1. The Inclusive Learning Exchange: Supporting Learner-Centric Transformation of Content Laurie Harrison Adaptive Technology Resource Centre University of Toronto

2. Need for personalization of learning object : Accessibility for people with disabilities Background knowledge Learning preferences Pace and path

3. Learners with Disabilities Lack of access to: Textbooks or printed material Speech or Audio Visual material Note-taking Class discussions

4. However, learners using adaptive technology… Access digitized educational resources via: Screen readers Screen magnification Alternative pointers, keyboards Voice Recognition Text-to-Speech

5. Not to mention learners using: Text-only screen Older or different browser Second language Slow Internet connection Wireless, PDA, other mobile devices …or those accessing learning resources from non-traditional settings or environments

6. TILE Project Learning environment that supports personalization for individual learning needs http://www.barrierfree.ca/tile

7. customization during the instructional design phases use of IMS Learner Information Profile (LIP) to accommodate individual learner preferences “…exploring the practical boundaries of transformable content and the tools needed to support the mastery of learner customizable teaching.”

8. Strategy 1 Independence of content and structure from presentation to accommodate learner preferences:  Flexible display  Flexible content aggregation

9. Example – Flexible Display

10. Example – Flexible Content Aggregation

11. Strategy 2 Independence of function from control method to accommodate needs and preferences Flexible control using range of input methods Flexible navigation

12. Example – Flexible Input

13. Example – Flexible Navigation

14. Strategy 3 Increased granularity of learning objects to allow presentation of alternative formats and modalities Captioning ASL Described Video

15. Example – Range of Modalities

16. Strategy 4 - Session-specific Preferences Learner Outcome Goals Topic Exclusion Placeholders

17. Example - Learner Outcome Goals

18. Strategy 5 Implementation of accessibility guidelines and interoperability specifications Access system friendly interfaces Every learner with a disability is potentially a different external “system” that needs to inter-operate

19. Guidelines and Specifications Web Accessibility Guidelines http://www.w3.org/WAI/GL Accessible Authoring Tools http://www.w3.org/WAI/AU IMS Global Learning Consortium Accessibility Guidelines http://www.imsproject.org

20. IMS Specifications - TILE Accessibility Extensions to the Learner Information Profile (ACCLIP) - encodes learner preferences. Metadata – developing extensions to allow identification of resources that meet the criteria indicated in the learners preferences (i.e. ACCLIP) Content Packaging –packaging the content up into ‘modules'; identification of alternate resources

21. IMS Specifications - ACCLIP

22. ACCLIP

25. Interoperability and IMS Implementation of the IMS specifications allows interoperability with all other IMS compliant repositories and systems

26. Summary  Greater granularity, modularity and transformability  Independence of content and structure from presentation  Metadata on equivalents  Method of expressing preferences (ACCLIP)  Support for specified transformation  Dynamic retrieval of specified equivalents and style sheets

27. Conclusions Enhancing learning for all learners Improving the longevity and efficacy of our learning materials “For learners with disabilities, accessibility makes things possible - not just convenient.” Jutta Treviranus

28. Learning Object Repository Objects: HTML, JPG, SWF… Content Packaging.xml Metadata ACC Metadata Learner Educator RSWI Repository Services Web Interface LMS LIP Records Profiling ACCLIP records Course Selector Course CORE Web Application Java Servlets Search Learning Design Content Packaging Object Contribution/Retrieval Transformations according to ACCLIP and Content Packaging needs References: IMS xsd’s ACCLIP MD CP And TILE extensions to IMS xsd’s