Running head: RECOMMENDATIONS OF ACCESSIBILITY FEATURES

THE UNIVERSITY OF THE WEST INDIES OPEN CAMPUS

Assignment two

Recommendations of Accessibility features

Submitted by

Jhody-Ann Neita (320001701)

EDID6510- Learning and Knowledge Management Systems

Dr. Laura Gray

Submitted on

23th of March 2019

 Recommendations of Accessibility Features 2

Table of Content

Introduction …………………………………………………………………………..………… 3

Accessibility feature for LCMS at Heart Trust NTA …………………….…..………………… 4

LCMS at Heart Trust NTA Accessibility Justification Report ……………...……………………6

Accessibility feature for LMS at Mandeville High School …………………….…………..…… 7

LMS at Mandeville High School Store Accessibility Justification Report…………..…………. 9

Accessibility features for CMS at Tiny Tots A- Z Book Store ………………………………. 11

CMS at Tiny Tots A-Z Book Store Accessibility Justification Report…………..…………...... 13

Conclusion ……………………………………………………………………………………..14

References ……………………………………………………………………………………....15
 Recommendations of Accessibility Features 3

Introduction

Learning Management System (LMS), Learning Content Management System (LCMS) and

Content Management System (CMS) facilitates the delivery of information through an online

platform to individuals who may be separated by distance. Web Content Accessibility Guidelines

(WCAG) states that the delivery of electronic content and technologies must be perceivable,

operable, understandable, and robust (W3C 2008). Therefore, all learners should have the

opportunity to access and interact with technology in ways that meet their needs. It is important

that clients consider accessibility features before purchasing LMS, LCMS or CMS with the

consideration that they may be required to cater for learners with different needs based on their

disabilities. Web Content Accessibility guidelines seek to address the needs of people with all

types, degrees, combinations of disabilities. This paper seeks to justifiably recommend

accessibility features for persons of different settings who are expected to interact with LMS,

LCMS or CMS platforms. The aforementioned settings are Heart Trust NTA Institution,

Mandeville High School and Tiny-tots A-Z book store.

 Recommendations of Accessibility Features 4

Accessibility feature for LCMS at Heart Trust NTA

Accessibility Feature Its Intended Use Advantages

Screen Reader To communicate content WebAIM (2019) suggested the following

from the computer advantages:
screen to blind users.  Screen Readers would allow students
who are blind or have poor eyesight
the independence and privacy to
interact with and benefit from the
content present on the Learning
Content Management System
(LCMS) platform.
 Screen readers are also beneficial to
students with certain cognitive or
learning disabilities, or who find it
more convenient to listen to audio
content rather than reading the text.
 Screen readers have the capability to
communicate information from the
web as well as personal documents,
spreadsheets, and the user’s operating
system
Screen Magnifiers According to Evans, et  Cater for users who may find it
al (2008) “A screen difficult to read small text on the
magnifier presents an screen.
enlarged portion of the  Will allow students to use less time
screen on a user’s with reading content materials with
monitor.” less strain and fatigue.

Reliable Navigation Allows users to search  Provide students with the option of
 Recommendations of Accessibility Features 5

tools such as the search for content materials by using key words during their search
and menu bar typing its description  Makes it easier for students to locate
into the navigation specific content material
search bar or by
selecting a particular
topic
Captions and Text Labels and provides a  Allow students to easily access videos
alternative for non-text brief description of non- or images by typing its description in
content text content such as the search bar.
videos and images  Students who are unable to hear the
audio of a video can have access to
the text alternative to read instead.

LCMS at Heart Trust NTA Accessibility Justification Report

 Recommendations of Accessibility Features 6

The Heart Trust NTA facilitates a wide diversity of learners of different ages, backgrounds, and

physical impairment such as blindness and deafness. The implementation of an LCMS at Heart

Trust NTA may result in blind students becoming dependent on another person to assist them

with accessing course content materials if the appropriate accessibility features are not available.

A screen reader and screen magnifier would be ideal alternative for visually impaired students to

benefit from the course content at their own convenience from the LCMS platform. According to

WebAIM (2019), “Screen readers were designed to convert digital text into synthesized speech

the content present on the screen.” Thus allowing the students to listen to the content on the

screen. The screen magnifier feature would be beneficial to students with poor eyesight, by

allowing them to spend less time trying to identify small text. Enlarged prints will allow students

to go through the course content quickly. It would also prevent the students’ eyes from being

strained and eventually worsen because they continuously try to read small texts.

Other accessibility features that would be beneficial to deaf students are captions and text

alternative. According to W3C (2008) “captions not only include dialogue but identify who is

speaking and include non-speech information conveyed through sound, including meaningful

sound effects.” Therefore captions would afford deaf students with the opportunity to grasp a

general concept of the content including in an audio clip by reading the description.

A variety of reliable navigation tools are necessary to assist students to urgently access necessary

content materials to assist them with their studies. According to W3C (2008) “users with visual

impairments may find it easier to navigate to the correct part of the site by using a search, rather

than scrolling through a large navigation bar using a screen magnifier or screen reader.”

Accessibility feature for LMS at Mandeville High School

 Recommendations of Accessibility Features 7

Accessibility Its Intended Use Advantages

Feature
Screen Reader According to WebAIM
(2019),
Screen readers were
designed to convert digital
text into synthesized speech.
Thus allowing the students to
listen the content on the
screen.
Headings/ titles and Label and provide a
alt text description of the features of
the course page
Blackboard LMS Breadcrumbs reveal to the
offers the user their location in the
breadcrumbs system’s hierarchy.
accessibility
Clear and simple To facilitate students with
content cognitive and learning
disabilities.
 Will reveal to students the correct
pronunciation of words they are
not accustomed to.
 Allow students to be more
attentive to the content presented
 Reduce the time used by students
to access and interact with the
course’s activities, content
materials and instructions.
 Enable flexible, confident and
convenient navigation around the
course page
 This feature would be beneficial to
the curious teenage students to
navigate back to the home page
from any location on the site,
independently.
 Allow students the flexibility and
freedom to move around the
platform without encountering
difficulties.
 Clear and simple presentation of
content would be a contributed
factor that would motivate students
to use the site consistently.
 The use of complex and
complicated content hence may
 Recommendations of Accessibility Features 8

cause students to feel intimidated

to and may result in them avoiding
using the LMS (Therefore the
main reason for implementing
LMS at Mandeville High School
would have been compromised)
would be reduced.

LMS at Mandeville High School Accessibility Justification Report

Learning Management Systems (LMS) has been known for the accessibility and interactive

nature afforded to students and instructors due to the advancement of technological opportunities

and its availability to foster pedagogy. The students who attend study hall are accustomed to
 Recommendations of Accessibility Features 9

being in a traditional classroom where they are required to sit and listen to lectures and follow

instructions. They often use their personal laptops to entertain themselves or when they are

forced to, they may conduct research. Therefore it may be challenging for the students to readily

adapt to the intended use of LMS. According to Goh (2014), “for the transition and adoption to

be conducted successfully, the various stakeholders need to understand the perceptions of the

lecturers in using the LMS as a teaching tool.” Therefore it is expected that the instructor

sensitizes students on the skill of maximizing the accessibility of the features that LMS offers to

facilitate a pleasant teaching and learning experience.

The students who are required to be a part of study hall displays symptoms which suggest that

they may have a cognitive or learning disability which makes it difficult for them to focus on

reading and comprehending content material and/ or activities for a prolonged period. This

would have been one of the contributing factors which would have led to them being required to

attend the study hall programme. According to Gooding, et al (2015) “screen readers may assist

persons who are blind, visually impaired, illiterate or those with intellectual disabilities.”

Therefore screen readers can also be beneficial for students with learning disabilities. It would

be easier for these students to listen to the content (since they have to every day in a classroom

setting) and the screen reader would also provide the correct pronunciation of words they are not

accustomed to.

LMS such as Blackboard provides hyperlinks that would lead the user to locations within the

course site which may be difficult to exit. In the event that a curious teenage student may be in

the aforesaid situation, they could use breadcrumbs accessibility feature an avenue to navigate

back to the home page. Students may become frustrated if they are unable to freely move around

the course space especially without their teacher nearby to assist them.
 Recommendations of Accessibility Features 10

Before administration selects a Learning management system, it is important that features

presented on the platform are clear and simple yet attractive. Children are usually attracted to

welcoming and conducive space. According to Weakley (2005) “Content that is well written will

be easier for everyone to access including people with cognitive and learning difficulties.”

Therefore it best if the text presented is clear and simple, in the event where advance content is

presented, it is advised by the Web Content Accessibility Guidelines that a supplement be

available. According to W3C. (2008) “Supplemental content is required when text demands

reading ability more advanced than the lower secondary education level—that is, more than nine

years of school. Such text presents severe obstacles to people with reading disabilities and is

considered difficult even for people without disabilities who have completed upper secondary

education.”

Accessibility feature for CMS at Tiny Tots and A-Z Book Store

Accessibility Feature Its Intended Use Advantages

Menu Bars Organize the available content  Provides customers with the
on the website into categories. capability to identify exactly
where information about a
specific product may be
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Navigation Search bar Searches for the particular
item that user type in the
navigation bar’s space.
accessed on the website.
 Help to establish a user
friendly platform which
would encourage customers
to stay on the website and
prevent the risk of cluttered
information which may result
in an untidy.
 Provides users with the
flexibility to navigate the
website to find out whether
or not particular products are
available at the store within a
short time frame and with
little effort.
 In an event where a particular
product is not available the
search bar may provide a list
of an alternate option.
 Time used by customers to
search for items would be
minimize. 
 Recommendations of Accessibility Features 12
Screen magnifier and According to Evans, et al
screen reader (2008) “A screen magnifier
presents an enlarged portion
of the screen on a user’s
monitor.”
According to WebAIM
(2019),
Screen readers were designed
to convert digital text into
synthesized speech. Thus
allowing the students to listen
the content on the screen.
Persons with poor eyesight will be to
access information from the
company’s website without the
struggle of trying to figure out the
small prints.
Blind persons will be able to access
information from the company’s
website by listening to audio clips
instead.
 Recommendations of Accessibility Features 13

CMS at Tiny Tot A-Z Book Store Accessibility Justification Report

A Content Management System was recommended to enhance and promote Tiny Tot A-Z Book

Store. According to Kim, el al (2012) “Content Management systems (CMS) take care of content

creation, maintenance, versioning, and publishing on portals and search engines.” In order for the

implementation of a CMS to be feasible for the enhancement of the store it should be accessible

to both the staff members and the customers. Screen readers and screen magnifier would allow

staff members and customers with poor eyesight to access the stores website independently

which would be ideal when conducting personal transactions where security is needed.

Heading and Label allow users to operate menu and search bars with flexibility. According to

W3C. (2008) “headings are clear and descriptive, users can find the information they seek more

easily, and they can understand the relationships between different parts of the content more

easily. Descriptive labels help users identify specific components within the content.” The

implementation of menu bar on the store’s website would allow users to quickly access a listing

of headings and labels which makes it easier for user to identify different products from a central

page. The struggle and the time used for identifying information needed for business transaction

would be reduce.
 Recommendations of Accessibility Features 14

Conclusion

This investigation and report has revealed the implementation of accessibility features for a

technological based platform should not be underestimated. Every effort should be made by the

instructor to cater for learners based on their needs. In an effort to achieve the aforesaid

statement, the accessibility features of a LMS, LCMS or CMS should be thoroughly assessed

before being recommended to an organization

 Recommendations of Accessibility Features 15

References
Goh, W (2014). Exploring Lecturers’ Perceptions of Learning Management System: An

Empirical Study Based on TAM. Retrieved from http://dx.doi.org/10.3991/ijep.v4i3.3497

Gooding, et al (2015). Assistive technology as support for the exercise of legal capacity.

Retrieved from https://web-b-ebscohost-

com.library.open.uwi.edu/ehost/pdfviewer/pdfviewer?vid=1&sid=2608d6cd-4671-441b-

b258-e7b13321b01d%40sessionmgr104

Kim, et al (2013) Designing a social learning content management system based on learning

objects. Retrieved from https://search-proquest-

com.library.open.uwi.edu/docview/1422086196?accountid=42537&rfr_id=info%3Axri

%2Fsid%3Aprimo

Weakley (2005). Developing sites for users with Cognitive disabilities and learning difficulties.

Retrieved from http://juicystudio.com/article/cognitive-impairment.php

WebAIM (2019). Designing for Screen Reader Compatibility. Retrieved from

https://webaim.org/techniques/screenreader/

W3C. (2008). Web Content Accessibility Guidelines 2.0: W3C Recommendation. Retrieved

from http://www.w3.org/TR/WCAG20/