Online College Edu Blogger Scholarship ContestWhy would we want to rethink Web accessibility in an elearning context? Surely application of WAI‘s WCAG guidelines will provide universal accessibility? And the recently released WCAG 2.0 guidelines should improve things further.

As described in a paper on “Developing A Holistic Approach For E-Learning Accessibility” the WAI approach is flawed when applied in an elearning context. The WCAG guidelines seek to ensure that information can be processed by people with disabilities using a variety of assistive technologies. But learning isn’t about the simple processing of information (effective learning isn’t provided by encylopedia!).

Figure 1: The Holistic Approach to E-Leaning Accessibility (which emphasises the importance of the learners needs and acknowledges that factors including accessibility, usability, local factors, organisational infrastructure and the learning outcomes all need to be consideredThis was the core of our initial work. Further research described flaws in WAI guidelines and provided evidence that, although a political success, WCAG guidelines aren’t being implemented to any significant extent. The reason for this isn’t that educational institutions aren’t aware of the guidelines or don’t care about enhancing the quality of learning for students with disabilities. And although there are instances in which accessibility could be enhanced relatively simply, there is a need for an alternative approach which recognises the complexities of user needs and requirements, the rapidly changing technical environment, our understandings of what is meant by ‘accessibility’ and ‘disability’ and our ability to implement desirable solutions (and not just policies) within our institutions.

Figure 2: Stakeholder model of accessibilityOur proposed approach (solution would be too bold a term) describes a Web Adaptability framework which builds on our holistic framework and focusses on the accessibility of learning outcomes rather than e-learning resources and the involvement of a broad spectrum of stakeholders.

And rather than a simplistic legal framework, institutions should deploy such approaches due to peer pressure, involvement of learners with disabilities in the design process, corporate reputation management, peer group pressure and sharing of solutions and failures.

Please join in the debate on how this goal can be realised!


Please note that this post was submitted to the Edu Blogger Scholarship contest and has been shortlisted in the 20 finalists. For details on why I am entering this contest see my previous post.