D5.4.8

=E-learning infrastructure (re)development activities are guided by staff and student user testing. =

Evidence
Although assistive technologies are readily available to enable ICT access for those with disabilities, they often only help overcome the first of many barriers. Discussing the importance of universal design principles (The Center for Universal Design, 2006), Burgstahler et al., (2004) say that ‘[w]hen designers apply these principles, physical environments, communications, and products they develop can be accessed by people with a variety of characteristics in categories that include height, age, race, ethnicity, gender, native language, and levels of ability to hear, see, move, and speak’ (p. 236). Burgstahler et al. also point to the importance of implementing assurance and review requirements for e-learning design and content accessibility, adding that addressing accessibility is an ‘ongoing effort, not a one-time project’ (p. 243). In conclusion they propose that by applying universal design principles as courses are created learning becomes ‘accessible to anyone anywhere at any time’ (p. 244).

Resources
Evidence of capability in this area is seen through design and implementation practices that use a variety of complementary approaches to support student learning, including a variety of media. Accessibility should be explicitly considered during the design process and standards such as those provided by the W3C (http://www.w3c.org/WAI/) used to ensure compliance. Formal and regular reviews involving students as key stakeholders should be conducted both of courses and the supporting standards, templates and staff development materials.

Seale (2006) provides extensive lists of resources that are available to assist with testing and content repair tools. But concludes that there is no substitute for user testing.

http://en.wikiversity.org/wiki/Conducting_User_Testing

What Is "Usable" e-Learning?

http://www.elearnmag.org/subpage.cfm?section=tutorials&article=6-1