Vector Databases 101 - An introduction to the world of Vector Databases
34 authoring tools
1. AUTHORING
TOOLS
FEATURES
TO
SUPPORT
E-‐
LEARNING
RESOURCE
CREATION
FIXED
TO
ACCESIBILITY
GUIDELINES:
FROM
A
CRITICAL
VIEW
Ludy
Gélvez,
Juan
Sáenz,
Silvia
Baldiris,
Ramón
Fabregat
Accessibility
Reaching
Everywhere
–
AEGIS
Workshop
and
InternaVonal
Conference
–
Brussels,
Belgium
28-‐30
November
2011
2. ALTER-‐NATIVA
Project
Programa
de
cooperación
entre
Ins;tuciones
de
Educación
Superior
de
la
Unión
Europea
y
América
La;na
(Alfa
III).
“Referentes
curriculares
con
incorporación
tecnológica
para
facultades
de
educación
en
las
áreas
e
lenguaje,
matemá;cas
y
ciencias
para
atender
poblaciones
en
contextos
de
diversidad”
6. Some
problems
to
aPack!
Programa
de
cooperación
entre
Ins;tuciones
de
Educación
Superior
de
la
Unión
Europea
y
América
La;na
(Alfa
III).
• Adequate
Author
Tools
to
support
the
teacher
design
task
in
the
context
of
a
virtual
learning
environment.
• Adequate
tools
to
support
the
reuse
of
learning
objects
in
the
design
task
of
learning
experience.
7. Some
Problems
to
aPack!
• Technical
Evalua;on
of
eXe
• Technical
Evalua;on
of
LO
over
distributed
learning
objects
repositories.
8. exe
Technical
Evalua;on
• 1.
Valida;on
of
W3C
technologies
(priori;es
1
and
2
in
WCAG
1.0).
• 2.
Frames
(priori;es
1
and
2
in
WCAG
1.0).
• 3.
Forms
(priori;es
1
and
2
in
WCAG
1.0).
• 4.
Textual
alterna;ves
to
mul;media
elements
(priority
1
in
WCAG
1.0.)
• 5.
Headers
(priority
2
in
WCAG
1.0).
• 6.
Rela;ve
units
in
the
style
sheet
(priori;es
1
and
2
in
WCAG
1.0).
• 7.
Comprehensible
links
(priority
2
in
WCAG
1.0).
• 8.
Contrast
(priority
2
for
the
images
in
WCAG
1.0).
• 9.
Seman;c
use
of
colors
(priority
1
in
WCAG
1.0).
• 10.
Content
alignment
of
tables
(priority
2
in
WCAG
1.0).
• 11.
Data
tables
(priority
1
in
WCAG
1.0).
• 12.
Scripts
(priority
1
in
WCAG
1.0).
9. Conclusions
about
eXe
• It
was
observed
that
eXe-‐Learning
does
not
correctly
use
style
sheets,
because
it
not
formally
validate
the
HTML
code
generated
or
maybe
it
not
complete
a
correct
coding
in
the
style
sheets.
• The
automa;c
genera;on
of
frames
to
layout
the
content
is
done
incorrectly.
In
this
case
the
frame
has
a
name,
but
it
has
been
generated
automa;cally
and
it
is
not
related
to
its
own
content.
Unfortunately,
this
cannot
be
corrected
in
eXe
without
directly
modifying
the
API
of
the
content
generator,
wriPen
in
Python
programming
language.
10. Conclusions
about
eXe
• The
accessibility
of
forms
created
by
eXe
was
evaluated.
Some
ac;vi;es
of
different
types
were
created
(ques;on
type,
format
fields),
which
in
case
they
are
not
correctly
labeled
then
they
could
establish
accessibility
barriers.
Forms
are
a
basic
element
in
LMS
contents,
they
support
the
interac;on
of
the
user
and
the
service
intended
to
be
used.
In
the
case
of
eXe-‐Learning,
the
forms
generated
do
not
meet
with
the
specifica;ons
of
accessibility
guidelines.
The
solu)on
lies
in
the
modifica)on
of
the
source
code
of
eXe.
11. Conclusions
about
eXe
• On
the
other
hand,
eXe’s
HTML
editor
does
not
allow
a
correct
use
of
the
sec;on
headers.
The
correct
usage
of
headers
eases
the
naviga;on
of
contents
and
allows
for
seman;c
structure
in
the
web
page’s
contents.
The
elements
h1,
h2…
h6
must
be
used
to
provide
said
structure
and
must
be
used
following
the
internal
hierarchy
(without
skipping,
for
example,
from
h2
to
h4
without
providing
a
header
h3
in
between).
12. Conclusions
about
eXe
• The
links
generated
can
be
formaPed
in
an
accessible
form
with
the
HTML
editor
of
eXe.
Considering
accessibility,
it
is
fundamental
that
the
text
and/or
image
that
make
up
a
link,
meets
its
objec;ve
autonomously.
An
adequate
text
or
an
image
with
an
alterna;ve
descrip;on
guided
in
each
link
is
fundamental
because
some
users
only
look
at
this
element
of
the
Web
to
access
informa;on
they
are
interested
(Sayago
&
Blat,
2004.).
This
happens
to
those
who
browse
the
web
in
devices
with
small
screens
and
those
who
access
Internet
through
a
screen
reader.
13. LOR
Accessibility
REGION HERA T.A.W INTAV %ERROR COMMON ERRORS FOUND
North 2 2 1 1.25 *1.1. Provide a text equivalent for every non-
text element.
America 1 0 0 0.25 *6.3. Ensure that pages are usable when scripts,
2 1 1 1 applets, or other programmatic objects are
2 9 2 3.25 turned off or not supported.
*8.1. Make programmatic elements such as
Europe 1 0 1 0.5 scripts and applets directly accessible or
3 4 3 2.5 compatible with assistive technologies.
1 1 1 0.75 *12.1. Title each frame to facilitate frame
0 0 0 0 identification and navigation.
Asia & Africa 0 4 1 1.25
1 1 0 0.5
1 11 1 3.25
0 0 0 0
Central & 1 4 2 1.75
South 3 3 1 1.75
America 1 6 4 2.75
1 1 1 0.75
1,344
14. LOR
Accessibility
REGION HERA T.A.W INTAV %CRITERIA COMMON CRITERIA TO
TO VERIFY VERIFY
North 9 252 10 65.25 *2.1. Ensure that all information conveyed with
color is also available without color, for example
America 9 132 11 35.25 from context or markup.
9 93 12 25.5 *4.1. Clearly identify changes in the natural
7 29 10 9 language of a document's text and any text
Europe 7 42 10 12.25 equivalents.
8 185 14 48.25 *5.1. For data tables, identify row and column
headers.
8 15 6 5.75 *5.2. For data tables that have two or more
7 22 8 7.25 logical levels of row or column headers, use
Asia & 0 0 0 0 markup to associate data cells and header cells.
4 5 6 2.25 *6.1. Organize documents so they may be read
Africa without style sheets.
9 74 8 20.75 *6.3. Ensure that pages are usable when scripts,
7 12 8 4.75 applets, or other programmatic objects are turned
Central & 10 94 10 26 off or not supported.
South 8 191 12 49.75 *11.4. If, after best efforts, you cannot create an
accessible page, provide a link to an alternative
America 10 72 34 20.5 page that uses W3C technologies, is accessible,
7 20 8 6.75 has equivalent information, and is updated as
21.203 often as the inaccessible page.
15. Conclusions
• The
use
of
open
source
somware
contribute
to
accessibility.
Even
though
it
does
not
avoid
the
problem
of
inaccessible
content
crea;on,
but
it
facility
the
teacher
task.
• eXe-‐Learning
need
to
be
reprogrammed
in
order
to
adjust
HTML
and
CSS
code
to
the
formal
grammar
of
the
W3C.
A
correct
coding
can
be
correctly
interpreted
by
the
user’s
naviga;on
devices
and
par;cularly
by
the
special
devices
used
by
handicapped
people.
16. Conclusions
• The
study
carried
out
over
LOR
provides
an
overview
of
the
current
situa;on
of
the
learning
object
repositories
according
to
accessibility.
The
main
issue
in
this
point
is
to
offer
the
appropriated
forma;on
to
the
designers
of
the
learning
objects
and
services
(teachers,
web
designers
in
the
universi;es)
in
order
to
improve
the
quality
offered.
17. Thanks for your attention
Programa
de
cooperación
con
América
La;na
Alban Program and the European
U n i o n P ro g r a m o f H i g h L e v e l
Scholarships for Latin America
(scholarship No. E06D103680CO).
Spanish Science and Education Ministry for the
financial support of A2UN@ project
(TIN2008-06862-C04-02/TSI).
Group of Broadband Communications and Distributed Systems
Institute of Informatics and Applications University of Girona
