Web navigation: designing the user experience
Web navigation: designing the user experience
A no-frills approach for accessible Web-based learning material
ACM SIGCAPH Computers and the Physically Handicapped
Designing learning systems to provide accessible services
W4A '05 Proceedings of the 2005 International Cross-Disciplinary Workshop on Web Accessibility (W4A)
The New Review of Hypermedia and Multimedia - Special issue: Accessible hypermedia and multimedia
Web Design Requirements for Improved Web Accessibility for the Blind
ICHL '08 Proceedings of the 1st international conference on Hybrid Learning and Education
Implement Web Learning System Based on Genetic Algorithm and Pervasive Agent Ontology
ICIC '08 Proceedings of the 4th international conference on Intelligent Computing: Advanced Intelligent Computing Theories and Applications - with Aspects of Artificial Intelligence
Setting Up a Cross-Disciplinary Design Space for E-Learning Application Development
UAHCI '09 Proceedings of the 5th International Conference on Universal Access in Human-Computer Interaction. Part III: Applications and Services
Accessible web-based educational system
NNECFSIC'12 Proceedings of the 12th WSEAS international conference on Neural networks, fuzzy systems, evolutionary computing & automation
SADIe: semantic annotation for accessibility
ISWC'06 Proceedings of the 5th international conference on The Semantic Web
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Most of the efforts for supporting the preparation and deployment of accessible Web-based learning material propose guidelines that prevalently address technical accessibility issues. However, little or no consideration is given to the didactical experts, and thus their didactical experience, in the learning material development. Moreover, the aforementioned guidelines tend to provide high-level/generic indications on alternative forms of didactical content for equivalent access of the content. Nonetheless, the sole provision of equivalent forms does not guarantee the retention of desirable user interface aspects such as effectiveness and efficiency. While we do acknowledge the role of such guidelines, we do propose that the didactical experts be provided with a non-technical recourse that can enable them to contribute to the development process of accessible Web-based learning content. In particular, this work proposes tapping into the experience of the didactical experts by providing them with an avenue through which they can appropriately choose relevant and alternative didactical content toward developing and deploying accessible Web-based learning material.