Using the personas method to describe visually impaired students using an online learning...
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Transcript of Using the personas method to describe visually impaired students using an online learning...
To know the difficulties of impaired students when carrying out their e-learning studies
Contextual interviews and observations [1]
Personas method [2]
Conclusion: User dissatisfaction :( mainly due to:
lack of knowledgeabout universal design solutions
lack of awarenessof what visual impairment means and involves
STUDENT SAMPLE ASSISTIVE TECHNOLOGIES USED
Screen readerReads the screen content
Screen magnifierEnlarges everything displayed on the screen
Browser zoom functionEnlarges site content of teachers, developers and designers
The first time in which the Persona method has been used to describe visually impaired students in an e-learning university
[1] Beyer, H. & Holtzblatt, K. (1998) Contextual Design: Defining Customer-Centered Systems. San Francisco: Morgan Kaufmann. ISBN: 1-55860-411-1 [2] Cooper, A. (1999) The Inmates Are Running the Asylum. SAMS. ISBN 0-672-31649-8[3] Norman, D.A., Draper, S.W. (1986) User Centered System Design; New Perspectives on Human-Computer Interaction. Lawrence Erlbaum Associates, Inc., Mahwah
Personas method to describe visually impaired students using an online learning environment: a UOC case studyPablo Rebaque-Rivas, Eva Patricia Gil-Rodríguez, Llorenç Sabaté-Jardí. Community Initiatives, Universitat Oberta de Catalunya
Inaccessible PDF files; she has to convert them to Word or ask her parents to read them aloud
Delayed access to the learning content affects her participation in student debates and forums
Evaluation activities based on video, and without an accessible alternative, impedes her from carrying it out
Anna, Screen magnifier user
25 years old
Lives with her parents
Part-time receptionist in a local authority building in Terrassa
Has begun studying humanities at the UOC this year
Personal features
Screen reader
Assistive technologies
Problems highlighted
Poor quality of some of the PDF file images, so he has to ask his wife to describe them to him
Unavailable content in audio format forces him to spend a lot of time reading in front of the computer
Problems highlighted
Screen magnifier
Inverted screen colours
DAISY and audio files
Assistive technologies
Carles, Screen magnifier user
35 years old
Married, with a son
Sells ONCE lottery products for a living
Studies Psychology at the UOC
Tries to devote a few hours to the UOC every day
Personal features
Making subject content accessible, particularly PDF files
Making content available in various formats (e.g. PDF, Braille)
Organising training and awareness-raising sessions on accessibility issues and inclusive design for those responsible for preparing subject content and evaluation activities
Preparing alternatives to evaluation activities that involve viewing images and/or videos in advance
Making content and evaluation activities more accessible in the first place, without previously having to mention her visual impairment
To improve Anna’s experience To improve Carles’ experience
Making subject content accessible, particularly PDF files and images
Avoiding the use of scanned images in PDF files
Improving image quality (e.g. greater size, sharper definition, images in colour, etc.)
Making content available in various formats (e.g. PDF, Word, audio)
Organising training and awareness-raising sessions on accessibility issues and inclusive design for those responsible for preparing subject content
User-centered design methodology [3] Archetypes that express behaviors, goals and difficulties of a particular user GroupUseful for teachers, developers and designers to approach a reality, so making it easier for them to imagine, think and take this into account
Gaining insight into knowing the characteristics of UOC visually impaired students!