Customizing Section 508 HHS Checklists to Evaluate Accessibility of Interactive Features in Online Courses
PROCEEDING
Ngoc Vo, Lauren Hamel, Yinning Zhang, Angela Brodsky, Angela Reid, Lucas Carr, Wesley Steverson, Michael Harris, eCampus, University System of Georgia, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Vancouver, British Columbia, Canada ISBN 978-1-939797-31-5 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA
Abstract
This study aims at evaluating and distilling the US Department of Health & Human Services (HHS) Accessibility checklists into shorter, more applicable checklists that focus on the interactivity components in an online course A group of five instructional designers were asked to evaluate the relevancy of each criteria item in eight types of JavaScript-based interactive elements, including: interactive image captions; videos with auto-scrolling transcripts; dynamic definitions; accordions; hoverable content; interactive quizzes; crossword puzzles; and flashcards The results are eight distilled checklists that can directly address accessibility of each individual interactive element in an online course
Citation
Vo, N., Hamel, L., Zhang, Y., Brodsky, A., Reid, A., Carr, L., Steverson, W. & Harris, M. (2017). Customizing Section 508 HHS Checklists to Evaluate Accessibility of Interactive Features in Online Courses. In J. Dron & S. Mishra (Eds.), Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 88-101). Vancouver, British Columbia, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved August 13, 2024 from https://www.learntechlib.org/primary/p/181170/.
© 2017 Association for the Advancement of Computing in Education (AACE)
Keywords
References
View References & Citations Map- Chou, C. (2003). Interactivity and interactive functions in web ‐based learning systems: a technical framework for designers. British Journal of Educational Technology, 34(3), 265–279.
- Douce, C., & Porch, W. (2009). Evaluating accessible adaptable e-learning. HHS.gov & U.S. Department of Health& Human Services. (2013). HHS Section 508 Accessibility checklists. Retrieved June 9, 2017, from https://www.hhs.gov/web/section-508/making-filesaccessible/checklist/index.html
- IMS Global Learning Consortium. (2004). IMS AccessForAll Meta-data Overview. Retrieved June 5, 2017, from https://www.imsglobal.org/accessibility/accmdv1p0/imsaccmd_oviewv1p0.html
- Mabrito, M. (2004). Guidelines for establishing interactivity in online courses. Innovate: Journal of Online Education, 1(2).
- Magnuson, E. (2017). Captionjs: An open-source jQuery plugin to easily and semantically add captions to images. Retrieved June 11, 2017, from https://github.com/ericmagnuson/captionjs Open SUNY. (2013). Open SUNY Course Quality Review (OSCQR) Rubric. Retrieved June 11, 2017, from http://commons.suny.edu/cote/course-supports/oscqr-rubric/
- Quality Matters. (2014). Higher Ed Publisher Rubric. Retrieved June 11, 2017, from https://www.qualitymatters.org/qa-resources/rubric-standards/higher-ed-publisher-rubric Seale, J.K. (2013). E-learning and disability in higher education: accessibility research and practice. Routledge.
- Seidel, T. (2015). Accessibility for E-Learning: Section 508 and WCAG. Retrieved June 11, 2017, from https://www.td.org/Publications/Blogs/Learning-Technologies-Blog/2015/09/Accessibility-for-ELearning-Section-508-and-WCAG
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.
Suggest Corrections to References
