A no-frills approach for accessible Web-based learning material

Abstract

There exist various efforts for supporting the preparation and delivery of accessible Web-based learning content (e.g., [3], [1], etc). 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 of alternative forms of didactical content for equivalent access to the content. Nonetheless, the provision of equivalent forms alone 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 also 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.

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