The future of accessible ICT – Notes

[These are just rough notes ahead of a proper blog post on this event.]

These are notes from an event hosted by the Institution of Engineering and Technology on the future of accessibility in ICT on 22 Jan 2013. Event of an EU project CARDIAC. A near live blog.

Presentation 1 – Research Actions to Facilitate Inclusion

Results of the CARDIAC project – main result a research agenda roadmap.

See project website:

To advise the EC where to direct future research funding.

Used a process called Structured Dialogic Design Process (SDDP) to gather collective wisdom of a wide variety of stakeholders.

Triggering questions:
What mechanisms would ensure successful technology transfer?
What type of research is missing?
Another question?

Roadmap produced from 90-100 Reseach Ideas.

Research Actions organised in 14 Research Lines that are time distributed.

Comment – a broad research roadmap covering human factors and social issues as well as technological ones.

Trends on Inclusive Network Based Applications

Based on the model of ambient intelligence

Web 2.0 / Semantic Web

Use of social media to reduce isolation

Do people understand ambient technology, do they want it?

Inclusive user interaction

Example of research line of ambient technologies accessing ubiquitous environments.

Technology Transfer

How can users be integrated into technology transfer process?

Market and business theme.

Public procurement

Internet for All

Mike Short, IET President

Going trend for mobile and tablets.

Mobile is a key factor on accessibility to the Internet.

Social Networks

Growth of Apps

Mobile OSs have “rules” for developers that could influence accessibility.

Taking accessibility from a sense perspective

6th sense – e.g. Location based services.

Infrastructure challenge – e.g. better online customer care and support.

Networks now about speed, ease of use, and support.

A human/user centred view required.

Research Challenges:

Global standards / user inputs – accessibility community not effectively inputting to standards.

Better understanding of data protection.

mapping Interoperability Requirements in Assisted Living

Graham Worsley – UK Technology Strategy Board

Assisted Living Innovation Platform (ALIP)

Challenges in assisted living – interoperability

4 successful projects funded 2012 on with a total of 169,000 users across the 4 projects.

Problem of non conformance with Medical Devices Directive when seeking to use customer’s own devices to deliver telecare.

The biggest challenges are organisational not technical.

What makes systems accessible?

Grunela Astbrink

What makes systems accessible is people!

E.g. Champions, Researchers, Company Designers, ….

Hardware and Software working seamlessly with network based services accessed by accessible interfaces.

WCAG 2.0, Equality Act 2010, Inclusive Design, Industrial Products – there are people behind all these.

Measuring Progress of eAccessibility in Europe (MeAC) – EU project:
Deficit Gap and Patchwork

Latest Study on telecoms, broadcasting and Internet
URL on slide see CARDIAC website

Examples of accessibility challenges:

- railway ticketing machine and people with intellectual disability (and all of us!)

- person with CP using a mobile phone (speech and dexterity problems)

Positive aspects:

Business Taskforce on Accessible Technology (BTAT)

- accessibility maturity model
- Accessibility Technology Charter

Investment in accessible ICT met a range of business goals.

Examples of easy to use mobile phones marketed for older people – initially a challenge to get business to see the opportunity.

Public Procurement:

Increased industry awareness.

EU Mandate 376

US and EU working towards harmonisation but challenges because of different perspectives.

Knowledge Sharing – a global community – need to include developing countries

“Nothing about us without us” including disabled people across research, standards development, etc.

Listening and heeding the lived experience of disability

Training and Mentoring.

Realistic end user focus.

Looking forward to research that will have a positive impact on making systems accessible!

Research Priorities for Accessible Smart Living

Peter Ball, Building Research Institute

Not noted because not relevant to my current role on access to education and the web.

How Fond Hopes Became Reality

Alan Newell, University of Dundee

Not a democrat – anything he has ever achieved has been done against popular support!

We need to improve our communications.

Book: Design at the Digital Divide

Mainstream technologists over-estimate the problems and underestimate the benefits of inclusive design

Data and guidelines are necessary but not sufficient – an empathy with potential users is required

How do we make mainstream designers to be a little bit more committed to inclusive design?

(c.f. Our paper on a challenge to web accessibility guidelines – for W4A – putting people and processes first)

Simple messages we put together forcibly – data and statistics are not that powerful at changing minds – what we need is stories! Data informs a good story changes minds. C.f literature and theatre. Appreciate disabled people as people not as statistics and stereotypes.

“The excellent is an enemy of the good”

Need rewards not guilt.

Inclusive design is:

- achievable with modest effort
- scientifically and technically challenging
-

Design for everyone is not a good design brief!!!

How to deliver the message?

Need narratives to build around our data – c.f. Scenario based design

Reality can be far too complex but fictional stories based on reality can help.

A good story is safe context for design.

Enlist the help of good communicators – film makers, advertisers, marketeers etc.

E.g. Dundee’s use of professional theatre in user based research.

(Note to self – how to employ in LA requirement capture work?)

Scriptwriters and actors are ethnographers.

Focus on the people rather than the technology.

A pragmatic solution is to offer trained actors as surrogates for disabled people. More easily available, can present particular combination of characters, skilled in think allowed – most general public are not, removes ethical problems, suspension of disbelief – therefor work with early prototypes before huge design effort has been invested.

The use of professional actors and scriptwriters needs to be budgeted into projects as much as other professionals e.g. developers and psychologists.

Note – Alan inspired me when I first started working in accessibility and still does!

A path forward

Greg Vanderheiden

There is a widening digital divide.

But many can’t use the modern interfaces for various reasons.

Access solutions are so complex that people who need then can’t use them.

Vendors of AT can’t serve all platforms and all devices. Many are in crisis.

We are currently loosing ground – only 3 – 15% of people in developed countries who need access technology are needing it.

Decreasing social resources – never been good at serving the tails.

We need something that is simpler, costs less per person,works across ICT, …

What if we have access on any device, anywhere? The GPII vision. Cloud based and using the power of everyday devices.

Cloud for all project EU funded

US funding for needs and preferences work (check out relation to IMS AfA)

Engineering Policy

Brian Collins

Note – engineering policy is ambiguous in English but both meanings are relevant.

Very little engineering policy as opposed to science policy in the UK.

Misalignment between accountability, authority and responsibility.

Digital Economies Programme of the UK research council.

Guido Gybels ICT Innovation Expert formally of RNID

Mainstream for most, specialised where needed – sometimes a tension here.

Many advantages of using mainstream technologies.

AT needs to be allowed to evolve.

AT as extension of the mainstream.

The technology is not the objective!

It is about citizenship/participation in society. This is not for a parallel society but for our society.

What are current technology drivers.

- social networking
- content is king
- connectivity + networking -> smart solutions
- cloud based storage and processing
- alternative input solutions e.g. Wii, Connetic

Get beyond requirements and pilots

Research Topics:

- battery technology
- ubiquitous user preference and ability profiling
- true smart (connected) solutions
- AI
- IPv6
- spectrum sharing, co-existence, new wireless technologies

Strategies:

- open standards, part of mainstream track
- insist on real-world business plans
- actively share and adopt best practice

Panel Discussion:

Not noted

Learning Analytics for supporting disabled students and identifying accessibility deficits

Presentation on the potential of Learning Analytics for supporting disabled students and identifying accessibility deficits: 

All Learning Theories are severely limited (“crap”)!

The following is a copy of my post in an interesting Facebook thread on Learning Theories
(http://www.facebook.com/grainne.conole/posts/297187807069138):

What Learning Theories try to model is nigh on impossible given the current state of our knowledge. We don’t understand how memory in the human brain works – from a cybernetics background I favour Neural Network models of memory and learning but our artificial Neural Networks are incredibly simple compared with the human brain. Philosophically learning raises the whole Mind and Body question. Some argue this does not exist or is solved but I maintain we have little idea of how the mind is really embodied. Further learning is much more than just memory – it sits within social and cultural contexts and is dependent on those. Then there is the whole issue of how we receive and perceive learning. We do this through our senses but Descartes et. al. taught us that we can not trust our senses – yet we still manage to learn through them. This raises the issue of Learning Styles already mentioned by Mark Childs. To my view Learning Styles are belief systems – memes if you like – and have little grounding in empirical science; yet there is a grain of truth in what they try to set forward. We learn differently through our different senses and individuals may have a preference for learning through one sense over another. In summary the brain is the most complex thing in the universe known to man – we kid ourselves if we think we understand how it works. Learning Theories are thus gross over-simplifications but if we accept that they can have their uses; but don’t ever think they come close to modelling what really goes on in the human mind when we learn. That all being said I have a soft spot for Diana Laurillard‘s conversational model – I give a brief account of this in the following blog post:

http://martyncooper.wordpress.com/2009/03/31/the-laurillard-conversational-model-accessibility/

New paper on planning for professionalism in accessibility

Just published in journal Research in Learning Technology is a paper I am a co-author on entitled:

Adapting online learning resources for all: planning for professionalism in accessibility

This blog post is a bit of shameless self publicity for this paper but is shared because we believe it contains important lessons for those seeking to address accessibility for disabled students especially in Higher Education.  The abstract and link to the full text follow:

Adapting online learning resources for all: planning for professionalism in accessibility

Patrick McAndrew, Robert Farrow and Martyn Cooper

Institute of Educational Technology, The Open University, Milton Keynes, UK

(Received 7 May 2012; final version received 24 October 2012; Published 19 December 2012)

Abstract

Online resources for education offer opportunities for those with disabilities but also raise challenges on how to best adjust resources to accommodate accessibility. Automated reconfiguration could in principle remove the need for expensive and time-consuming discussions about adaptation. On the other hand, human-based systems provide much needed direct support and can help understand options and individual circumstances. A study was carried out within an EU-funded accessibility project at The Open University (OU) in parallel with studies at three other European universities. The study combined focus groups, user-testing, management consultation and student survey data to help understand ways forward for accessibility. The results reinforce a holistic view of accessibility, based on three factors: positioning the university as a positive provider to disabled students; developing processes, systems and services to give personal help; and planning online materials which include alternatives. The development of a model that helps organisations incorporate professionalism in accessibility is described, though challenges remain. For example, a recurrent difficulty in providing adequate self-description of accessibility needs implies that a completely automated solution may not be attainable. A more beneficial focus, therefore, may be to develop systems that support the information flow required by the human “in the loop.”

Keywords: inclusion; students with disabilities; services; personalisation; evaluation; virtual learning environments; EU4ALL

The full text is freely available under a Creative Commons license at: 
http://www.researchinlearningtechnology.net/index.php/rlt/article/view/18699/html

Your comments would be most welcome!

Looking to the Work of Others as You Create Your Institution’s Web Accessibility Policy |

See on Scoop.itAccessibility – in general

Martyn Cooper‘s insight:

This is very useful for the work of the OU Web Accessibility Policy Working Group which I chair.

See on ncdae.org

Adam Cooper’s Work Blog » What does “Analytics” Mean? (or is it just another vacuuous buzz word?)

See on Scoop.itLearner Analytics and Accessibility for Disabled Students

What does “Analytics” Mean? – from Adam Cooper’s Work Blog

See on blogs.cetis.ac.uk

Learning Analytics for STEM – disabled student support/accessibility LA4STEM (#la4stem)

Today I submitted and internal Open University project bid to a programme called eSTEeM.

I post here the project description.  N.B. at this stage this is just a proposal. However we should hear by 31 October 2012 if this has been supported as an eSTEeM project and funded. If so I might be blogging much more about this work and its findings.

May I remind readers I set up a LinkedIn Group to try and tease out if there was anyone worldwide doing anything in the area of Learning Analytics and Accessibility. There has been some interest (the group currently has 75 members) but no one has yet shared that they are doing substantive work.  So you never know LA4STEM but in the future be seen as seminal. ;)

If you are interested in this field may I commend to you SoLAR – The Society of Learning Analytics Research: http://www.solaresearch.org/

I will be giving a 30 min presentation about this work at this event  - it’s a long way to travel for me ;) – it’s OU main campus where I work :

SoLAR Flare UK (19 Nov 2012) #flareUK

Mon 19 Nov 2012, The Open University
Jennie Lee Building, Walton Hall, Milton Keynes, MK7 6AA [
map]

http://www.solaresearch.org/flare/solar-flare-uk/

Feel free to post comments or questions!

LA4STEM Project Description

The LA4STEM project will review the potential of Learning Analytics in higher education, specifically in STEM, and with an emphasis on supporting disabled students and facilitating accessibility enhancements.

Learning Analytics is defined as the measurement, collection, analysis, and reporting of data about learners and their contexts, for purposes of understanding and optimising learning and the environments in which it occurs. Learning analytics is a “hot topic” in eLearning and was the second headline topic in the 2-3 year time to adoption section in the 2012 NMC Horizon Report on Higher Education[1]:

“The larger promise of learning analytics, however, is that when correctly applied and interpreted, it will enable faculty to more precisely understand students’ learning needs and to tailor instruction appropriately far more accurately and far sooner than is possible today.”

The LA4STEM project will specifically explore the following STEM application areas for Learning Analytics:

  • Student support (with an emphasis on support for disabled students)
  • Tutor support (facilitating their support of disabled learners)
  • Module review (identifying accessibility enhancements)
  • Retention and attainment (focussing on where disabled students appear disadvantaged)
  • Learning analytics in remote labs (because of their potential for enhancing access to STEM)
  • Recommender systems (the timely direction of disabled students to support and study skills aids; including scaffolding of STEM specific learning activities)

A key output of the project will be an external funding bid for a larger-scale collaborative project.  The work of LA4ALL will inform pilots in this project. Provide envisaged benefits are confirmed, this should lead to enterprise level implementation within the OU and across HE.

The findings of the LA4STEM project will be disseminated, firstly throughout the Science and MCT faculties, then to the wider university. External dissemination will highlight the OU’s lead in this field.


[1] Johnson, L., Adams, S. and Cummins, M. (2012) The NMC Horizon Report: 2012 Higher Education Edition. The New Media Consortium, Austin, Texas: http://www.nmc.org/publications/horizon-report-2012-higher-ed-edition


Martyn Cooper

A head and shoulders photo of Martyn Cooper

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