Barriers to use: usability and content accessibility on the Web's most popular sites
CUU '00 Proceedings on the 2000 conference on Universal Usability
Empirically validated web page design metrics
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Web content accessibility guidelines 1.0
interactions
Hierarchical faceted metadata in site search interfaces
CHI '02 Extended Abstracts on Human Factors in Computing Systems
The Social Life of Information
The Social Life of Information
Maximum Accessibility: Making Your Web Site More Usable for Everyone
Maximum Accessibility: Making Your Web Site More Usable for Everyone
Building Accessible Websites
Accessibility of Internet websites through time
Assets '04 Proceedings of the 6th international ACM SIGACCESS conference on Computers and accessibility
Ambient Findability: What We Find Changes Who We Become
Ambient Findability: What We Find Changes Who We Become
The relationship between accessibility and usability of websites
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Education and Information Technologies
Web Accessibility: A Foundation for Research
Web Accessibility: A Foundation for Research
Computers in Human Behavior
Multimedia Learning
e-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning
Website content accessibility of the Cyprus domain
PCI'01 Proceedings of the 8th Panhellenic conference on Informatics
Don't leave me alone: effectiveness of a framed wiki-based learning activity
Proceedings of the 7th International Symposium on Wikis and Open Collaboration
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Many websites remain inaccessible for people with disabilities, despite the availability of relevant guidelines and tools. This is mainly due to lack of appropriate training of Web designers on accessibility technology. In this paper, a project based learning activity designed to instruct Web accessibility guidelines and good design practices is presented. The activity is mediated by a web-based learning environment, which presents real-world examples of accessibility impasses that arise when certain, established guidelines are violated, and then provides advice on how to avoid or resolve them. The learning material contained in the tool is offered through a faceted browsing approach, thus enabling active exploration by the learner. A within-subjects case study compared the learning effectiveness of traditional academic instruction (pre-condition) with the proposed project based activity (post-condition) in the context of a University course. A significant improvement in students' academic performance and perceived learning was found.