Supporting Human Diversity through Inclusive Design

The Role of e-learning Standards

University of Toronto September 13-14 2007.

©2007 IBM Corporation

***

Inclusive e-Learning Environments Support Globally Integrated WorkforcesBill Curtis-DavidsonIBM Human Ability & Accessibility Center

International Open Forum on e-Learning & StandardizationSeptember 13, 2007

©2007 IBM Corporation

Topics

Business Context & Trends• Business Climate & Employee Perspective

• Learning in Today’s Business Climate

• Diversity, Digital Inclusion and Accessibility

Examples of How Inclusive e-Learning Can Support Globally Integrated Enterprises

• Shifting Demographics & Labor Supply

• Social Networks & Learning Environments

• Collaboration Across Traditional Boundaries

Summary of Need for Inclusive Learning Environments

©2007 IBM Corporation

Today’s Business Climate In the Knowledge Economy people represent an organization's ‘greatest asset’

… yet the drive to downsize / outsource / offshore has eroded employee allegiance, and knowing how best to support and retain workforces

Organizations need to be more agile in responding to change…Generation X/Y workforce forcing new dynamics

Organizations acknowledge importance of skills…yet learning budgets are the first to be cut when business performance come under cost pressure

Flexible working is seen as a desirable end state…yet our people, processes, and technology rarely enable and support it

Business Context & Trends

©2007 IBM Corporation

Today’s Employee Perspective

Need for leadership that motivates (not mandates), creates sense of belonging… to help improve employee allegiance through connection and meaning, address blurring of employee-manager relationship

Pressure for constant, rapid upgrading of skills…caused by short shelf life (3-5 years) and premium for skills

Flexible working environment, work/life balance…desired to help address social pressure / being pulled between work and personal needs

Increase in expectation for virtual work, collaborative teaming and support for diversity…brought on by availability of and Generation X/Y comfort with new technologies, intercultural comfort

Business Context & Trends

©2007 IBM Corporation

Learning is Becoming Major Source of Competitive Advantage, e-Learning Market is Expanding

Business Context & Trends

•* SOURCE: InformationWeek, “Worldwide E-Learning To Draw Nearly $53 Billion By 2010”, 9 August 2007 (http://www.informationweek.com/news/showArticle.jhtml?articleID=201311139)

Recent report by Global Industry Analysts finds that world market for e-learning expected to exceed $52.6 billion (USD) by 2010*:

• Rapid changes in the workforce mean that information and communication technologies will increase their role dramatically in terms of teaching and learning

• e-learning is now second most popular method for organizational learning, in terms of hours spent, and is quickly increasing in use among primary, secondary and higher education centers

©2007 IBM Corporation

Workforce Transformation: Seven Keys to Succeeding in the Globally Integrated World*

1.Understanding the demographics and capabilities of the workforce

2.Predicting future labor supply and demand3.Utilizing social networks to increase visibility

and application of knowledge across the organization

4.Enabling individuals to perform work regardless of location, device, ability

5.Facilitating collaboration across traditional internal and external boundaries

6.Driving the rapid development of skills and capabilities to meet changing business conditions

7.Evaluating employee performance and providing appropriate feedback

The Need for Inclusion in the Globally Integrated Enterprise

*SOURCE: Eric Lesser, Tim Ringo and Andrea Blumberg for IBM Institute for Business Value, “Transforming the Workforce: Seven keys to succeeding in a globally integrated world, 2007. (http://www-935.ibm.com/services/us/gbs/bus/pdf/qr-g510-6637-00-workforce.pdf)

©2007 IBM Corporation

Example: At IBM, Accessible ICT Helps Diverse Employee Populations Innovate

Flexible work arrangements, mobility/remote workplaces and virtual teaming

Accessible intranet, communications technology and learning environments

360 mentoring and active leadership of research and development

Meet IBMer Chieko Asakawa:• Blind from the age of 14• Joined IBM Research in 1985• Generated 12 patents for IBM• Member of Women in

Technology Hall of Fame• Developed Digital Braille System

& 3 key applications

The Need for Inclusion in the Globally Integrated Enterprise

Meet IBMer Dimitri Kanevsky:• Deaf• Master Inventor in IBM Research• 2002 Science Accomplishment

for Maximization Algorithms • Generated 80 IBM patents

©2007 IBM Corporation

Example: Walgreens’ Inclusive Work Environment

Large drugstore retailer opened a new distribution center in South Carolina (US) in 2007

• One of many planned where employees with disabilities are mainstreamed into the workforce (next one opening in 2009)

• Now the company’s most efficient distribution center 42% of the new center’s 800-person workforce have a

physical or cognitive disability• Many are having first meaningful work experience

Employees who have disabilities:• Are in management positions• Work side-by-side with colleagues for the same pay• Are measured according to same performance standards

Training, learning environment and adaptive technologies used to support diverse workforce:

• All workers receive disability awareness training via a partnership with University of North Carolina

• Workers use adaptive technology, flexible workstations and accessible facilities

SOURCE: MSNBC, “Program Puts the “Able” in “Disabled: Drugstore chain mainstreams handicapped workers at new S.C. facility” , 2007-July-02.

http://www.walgreensoutreach.com/

©2007 IBM Corporation

Examples: Standards-Based Support for Diverse Learners in Learning Environments

ANGEL® Learning Management Suite:• Supports individual learner profiles using

IMS ACCLIP standard

• Provides default public accessibility profiles, high contrast, and color deficient profiles aid organizations in supporting masses of users

TILE (InclusiveLearning.ca):• Learning objects, metadata, preferences

implemented using IMS standards for Content Packaging, Metadata, ACCLIP

The Need for Inclusion in the Globally Integrated Enterprise

©2007 IBM Corporation

Conclusion: Accessible Learning Environment Technologies Can Help Globally Integrated Enterprises Learn & Innovate

Learning Environment Technology Accessibility & Other Standards, Guidelines

Profile-driven learning management systems, learning networks and learning object exchanges

IMS Open Standards & Guidelines (AccessForAll Metadata, Accessibility for Learner Information Packages, Guidelines for Developing Accessible Learning Applications)

W3C Web Accessibility Standards (e.g. Web Content Accessibility Guidelines, Authoring Tool Accessibility Guidelines, User Agent Accessibility Guidelines, Accessible Rich Internet Applications, Accessibility Information for Other Specific Technologies

Software, Voice, Java™, Hardware and Other Accessibility Standards

Devices standards… and more

Blogs, wikis, communities

Email, calendaring, activities

Secure file and data sharing

Integrated IM, video, voice, web conferencing

RSS feeds, podcasts, media sharing

Ideagoras

… enabling global collaboration, learning and innovation among diverse internal networks and extended “innovation” networks

©2007 IBM Corporation

Mike Fletcher, OLPC

One Laptop per Child – giving millions of children access to their dreams

Mike Fletcher, OLPC

One Laptop per Child – giving millions of children access to their dreams

Mike Fletcher, OLPC

Education Deficit – ~ 1,200,000,000 Children in World ~ 75,000,000 without School[1] ~ 25,000,000 Refugees[1] ~ 50% without Electricit

1 http://www.savethechildren.ca/canada/news/2007-04-12.html

Education Deficit – ~ 1,200,000,000 Children in World ~ 75,000,000 without School[1] ~ 25,000,000 Refugees[1] ~ 50% without Electricit

1 http://www.savethechildren.ca/canada/news/2007-04-12.html

Desperately needed schools?Desperately needed schools?

Existing Schools (where they exist)~$20/year Budget Optional: Textbooks, Libraries, Desks, Paper, Electricity, Plumbing, Lights, Buildings, Motivated Teachers

They might not come (even if you build it)Relevance, Utility, Enjoyment? Even N.A. Schools

Existing Schools (where they exist)~$20/year Budget Optional: Textbooks, Libraries, Desks, Paper, Electricity, Plumbing, Lights, Buildings, Motivated Teachers

They might not come (even if you build it)Relevance, Utility, Enjoyment? Even N.A. Schools

The problem for EducatorsThe problem for Educators

Educational reform will take yearsInfrastructure, decadesThese children need help today

Educational reform will take yearsInfrastructure, decadesThese children need help today

GoalGoal

Provide (affordable) access to knowledge,communications and (stimulating) education,(to make the world a better place)todayNote: laptops are just a means to an end...

Provide (affordable) access to knowledge,communications and (stimulating) education,(to make the world a better place)todayNote: laptops are just a means to an end...

Environments (Standard laptops don’t work well)

Environments (Standard laptops don’t work well)

Monsoon rains, deserts, oceans, cliffs, minimalist buildings, political turmoil, crime

Monsoon rains, deserts, oceans, cliffs, minimalist buildings, political turmoil, crime

Core FunctionsCore Functions

Web Browser Textbook Reader News Reader Note/sketch book Chat

Web Browser Textbook Reader News Reader Note/sketch book Chat

Multimedia FunctionsMultimedia Functions

(Video) Camera VoIP Phone Musical Instrument Scripted M.M. Environments

(Video) Camera VoIP Phone Musical Instrument Scripted M.M. Environments

Scientific FeaturesScientific Features

InexpensiveProbes(Think Oscilloscope)$1 Microscope

InexpensiveProbes(Think Oscilloscope)$1 Microscope

Networked FeaturesNetworked Features

Mesh Network Shared Uplink Offline Operation Zoom Key Collaborative Core Power FeaturesLow Draw Flexible InputSunlight Readable Screen

Separate Power Rails Aggressive Sleep Backup (Infrastructure)

School Server Network ConnectivityAutomatic Backup Security systemsField Repai

Mesh Network Shared Uplink Offline Operation Zoom Key Collaborative Core Power FeaturesLow Draw Flexible InputSunlight Readable Screen

Separate Power Rails Aggressive Sleep Backup (Infrastructure)

School Server Network ConnectivityAutomatic Backup Security systemsField Repai

We Need HelpWe Need Help

Developers, Educators, Librarians, TranslatorsWe're an Open Source community, join and act.

Questions?Ask away.http://www.laptop.org

Developers, Educators, Librarians, TranslatorsWe're an Open Source community, join and act.

Questions?Ask away.http://www.laptop.org

Standard setting in educationA UNESCO Case Study & Proposal

Supporting Human Diversity through Inclusive Design - The Role of e-learning StandardsWhat is there to be done?14 September 2007

Abdul Waheed KhanAssistant Director-General for Communication and Information.

UNESCO and educationUNESCO and education

Since its creation in 1945, UNESCO has worked

to improve education worldwide

UNESCO believes that education is key to

social and economic development

UNESCO works for a sustainable world with

societies that: value knowledge promote a culture of peace celebrate diversity defend human rights achieve education for all

Since its creation in 1945, UNESCO has worked

to improve education worldwide

UNESCO believes that education is key to

social and economic development

UNESCO works for a sustainable world with

societies that: value knowledge promote a culture of peace celebrate diversity defend human rights achieve education for all

Today’s learning challenge Today’s learning challenge Six educational goals to meet until

2015:

Expanding and improving early childhood education

Ensuring that all children have access quality education

Ensuring that the learning needs of all young people and adults are met through equitable access to appropriate learning and life-skills programmes

Six educational goals to meet until 2015:

Expanding and improving early childhood education

Ensuring that all children have access quality education

Ensuring that the learning needs of all young people and adults are met through equitable access to appropriate learning and life-skills programmes

Today’s learning challenge Today’s learning challenge \contd.

Achieving 50% improvement in levels of adult literacy

Achieving gender equality in education Improving all aspects of the quality of education

and ensuring excellence of all so that recognized and measurable learning outcomes are achieved by all, especially in literacy, numeracy and essential life skills.

\contd.

Achieving 50% improvement in levels of adult literacy

Achieving gender equality in education Improving all aspects of the quality of education

and ensuring excellence of all so that recognized and measurable learning outcomes are achieved by all, especially in literacy, numeracy and essential life skills.

ICT in learning – Holistic modelICT in learning – Holistic model

ICT in learning – Requirements ICT in learning – Requirements

Orchestrated effort

Wide spectrum of

competencies, skills

and inputs

Orchestrated effort

Wide spectrum of

competencies, skills

and inputs

UNESCO’s functionsUNESCO’s functions

Laboratory of ideas

Standard-setter

Clearinghouse

Capacity builder

Catalyst for international

cooperation

Laboratory of ideas

Standard-setter

Clearinghouse

Capacity builder

Catalyst for international

cooperation

Case Study: UNESCO ICT-CSECase Study: UNESCO ICT-CSEICT Competency Standards for Educators (ICT/CSE)

A tool/benchmark to: Determine competencies of pioneer/ leader/ innovative

teacher Develop core of learning activities which can be

adapted and used throughout Member States Deal with knowledge and skills related to four main

areas of competence: Pedagogy and ICT Collaboration and ICT Organizational development and ICT School innovation and ICT

.

ICT-CSE: Why?ICT-CSE: Why?Increasing role ofprivate sector in

education

ICT-CSE modular structureICT-CSE modular structure

E-content standards – SituationE-content standards – Situation Learning content revolution requires

universally-agreed standards for management of e-content

Many e-content initiatives worldwide, but fragmented approach

Uncoordinated nature of the activities results in patchy network of e-content: different management and business models no comprehensive gap analysis no tools to support previous, current or planned activity

Learning content revolution requires universally-agreed standards for management of e-content

Many e-content initiatives worldwide, but fragmented approach

Uncoordinated nature of the activities results in patchy network of e-content: different management and business models no comprehensive gap analysis no tools to support previous, current or planned activity

E-content standards – Needs E-content standards – Needs Ensure interoperability by sharing expertise, and resources

and identifying suitable content

Co-ordinate initiatives on a significant scale

Develop e-content management standards in education to create frameworks for the creation of divers content and fosters its access

Establish common policy framework for e-content activities in life long learning and teaching

Bring key stakeholders together to work towards a common set of principles and guidelines for best practice

Ensure interoperability by sharing expertise, and resources and identifying suitable content

Co-ordinate initiatives on a significant scale

Develop e-content management standards in education to create frameworks for the creation of divers content and fosters its access

Establish common policy framework for e-content activities in life long learning and teaching

Bring key stakeholders together to work towards a common set of principles and guidelines for best practice

Conclusion Conclusion 1. Using UNESCO’s ICT-CSE multi-

stakeholder partnership approach as model for universal standardization of managing e-content

2. Using UNESCO’s convening power to drive joint international, multistakeholder efforts in that area

3. Building universal e-content management standards to revolutionize e-education and ensure its diversity

1. Using UNESCO’s ICT-CSE multi-stakeholder partnership approach as model for universal standardization of managing e-content

2. Using UNESCO’s convening power to drive joint international, multistakeholder efforts in that area

3. Building universal e-content management standards to revolutionize e-education and ensure its diversity

Access for Alland

Access to What?

Access for Alland

Access to What?

Rob AbelChief Executive Officer

IMS Global Learning Consortium (IMS GLC)

IMS Global Learning Consortium

IMS GLC Mirrors The

MarketEcosystem

Education Institutions, Districts, Providers

Product and Service Providers

GovernmentOrganizations

Set standards to

ensure supply

Create and/or adhere to standards to enable market

efficiency or opportunity

Acquire products adhering to standards to achieve operational

goals

•100 organizational members 38% outside the U.S. - the who’s who of global learning tech

leadership,

•Actively encourages engagement, adoption, maintenance, evolution, and conformance

ANGEL LMS AccessibilityANGEL LMS Accessibility

ANGEL’s Accessibility Wizard allows users to create accessibility profiles based on usability needs. Profiles are stored in ANGEL.

ANGEL LMS AccessibilityANGEL LMS Accessibility

Standard ANGEL Interface

ANGEL Interface Modified to Avoid Red and Enhance Text to Increase Readability

When a profile is accessed, ANGEL changes the interface based on profile settings.

Priorities and Opportunities1. Raise the visibility of the “Learning Impact” of inclusive design

and personalized learning -> Annual LIA awards and track in IMS annual conference

2. Encourage Access for All implementation in more learning tools and platforms -> Make strong connections with Common Cartridge and content communities

3. Encourage incorporation of Access for All across the range of IMS GLC e-Learning standards -> IMS Access for All v2 workgroup

4. Continued liaison with ISO/IEC JTC1 SC36 -> Country representatives now involved in IMS GLC as contributing members now include SC36 participants from Australia, Canada, Korea, and Norway

IMS/CMS/LMS/VLEIMS/CMS/LMS/VLERuntime

Learner

Enabling Objects, Context, and Web Resources:

IMS GLC Common Cartridge

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–Collaborative discussion forums set-up information

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Repository

LMSContentMgmnt/

Repository

Import FunctionImport

Function

CommonCartridge

CommonCartridge

–Packaging of digital content

–Metadata (tagging of content with descriptive attributes)

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–3rd party formats (SCORM, MPEG, Quicktime, etc.)

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AuthorizationService

DigitalContent

AuthorizationService

–Cartridge authorization information

Tools

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-Launch and data exchangewith standalone learning tools

Web orEnterpriseLearning

Application

Web orEnterpriseLearning

Application

–Invocation of web or enterprise applications

Supporting Human Diversity Through Inclusive Design

Jutta TreviranusUniversity of Toronto

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Significant Moment in History

• Destabilization and profound change brought about by wide-scale adoption of technology– Social order

– Systems of government

– Economic structures

– Ways of thinking

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Affects…

• Language

• Physical workings of our brain

• Who we respect and trust

• What we wear

• How we socialize

• Our view of time and space

Globally

• No country is unaffected

Participants in Historically Critical Choices

• As is always the case in these times, we tend to be blissfully unaware that we are participants in some fundamentally critical choices that will affect future generations from this time forward.

• We are the co-creators of the new rules, conventions and values moving forward.

• Our strategically targeted actions, thoughts and energies can have a far greater effect than those of our parents, grandparents or great-grandparents.

The Transformation of…

• Education

• Culture

• Health

• Citizenship and Democracy

• Work

Most profound effect on Teaching and Learning

• Not yet fully realized

• The classroom

• The teacher

• The student

• What, how, why, where, and when we learn

Shift in Learning

• What do we need to know >>• What do we need to know how to find

• What do we need to remember >>• What do we need to remember exists

• Internal vs. external knowledge store

• What are the skills of value

Shift in Learning

• Accumulation of knowledge >>• Just-in-time learning

• Subject experts >>• Knowledge nomads

• Information as a possession >>• Information as a resource

Shift in Knowledge Power Structure

• Who is the expert?

• Who do you consult?

• Hoarders >>

• Filterers, reviewers, sorters

• Critics or skeptics

Opportunity for Age of Inclusion?

Benefits of diversity and inclusion..

• Economic - market diversification• Biological

– “Devolution”-- absence of survival of the fittest and its selective pressures allows for larger variety of life forms, preserving and unleashing wonderful things…(Terry Deacon)

• Social - enriches and assists in survival of a society- anti-dote to extremism

Impact of exclusion…

• Disenfranchisement, lack of self-esteem• Motivated by ignorance and insecurity--perpetuates ignorance

and insecurity• Downward spiral- lack of education, lack of employment,

poverty• Impact on society and economy - squanders human potential,

loss of productivity, escalating need for security -violence• Hurts society as a whole• “When we exclude- we ultimately exclude ourselves”

Benefits of inclusive design..

• Innovation occurs at the margin

• Greater flexibility and responsiveness

• Spurs creativity and agility

• Helps to distill “what really matters”

• Benefits everyone

Dangers of designing for the norm

• Stagnation

• Shrinking of ideas

• Self perpetuating rut

• Lack of innovation

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Diversity and Standards?

• Standard does not mean sameness• “Speak a common language at all but the

human layer”• Standardizing flexibility• A common meeting place so we can diverge• Invest in the user experience• Equality but not uniformity

What have we e-learned?

(in 15 years of e-learning?)

What have we re-learned?

(In another context)

Outcomes of E-learning

• Does not save money

• Does not save instructor time

• Does not shift the Bell curve higher

* Campus Computing Project, Educause, UCLA, Flashlight Implementations, Project 25, What's the Difference?: A

Review of Contemporary Research on the Effectiveness of Distance Learning in Higher Education , NEA Affiliate Capacity Building--Higher Education

Outcomes of E-learning

• Compresses the Bell curve

• Assists students who had difficulty with traditional delivery

• Makes academic life easier for students

Beyond No Significant Difference

Opportunity to• Emulate one-on-one teaching• Address educational breakdown• If done well, allows scaling of the small class

experience to large classes– Problem based learning or discovery learning– Interaction and feedback (student-student, student-

instructor)

Can Address Education Breakdown

• Mismatch of pace• Mismatch of knowledge assumptions• Mismatch of learning style with teaching style

Disability in eLearning Context

• Disability= Mismatch between learner needs and education offered

• Not a personal trait but an artifact of the relationship between the learner and the learning environment or education delivery

• Accessibility= The ability of the learning environment to adjust to the needs of all learners

Accessibility =

• Flexibility of education environment, curriculum and delivery

• Availability of adequate alternative-but-equivalent content and activities

• An environment that allows each learner to meet their full potential

Personalization

• To optimize the learning experience for each learner such that they can meet their full potential

The Miraculous Digital Age

• A digital resource shared is not consumed

• The multiplier effect of sharing and pooling resources

• A digital resource can be “automatically” transformed

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Three Approaches to Meeting Accessibility Commitments

On-line

1. Single Compliant Resource approach

2. Media rich plus “accessible” alternative approach

3. Transformation based approach

Problems Identified with Single Compliant Resource

Approach

• Rejection of valuable resources that are not compliant

• “Accessible for everyone but optimal for no-one”• Time and expertise required of all resource

creators• Reluctance to use new or innovative technologies• Design decisions often do not make the

experience better for all users (breaks the “curbcut rule”)

Problems Identified with “Two Versions” Approach

• “Accessible” version not maintained and becomes outdated

• Unequal access to resource

• People with disabilities not a homogenous group

The Transformation Approach

• A transformable, flexible resource system

• Dynamically matching resources and resource delivery to needs of each individual

The Difference

• “Just in case” approaches vs. “Just in time” approach

• Resource compliance vs. system compliance

• Accessible to “everyone” vs. optimized for every individual

Mix of…

• Passion and Pragmatism

• With a generous dose of…

• Communication, Coordination

We should not miss this opportunity presented to us.

In conclusion…

• In this new reality where consumption does not consume and space has no limits, there is no downside to inclusion…and it is possible to make room for us all