RUNNING HEAD: EDID 6510 Assignment 2: Accessibility Issues 1

Assignment 2

by

Kanika Cooper-Carrington 313500149

A Paper Presented in Partial Fulfilment

Of the Requirements of
EDID 6510 – Learning and Knowledge Management Systems
Semester II, 2018-2019

University: University of the West Indies Open Campus

Course Coordinator: Dr. Laura Gray

Date: 23 March 2019

RUNNING HEAD: EDID 6510 Assignment 2: Accessibility Issues 2

Table of Contents

Executive Summary .............................................................................................................................. 3

Introduction ........................................................................................................................................... 3

Learning Management System ............................................................................................................ 4

Captioned Video and Audio Transcribed ........................................................................................... 4

Justification for use at the Telecommunication Service of Trinidad and Tobago. ......................... 4

Learning Content Management System ............................................................................................. 6

Justification for Use at the University of the Southern Caribbean .................................................. 6

Content Management System .............................................................................................................. 8

Alternative Keyboards, Mouse Alternatives and Assistive Technology........................................... 8

Other Accessible Issues....................................................................................................................... 11

References ............................................................................................................................................ 13
RUNNING HEAD: EDID 6510 Assignment 2: Accessibility Issues 3

Executive Summary

Accessibility is one of the most important features of any Learning Management

System (LMS), Content Management System (CMS), and Learning Content Management

System (LCMS). If a user can’t easily find, engage with, and consume the content they need,

then the LMS, CMS and LCMS may be deemed as irrelevant. Web accessibility refers to the

ease at which people/individuals with disabilities can access and use the web. Disabilities

includes but are not limited to, physical, speech, auditory, neurological, cognitive, aging

disabilities, disabilities due to injuries and learning disabilities (Durek & Skejie 2004). In this

paper we would highlight accessible features, its use and advantages at selected organizations

in Trinidad and Tobago.

Introduction

In today’s world, the need for web accessibility in programs is much needed.

Thankfully there are many tools and guidelines that can help designers in making their web

sites accessible. Learning and knowledge management systems created without accessibility

can create problems for both students and instructors with disabilities. Designers and creators

should develop their systems with accessibility in mind and not as an ‘add on’ after the

completion of the design process. In other words, accessibility should be a part of the creation

as it is built, and not as a separate entity.

Accessibility can be beneficial to everyone, not only people/individuals with known

disabilities, but to persons with learning disabilities that are usually hidden but usually affect

their learning abilities.

RUNNING HEAD: EDID 6510 Assignment 2: Accessibility Issues 4

Learning Management System

A Learning Management System (LMS) helps assign, deliver, store, and track training

materials to employees (K. Horton & W. Horton 2003). The following accessibility feature

bellow is recommended for the Telecommunication Service of Trinidad and Tobago.

Captioned Video and Audio Transcribed

Learning Management Systems

Accessibility Feature Intended Use Advantages

Captioned Video & Captioned Video would Users would be able to understand multimedia
Audio Transcribed be used for videos used on system.
embedded within the
LMS. Audio would be transcribed so the user can read
and understand what is taking place.
Audio Transcribed
consist of transcribed Captioned video would show the dialogue that
text that runs along the is taking place and an explanation of sound
bottom portion of the effects and settings and helps ensure that
screen. viewers may follow along.

This feature would be

suitable for use by
people that are deaf.

Table1: Table showing Accessible feature, Intended use, and advantages

Justification for use at the Telecommunication Service of Trinidad and Tobago.

Closed captioning videos/audio media and providing transcripts of audio only media

ensures that deaf and hard of hearing workers at Telecommunication Service of Trinidad and

Tobago (TSTT) have access to all learning materials instructors incorporate into the Learning

Management System. All users at TSTT may not have the ability to hear audio clips without

difficulty or even hear at all. When uploading custom videos to the LMS website, subtitles

would be added. This ensures equal and enjoyable access to the multimedia content on your
RUNNING HEAD: EDID 6510 Assignment 2: Accessibility Issues 5

website. Today the use of YouTube videos is widely used in e-learning. Captioned videos and

transcribed audio can be hugely beneficial to not only deaf and/or hard of hearing among

TSTT’s workforce but to all using the Learning management system at some point. Captions

is also helpful as a learning aid by improving comprehension. It helps for cognitive

reinforcement, reading and hearing at the same, helps improve memory as captions allow them

to read along while they listen.

Figure 1: Video with subtitles/captioned video

Watching videos with subtitles can also help users, especially children improve their

literacy, and they are beneficial because they result in greater depth of processing by focusing

attention, reinforce the acquisition of vocabulary through multiple modalities, and allow

learners to determine meaning through the unpacking of language chunks. Closed captions can

also greatly enhance the experience for viewers whose native language is not English (Durek

& Skejie 2004).

With closed captions on, viewers can watch videos in places where audio is unavailable,

like crowded mall, noisy vehicles and crowded streets. Captions also let viewers enjoy videos

on mute in quiet environments like a library, office, or even for students at school. Auto playing

videos on silent is a common practice amongst social media platforms these days, for example

Facebook.
RUNNING HEAD: EDID 6510 Assignment 2: Accessibility Issues 6

Learning Content Management System

A Learning Content Management System (LCMS) is an integrated multi-user

administrative, authoring, and delivery platform that allows administrators to host, schedule,

manage registrations, assess, test, and track online training activities (K. Horton & W. Horton

2003). The following Features would be recommended for the University of the Southern

Caribbean.

Screen Readers and Assistive Technologies

Learning Content Management Systems

Accessibility Feature Intended Use Advantages

Screen Reader Screen readers are
Assistive Technologies software programs that
allow blind or visually
impaired users to read the
text that is displayed on the
computer screen with a
speech synthesizer or
braille display.
Listening to speech output would allow
visually impaired persons to access
contents.
It would also help people who are
partially blind or persons with eye
problems that would struggle to read
text while leaning close to the computer
screen.

Table 2: Table showing Accessible feature, Intended use, and advantages

Justification for Use at the University of the Southern Caribbean

Using a learning content management (LCMS) at the University of the Southern

Caribbean, simplifies the task of creating, managing, and reusing learning content, that is, the

media, pages, tests, lessons and other components of courses. Most of teachers who are

sensitive to the accessibility barriers in education are focused on creating accessible resources
RUNNING HEAD: EDID 6510 Assignment 2: Accessibility Issues 7

for their students but the main problem is that if the LCMS is not accessible then it does not

matter if the pedagogical resources are or not accessible, because the students are not able to

access to the information either.

At the University of the Southern Caribbean visually-impaired persons, persons with

low vision or complete blindness, can use screen readers, screen magnificent tools or

refreshable Braille displays. Each of these tools has different features, for example, the screen

readers read text aloud; screen magnificent tools increase the font size of the information shown

in the screen for low vision and partially blind and; refreshable Braille displays convert the

web contents to Braille. Johnson and Ruppert (2002) stated that a screen reader is the interface

between the computer's operating system, its applications, and the user. Screen readers are

programmed to identify common graphics on the operating systems and common applications

they work with. When a screen reader encounters a graphic that it recognises it relays a pre-

programmed piece of text back to the user, either as speech output or as Braille.

Figure 2: Visually Impaired student using a screen ready

The user sends commands by pressing different combinations of keys on the computer

keyboard or braille display to instruct the speech synthesizer what to say and to speak
RUNNING HEAD: EDID 6510 Assignment 2: Accessibility Issues 8

automatically when changes occur on the computer screen. A command can instruct the

synthesizer to do various number of instruction such as, to read or spell a word, read a line or

full screen of text, find a string of text on the screen, announce the location of the computer's

cursor or focused item (Fichten, Barile & Ferraro 2009). Other issues that can make accessible

features easier for a keyboard only user to use are simple logins, clean suited well layout

navigation controls, and built in communication tools.

Content Management System

A Content Management System (CMS) is a program used to create a framework for the

content of a website. The CMS would offer the organization the ability to ease the operation

and administrative needs such as access to information and tracking and reporting (Barker

2016). The following accessibility features would be recommended to the Ministry of

Education.

Alternative Keyboards, Mouse Alternatives and Assistive Technology

Content Management Systems

Accessibility Feature Intended Use Advantages

RUNNING HEAD: EDID 6510 Assignment 2: Accessibility Issues 9

Alternative Keyboards This would be beneficial Users with mobility issues can use
Mouse Alternatives for persons with mobility alternative keyboards specifically
Assistive Technology issues, who may be designed to suit their needs, as they
Software unable to use the mouse would be unable to use the mouse.
or touchpad of laptops.
Mouse alternatives are specialized
input devices that can replace the
mouse. Person with mobility
disabilities would be unable to
have control of their motor skills to
use a mouse.

Table 3: Table showing Accessible feature, Intended use, and advantages

Justification of Use at the Ministry of Education

Users with mobility disabilities, may not be able to use a mouse or trackpad. These

people are able to access content through the use of a keyboard by pressing the "tab" or "arrow"

keys, or through the use of alternative input devices such as single-switch input or mouth stick.

The tab order should match the visual order, so keyboard-only users are able to logically

navigate through site content.

Figure 3: Alternative keyboard

RUNNING HEAD: EDID 6510 Assignment 2: Accessibility Issues 10

Users using a mouse can usually scroll through much faster without having to go

through the content to select whatever content they want. Keyboard only users should be able

t0 do the same, skip to whichever portion of the content they are going to without having to go

through contents directly. Therefore pages with lots of content should be broken up, allowing

users the privilege to skip portions that they are not interested in.

At the Ministry of Education, a user with mobility issues trying to access the forms on

the site, after accessing the forms, they would like to go back to the main menu. The ability to

skip to main menu should be provided at the top of each page, so the user who uses keyboard

only won’t have to tab through the page navigation in order to get to the main menu. With the

ministry pages may have multiple levels, subs and menus, these should be configured so that

it can be accessible to the keyboard only user. Using hover to activate items would be of no

use to the keyboard user as this is only beneficial using the mouse.

Figure 4: Alternative input device for physically challenged person

Durek &Skejie (2004) stated that a number of alternative input devices can be

connected to a standard computer to assist or replace the use of a traditional keyboard, which

is often the greatest barrier to computer use for students with physical disabilities. Keyboard

users must be able to access all interactive elements, not just the main navigation or in-line
RUNNING HEAD: EDID 6510 Assignment 2: Accessibility Issues 11

links. This means that form elements, drop-down menus, buttons, dialog boxes, and other

widgets all have to be accessible by tabbing through the interface.

Alternative keyboards includes expanded keyboards, mini keyboards and left or right

handed keyboards. Expanded keyboards are designed with larger keys spaced far apart. This

would can replace standard keyboards for those with limited fine motor skills. Mini keyboards

provide access to those who have fine motor control but lack a range of motion great enough

to use a standard keyboard. Left or right handed keyboards provide more efficient key

arrangements than standard keyboards designed for two handed users (Durek &Skejie 2004).

Other Accessible Issues

Debevc & Bele (2008) explained that flashy and energetic graphics can distract and

potentially over-stimulate the user. This is especially true for people with Attention Deficit

Hyperactive Disorder, Autism, and those susceptible to seizures and would apply to all three

systems, LMS, CMS and LCMS. To reduce the likelihood of over-stimulation, the balance of

text, graphics, and animations on the webpage must be considered and a clear method for users

to hide animations included.

Conclusion

Accessibility issues with LMS, CMS, and LCMS sometimes causes organizations to

switch to other platforms. These systems should also enable all users to have the same ability

to access materials on whatever device they choose. People with disabilities studying online

find it more fulfilling and less difficult to get knowledge. While it is difficult for them to get

admission in a conventional education institution, this is not a case when they turn to online
RUNNING HEAD: EDID 6510 Assignment 2: Accessibility Issues 12

learning platforms that were created with accessibility features. Thankfully many colleges and

universities have started conducting online learning platforms. Technology is also playing a

pivotal role in providing the perfect learning solutions, enables students to choose their own

location for schoolwork and study. Additionally, these students find it more convenient to study

in the online environment as it gives them more control over the completion time of

assignments as they can work at their own pace.

RUNNING HEAD: EDID 6510 Assignment 2: Accessibility Issues 13

References

Barker, D. (2016), Web content management systems, features, and best practices: O’Reilly
Media, Inc1005 Gravenstein Highway North, Sebastopol, CA 95472. The United
States of America.

Buzzi, M.C., Buzzi M. & Leporini, B. (2009) Accessing E-learning systems via screen
reader: An example; Human –Computer Interactions, Interacting in various
application domain. pp 21-23.

Debevc, M., Bele, J.L. (2008) Usability testing of e-learning content as used in two learning
management systems. European Journal of Open, Distance and E-Learning.
Retrieved from http://www.eurodl.org/materials/contrib/2008/Debevc_Bele.htm

Durek, M. & Skejie, E. (2004) Computers and people with mobility disabilities: International
Conference on Advances in the Internet, processing, systems, and interdisciplinary
Research.

Fichten C., Asunción J., Barile M and Ferraro, V. (2009) Accessibility of e-Learning and
Computer and Information Technologies for Students with Visual Impairments in
Postsecondary Education. Journal of Visual Impairment & Blindness, 103 (9), pp.
543-557.

Horton, W. & Horton, K. (2003), E-learning tools and Technologies: A consumer's guide for
trainers, teachers, educators, and instructional designers. William Horton
Consulting, Inc, Wiley Publishing, Indianapolis, Indiana Published simultaneously in
Canada.

Johnson, A., & Ruppert, S. (2002) "An evaluation of accessibility in online learning
management systems", Library Hi Tech, Vol. 20 Issue: 4, pp.441-
451, https://doi.org/10.1108/07378830210452640