**4. Requirements to create accessible learning objects**

Learning objects (LOs) are the minimum unit in which educational content is organized so that it can be easily published for a better understanding. One of the most popular definitions of LO is that offered by Wiley "as any digital resource that can be reused to support learning" [26].

The main goal of an LO is their reuse in more than one training activity. To do this, it is necessary that the LO can be found in a simple manner. To achieve this, we need to describe the LO's characteristics, including their metadata, which are a set of fields that provide information about the LO such as, for example, its title, its description, the language in which it is written, or its scope. There are some specifications and standards commonly used to define the LO metadata for their correct description. The most popular are Dublin Core [27] and LOM [28].

LOs, besides regular metadata, must have associated accessibility metadata that describe their accessibility characteristics and that make them accessible to all people. These metadata are the fields used for searching accessible LOs.

Repositories are used to store LOs and to facilitate their search and therefore their reuse. Search operations are performed based on their metadata, hence the importance of clearly and correctly describing the resources, which provides more precise searches. One of the most known repositories is Merlot [29], which have an interesting advanced search function.

When users need to perform a training activity, they use these repositories to find the learning objects that better adapt to that training, thus drawing up a new course from the learning objects found in the repository or repositories to they can access.

Metadata should be inserted in an XML (extensible markup language) file [30], composed of each of the fields (each field corresponds to a metadata) described following one of the standards published for this purpose, such as, for example, learning object metadata (LOM) [28]. This work is provided by metadata editors such as, for example, LomPad, known for being one of the most used [31].

As shown in Figure 1, the LomPad editor allows completing the LOM metadata fields. Once all data have been inserted, an XML file containing all information is generated.

The process for sharing content and distributing it among different information systems is to pack it in a compressed file composed of the content and metadata that describe it. In this scope, there are two specifications widely used, such as Sharable Content Object Reference Model (SCORM) [18] and IMS Common Cartridge [32]. Just as there are editors to help content authors to describe the metadata, there are also editors that help to pack this content along with metadata. One of the most known editors is Reload Editor [33].

Reload not only allows packing content based on SCORM specification but also allows to describe resources with metadata (analogously to LomPad) and to organize the sequencing of these resources.

Considerations on Barriers to Effective E-learning toward Accessible Virtual Campuses http://dx.doi.org/10.5772/60605 427


**Figure 1.** LomPad editor.

**4. Requirements to create accessible learning objects**

426 E-Learning - Instructional Design, Organizational Strategy and Management

Core [27] and LOM [28].

being one of the most used [31].

these resources.

the fields used for searching accessible LOs.

objects found in the repository or repositories to they can access.

Learning objects (LOs) are the minimum unit in which educational content is organized so that it can be easily published for a better understanding. One of the most popular definitions of LO is that offered by Wiley "as any digital resource that can be reused to support learning" [26].

The main goal of an LO is their reuse in more than one training activity. To do this, it is necessary that the LO can be found in a simple manner. To achieve this, we need to describe the LO's characteristics, including their metadata, which are a set of fields that provide information about the LO such as, for example, its title, its description, the language in which it is written, or its scope. There are some specifications and standards commonly used to define the LO metadata for their correct description. The most popular are Dublin

LOs, besides regular metadata, must have associated accessibility metadata that describe their accessibility characteristics and that make them accessible to all people. These metadata are

Repositories are used to store LOs and to facilitate their search and therefore their reuse. Search operations are performed based on their metadata, hence the importance of clearly and correctly describing the resources, which provides more precise searches. One of the most known repositories is Merlot [29], which have an interesting advanced search function.

When users need to perform a training activity, they use these repositories to find the learning objects that better adapt to that training, thus drawing up a new course from the learning

Metadata should be inserted in an XML (extensible markup language) file [30], composed of each of the fields (each field corresponds to a metadata) described following one of the standards published for this purpose, such as, for example, learning object metadata (LOM) [28]. This work is provided by metadata editors such as, for example, LomPad, known for

As shown in Figure 1, the LomPad editor allows completing the LOM metadata fields. Once

The process for sharing content and distributing it among different information systems is to pack it in a compressed file composed of the content and metadata that describe it. In this scope, there are two specifications widely used, such as Sharable Content Object Reference Model (SCORM) [18] and IMS Common Cartridge [32]. Just as there are editors to help content authors to describe the metadata, there are also editors that help to pack this content along

Reload not only allows packing content based on SCORM specification but also allows to describe resources with metadata (analogously to LomPad) and to organize the sequencing of

all data have been inserted, an XML file containing all information is generated.

with metadata. One of the most known editors is Reload Editor [33].

#### **4.1. IMS Access for All (AfA) V3.0**

IMS AfA v3.0 specification [12] is a way to add accessible metadata to a learning object. Using this, we can describe what is the best sensory form to access the learning object. The specifi‐ cation is created with the aim of simplifying the ISO/IEC 24751 standard [9–11] due to the difficulties encountered when putting it into practice. Both standard and specification in version 3.0 cover the entire process from reading the user needs to the search mechanism needed to find the LO that meets those needs or preferences. The main objectives of IMS AfA v3.0 specification are as follows [12]:


**•** Allowing inclusion in accessibility frameworks and tools

It has two metadata models to describe the following:


With the AfA DRD, the accessible metadata of the learning objects are described and with the AfA PNP the students can provide their personal needs (or those due to disability environ‐ ments). The goal is to find the learning objects that best match user needs and preferences in an automated way, solving the metadata similarities between PNP and DRD.

#### *4.1.1. Digital resource description (DRD)*

AfA DRD defines the accessibility metadata of a resource that will be used for searching and using the most adequate learning resource to each user according to his or her PNPs.

The adaptation of a learning object occurs when we produce one with the same training content but with a different form of access. To achieve this, two types of LOs must exist: original and adapted. An original resource corresponds to a primary resource, while an adapted resource presents the same educational information than the original resource, for example, a PDF format file as the original resource and an audio description of its content as an adapted resource. The first one presents textual access, while the adaptation presents auditory access to the same educational content.

Original resources may have any number of adaptations, which may be total or partial, i.e., or they are adaptations of the whole educational content or they are just a part of this.

Figure 2 shows the accessibility properties or metadata of a resource and how they relate to each other, as IMS AfA v3.0 specification presents them. As seen in the figure, in order to simplify as much as possible the data model, the metadata have been organized in two clearly distinguished levels:


#### *4.1.2. Personal needs and preferences (PNP)*

The specification shows a common information model to define and describe the student's or user's PNPs with a different sensory perception mode or who is in a disability context. The user's PNPs may be environmental (for example, "in the dark"), may be related to the communications technology or the available and specific information services (for example,

**Figure 2.** Digital resource description (DRD) properties.

**•** Allowing inclusion in accessibility frameworks and tools

**•** Personal needs and preferences (PNP): description model of the users' needs and preferen‐

**•** Digital resource description (DRD): description model of the accessibility metadata for the

With the AfA DRD, the accessible metadata of the learning objects are described and with the AfA PNP the students can provide their personal needs (or those due to disability environ‐ ments). The goal is to find the learning objects that best match user needs and preferences in

AfA DRD defines the accessibility metadata of a resource that will be used for searching and

The adaptation of a learning object occurs when we produce one with the same training content but with a different form of access. To achieve this, two types of LOs must exist: original and adapted. An original resource corresponds to a primary resource, while an adapted resource presents the same educational information than the original resource, for example, a PDF format file as the original resource and an audio description of its content as an adapted resource. The first one presents textual access, while the adaptation presents auditory access

Original resources may have any number of adaptations, which may be total or partial, i.e., or

Figure 2 shows the accessibility properties or metadata of a resource and how they relate to each other, as IMS AfA v3.0 specification presents them. As seen in the figure, in order to simplify as much as possible the data model, the metadata have been organized in two clearly

**1.** Those belonging to a basic core (Core Profile), containing the most important metadata,

**2.** Those belonging to the full specification, which extent and complement the basic core

The specification shows a common information model to define and describe the student's or user's PNPs with a different sensory perception mode or who is in a disability context. The user's PNPs may be environmental (for example, "in the dark"), may be related to the communications technology or the available and specific information services (for example,

they are adaptations of the whole educational content or they are just a part of this.

necessary for a proper description of the resource

using the most adequate learning resource to each user according to his or her PNPs.

an automated way, solving the metadata similarities between PNP and DRD.

It has two metadata models to describe the following:

428 E-Learning - Instructional Design, Organizational Strategy and Management

ces to access and interact with the digital resources

digital training resources

*4.1.1. Digital resource description (DRD)*

to the same educational content.

distinguished levels:

information

*4.1.2. Personal needs and preferences (PNP)*

"when a Braille device is available"), or may relate to social situations (for example, "when my nurse is present") or other scenarios.

The recommended method to generate the student's PNPs is the presentation of a form with various options (like aforementioned or preferred sensory mode). The PNPs will be generated from students' responses to these questions.

The declaration of PNPs is associated to one person. In turn, one person can generate several sets of PNPs for being used in the environment he or she is at each moment (for example, in the dark or in a noisy area). Like any software application, user's PNPs should be easily modified by editing the user profile and by allowing its extension, replacement, or removal.

Figure 3 shows the user's accessibility properties and how they relate to each other. In the same manner as specification AfA DRD, there are properties belonging to the basic profile (Core Profile) and those belonging to the full specification.

#### **4.2. Application scenario**

In this section, a scenario of use of IMS AfA v3.0 specification [12] is described in addition to other e-learning specifications and standards previously explained, describing all stages for getting an accessible learning object.

First, a content author plans to carry out a learning resource that contains a video tutorial (original resource) of an educational course. An alternative content (adapted resource) is created to provide access to this resource to the students with disabilities (especially those with

**Figure 3.** Personal needs and preferences (PNP) properties.

visual problems). This resource consists of an audio description (audio file that describes the images containing meaningful information).

The content author uses LomPad [31] or Reload [33] to describe the LOM metadata of the video tutorial, thus describing the educational material so that it can be located and reused in different training activities.

Then it is necessary to include the accessibility metadata of the original resource; thus, the type of sensorial perception is described, which is needed to understand the training content. As this is a video, both the visual and the auditory senses are needed. For inserting the accessibility metadata by following IMS AfA specification, the author can use LomPad-AfA tool [34], as shown in Figure 4, whose ultimate goal is to generate the XML file, as shown in Figure 5. LomPad-AFA allows the content authors and the learning platform users to insert accessibility metadata of LOs (DRDs) and students' PNPs, respectively, generating both XML format files. This tool allows to complete the properties of DRDs and PNPs graphically and to generate the corresponding XML file following the IMS AfA v3.0 specification.

In the XML file generated, which is shown in Figure 5, it is described that the original resource has two access modes: visual and auditory. It has one adaptation: OR\_1\_A1, and it can be controlled using the keyboard and mouse.

The following step will be creating the description for the adapted resource, which contains the audio description. Using LomPad-AfA, the accessibility metadata are filled and the XML file is generated (Figure 6).


**Figure 4.** Original resource's DRD XML (afadrdv3p0\_OR\_1.xml).

visual problems). This resource consists of an audio description (audio file that describes the

The content author uses LomPad [31] or Reload [33] to describe the LOM metadata of the video tutorial, thus describing the educational material so that it can be located and reused in

Then it is necessary to include the accessibility metadata of the original resource; thus, the type of sensorial perception is described, which is needed to understand the training content. As this is a video, both the visual and the auditory senses are needed. For inserting the accessibility metadata by following IMS AfA specification, the author can use LomPad-AfA tool [34], as shown in Figure 4, whose ultimate goal is to generate the XML file, as shown in Figure 5. LomPad-AFA allows the content authors and the learning platform users to insert accessibility metadata of LOs (DRDs) and students' PNPs, respectively, generating both XML format files. This tool allows to complete the properties of DRDs and PNPs graphically and to generate the

In the XML file generated, which is shown in Figure 5, it is described that the original resource has two access modes: visual and auditory. It has one adaptation: OR\_1\_A1, and it can be

corresponding XML file following the IMS AfA v3.0 specification.

images containing meaningful information).

**Figure 3.** Personal needs and preferences (PNP) properties.

430 E-Learning - Instructional Design, Organizational Strategy and Management

controlled using the keyboard and mouse.

different training activities.

In the XML file generated, which is shown in Figure 6, it is described that the adapted resource has an auditory access mode, and it adapts a visual one. More details about the type of adaptation are given through property "adaptation type," and it is specified that it is an audio description. It has full control by keyboard and mouse. It is an adaptation of the original resource OR\_1, and it is a partial adaptation. Finally, it states that the audio is recorded using a human voice.

Once the resources are created and the metadata are defined in their corresponding XML files, a package containing all information and following SCORM specification will be created. As shown in Figure 7, the SCORM package will be composed of two resources (the original and the adaptation) and their metadata files. The original resource will have associated two metadata files, one with its LOM metadata and another one with the IMS AfA metadata. Adapted resource only needs the IMS AfA metadata since the adapted resource contains the same learning information as the original.

**Figure 5.** Adapted resource's A1 DRD XML (afadrdv3p0\_OR\_1\_A1.xml).

**Figure 6.** LomPad-AfA resource DRD properties.

**Figure 7.** LomPad-AfA user PNP properties.

Furthermore, LomPad-AfA tool allows generating XML files containing the users' PNPs. For example, if a blind person or a person with visual problem wants to describe his or her preferences, he or she has to fill the metadata, as shown in Figure 8, and generate the XML file, as shown in Figure 9.


**Figure 8.** SCORM content.

In the XML file generated, which is shown in Figure 6, it is described that the adapted resource has an auditory access mode, and it adapts a visual one. More details about the type of adaptation are given through property "adaptation type," and it is specified that it is an audio description. It has full control by keyboard and mouse. It is an adaptation of the original resource OR\_1, and it is a partial adaptation. Finally, it states that the audio is recorded using

Once the resources are created and the metadata are defined in their corresponding XML files, a package containing all information and following SCORM specification will be created. As shown in Figure 7, the SCORM package will be composed of two resources (the original and the adaptation) and their metadata files. The original resource will have associated two metadata files, one with its LOM metadata and another one with the IMS AfA metadata. Adapted resource only needs the IMS AfA metadata since the adapted resource contains the

a human voice.

same learning information as the original.

432 E-Learning - Instructional Design, Organizational Strategy and Management

**Figure 6.** LomPad-AfA resource DRD properties.

**Figure 7.** LomPad-AfA user PNP properties.

**Figure 5.** Adapted resource's A1 DRD XML (afadrdv3p0\_OR\_1\_A1.xml).

In the XML file generated, as shown in Figure 9, it is described that, for visual content, the user prefers adapted resources that have an auditory or textual access mode. By means of property "adaptation type required," more details about the type of desired adaptation for visual

**Figure 9.** User PNP XML (afapnpv3p0\_USR1.xml).

content are given, and it is specified that they should contain audio description or long description. A learning system (educational platform, learning object repository, etc.) that is able to understand the PNP defined above and whose user is interested in learning the educational resource of the video tutorial, which represents the original resource, should show the adaptations that are associated with it.

#### **5. Conclusions**

The accessibility of a virtual campus should be ensured at two levels: (1) the accessibility of the learning management system (LMS) that supports the campus and (2) the accessibility of the learning materials published on the platform. A virtual campus with an LMS platform that meets the criteria under different guidelines as described in WCAG 2.0 will be accessible, but when new content is published, the accessibility could be lost, and students with disabilities could face barriers to achieve the learning objectives. Thus, it is important to maintain a continuous process of training for stakeholders involved in the virtual campus.

The main principles that an accessible virtual campus should provide are as follows: (1) allow users to customize their portal based on their preferences, (2) provide equivalents to every time-based media and visual elements, (3) use different ways to present information in an interface, (4) provide information appropriate compatible with assistive technologies, (5) allow access to all functionalities via keyboard, and (6) provide background information and status and location information to the user at all times.

Training for users of virtual campus, publishing learning content is an ongoing process that should primarily include the following components: (1) training teachers and students in techniques for creating accessible documents, (2) training teachers on universal learning design techniques, and (3) training LMS administrators to maintain the accessibility and configure the LMS to provide validators of accessibility in content editors, to ease the process of learning objects publication.

IMS AfA v3.0 specification presents to the content authors and developers the technical way to follow for achieving an accessible online teaching. According to ISO/IEC 24751-2-3 standard and IMS AfA v3.0 specification, the basic steps in developing an accessible online course are as follows: creating accessible learning objects (LOs), both original and adapted, by means of inserting the accessibility metadata; reading the users' personal needs and preferences (PNP); and searching and presentation of LOs meeting those PNPs.

For an LO that can be used in an educational platform, it is necessary to pack all files shaping the LO with the files containing its metadata, including the accessibility ones, and following the standards established. There is a great lack of technical applications and human resources to provide assistance in developing accessible resources.
