센터 , 정보통신사이버대학

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Table of Contents

I. E-learning features Unique features

E-Learning outreach

II. Universal design Universality of the Web

Self-checkpoints

III. Principles of universal e-learning

Universal e-learning content Interoperability Accessibility Semantics Separate structure from

presentation

IV. Benefits of universal e-learning

V. Problems to be solved

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I. Features of E-Learning

1. Unique features of e-learning

2. E-learning outreach

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1. Unique Features of e-learning E-learning is the only window to the knowledge

world for some people. People with disability People alienated People not affordable for classroom training of high

quality Only e-learning can accommodate for the

individual learner. Learner control Learner preference Sustainable (human) contact with learners

I. Features of E-Learning

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What SCORM does for!

2. E-Learning Outreach

e-learning content

e-learning service

Machine ReadableMachine Searchable

Automatically Organized Knowledge

Quality Learning for All

Different People

OldInexperiencedCognitive DisabledBlindLow visionColor BlindDeafMobility ImpairedPhotoSensitive EpilepsyTemporally DisabledDifferent CultureDifferent Language

Different System

Different ServersDifferent ClientsDifferent OS’sDifferent BrowsersDifferent VersionsBlack&White DisplayPrintedVoiced

Different LMS

Different VendorsDifferent Server Environments

Environmental Difference

Noisy EnvironmentPublic LibrarySlow ConnectionLow ResolutionOn the goUnaffordable

I. Features of E-Learning

Accessibility

Interoperability

Semantic Richness

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II. Universal Design

1. Universality Web

2. Non-normative Checkpoints

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1. Universality of the Web

independence of Hardware platform Software platform - OS Application Software Network access Public, Group, or Personal scope Scribbled idea to polished publication Language and culture Disability Data for machines or Documents for people

Source: The future of the World Wide Web, Tim Berners-Lee

II. Universal Design

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2. Is your learning content…?

valid with HTML 4 and CSS2, DOM spec? acceptable on Mac/Linux, Mozilla/Opera? flexible enough for small screens? easily understandable for novice learners? operable via keyboard? readable through screen readers? ready for i18n, or l10n? excluding some learners intentionally? reachable by general search robot?

II. Universal Design

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III. Principles of Universal E-Learning

1. Universal e-learning content

2. Interoperability

3. Accessibility

4. Semantics

5. Separate structure from presentation

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1. Universal e-learning content

Traditional learning objects

withindomain

acrossdomains

withindomain

acrossdomains

Universal learning objects

SCORM 1.2

SCORM 2004

III. Principles of Universal e-Learning

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Human Involvement• Collaboration• Mentoring• Guiding• Discussion• Interaction

Universal e-Learning Model

UniversalE-

Learning

III. Principles of Universal e-Learning

Self-Expanding Learning

Self-Organizing Learning Material Universal Web

AccessibleRegardless of

Learner Difference

AccessibleRegardless of

Learner Difference

InteroperableRegardless of

Machine Difference

InteroperableRegardless of

Machine Difference

SemanticRegardless ofVocabularies

SemanticRegardless ofVocabularies

RobustRegardless of

Presentation Mode

RobustRegardless of

Presentation Mode

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1. Interoperability

Standard Compliance HTML 4 (XHTML 1, XML 1) CSS 2 ECMA-262 DOM

Robustness of Structure Browser Compatibility Utilizing CSS Scalability

Avoidance of Proprietary Technologies ActiveX Extended tags(element, attributes), objects Non-standard scripts, applets Deprecated technologies

III. Principles of Universal e-Learning

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1. Interoperability: Example

Viewport Independence

III. Principles of Universal e-Learning > 1. Interoperability

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2. Accessibility: Norms

World wide W3C(1999), Web Content Accessibility Guidelines 1.0 US(1998), Section 508 of Rehabilitation Act UK(1995), Disability Discrimination Act Australia(1992), Disability Discrimination Act IMS(2002), Guidelines for Developing Accessible

Learning Applications IMS(2003), Learner Information Package Accessibility

Domestic 정통부 (2002), 장애인 노인 등의 정보통신 접근성 향상을

위한 권장지침 K-WCAG 1.0 (in processing)

III. Principles of Universal e-Learning > 2. Accessibility

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Assistive Technologies

For input and output

III. Principles of Universal e-Learning > 2. Accessibility

Braille Display

Screen Reader

Screen Magnifier

Speech Recognition

One Hand Keyboard

Foot Mouse

Joystick

Eye Gaze System

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Design guidelines for the disabled

Examples of design requirements for people with different kinds of disabilities include:

Visual: described graphics or video; well marked-up tables or frames; keyboard support, screen reader compatibility;

Hearing: captioning for audio, supplemental illustration;

Physical, Speech: keyboard or single-switch support; alternatives for speech input on voice portals;

Cognitive, Neurological: consistent navigation, appropriate language level; illustration; no flickering designs.

Source: http://www.w3.org/Talks/WAI-Intro/slide6-0.html

III. Principles of Universal e-Learning > 2. Accessibility

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Accessibility: General Principles

Provide alternate access route. Provide multi-modality. Use gracefully transforming technology. Think device independence. Organize robust structure. (not necessarily

same as “robust design”) Think forward & backward compatibility. Maximize user control.

III. Principles of Universal e-Learning > 2. Accessibility

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Accessible Learning Products

Content Thomson NETg

Web Conference Horizon Live, …

Learning Management System Black Board, THINQ, Pathlore, ATutor

Authoring(Developing) Tools Macromedia Flash MX Trivantis Lectora

III. Principles of Universal e-Learning > 2. Accessibility

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Accessible Products: Example 1

Horizon Live

III. Principles of Universal e-Learning > 2. Accessibility

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Accessible Products: Example 2

Thomson NETg: Learning Studio

III. Principles of Universal e-Learning > 2. Accessibility

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3. Semantic Web

Semantic Web provides a common framework that allows data to be shared and

reused across application, enterprise, and community boundaries. is an extension of the current web in which information is given well-

defined meaning, better enabling computers and people to work in cooperation.

III. Principles of Universal e-Learning > 3. Semantics

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Semantic e-Learning

HTML has already limited semantic features! Link types

• Alternate, Stylesheet, Next, Prev, Contents, Index, Glossary, Copyright, Chapter, Section, Subsection, Appendix, Help, Bookmark

Structural Markup• <h1>, <h2>, <q>, <dl>, <ol>, <acronym>, <title>, title,

… URI, Unicode, UTC Correction history: <del>, <ins> Metadata (DC)

III. Principles of Universal e-Learning > 3. Semantics

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Semantic (Learning) Material: Example Semantic Presentation Slides

III. Principles of Universal e-Learning > 3. Semantics

OverviewOverview

Slide1Slide1

slide14slide14Slide12Slide12

Slide20Slide20

OverviewOverview

Screen.cssScreen.cssLeeLee

Copyright DocCopyright DocKorean TranslationsKorean Translations Printer.cssPrinter.css

First

Prev

Top TOC

Next

Last

Author

CopyrightAlternate

Style

PrimaryStyle

Alternate Version

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4. Separation of Presentation

Content-Form Separation Content creator needs to focus on content! Designer needs to focus on how it shows!

How? Use standard compliant, structural markups! Utilize CSS and XML(including SVG, SMIL, Math

ML)!

III. Principles of Universal e-Learning > 4. Separate Structure from Presentation

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Separation of Presentation: Example CSS Zen Garden

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IV. Benefits of Universal E-Learning

Technical efficiency Increase usability. Reduce maintenance cost. Become search engine friendly. Repurpose content for multiple formats. Forward compatibility (semantic web, device inde

pendence…) Business benefits

Increase market/audience reach. Be ready for internationalization. (eg. caption, alt

text, Section 508)

IV. Benefits of Universal E-Learning

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V. Yet to be Solved

Complex interaction (including simulation) Traditional design practice Universal learning environment

Authoring tool accessibility Accessible application, OS Assistive technologies

Individual preference smart card?

Collaboration, Integrated learning Learning goals and result (effectiveness)

V. Problems to be Solved