Accessible eLearning - eLearning for Accessibility/AT

Teaching and learning strategies increasingly employ information and communication technologies (ICT). However, ICT supported learning processes now come in many forms, such as distance learning, blended learning, mobile learning, and massive open online courses (MOOCS). 
These trends show a huge potential for inclusion and participation of learners and teachers with disabilities, but this potential is not always achieved.  There remains the need for further barriers to access to be removed.  In particular issues with accessibility and compatibility of the system and content with AT, usability, multimedia and STEM.  Not forgetting how issues around accessibility can be included in existing workflows, educational settings and processes. 
We call for contributions addressing these new trends and challenges in its technical, organizational, didactical and social dimensions to allow a comprehensive overview of the state of the art and ongoing research and development in the area of accessible eLearning. Contributions may address various aspects of the topic, including but not limited to work in progress, presentation of new projects, outcomes of empirical studies, envisioned future technologies, curricula and certification plans.

Contributions to the STS have to be submitted using the standard submission procedures of ICCHP.


Chairs


  • E.A. Draffan, ECS Accessibility Team, Faculty of Physical Sciences and Engineering University of Southampton

  • Peter Heumader, Johannes Kepler University Linz

Contributions to a STS have to be submitted using the standard submission procedures of ICCHP.
When submitting your contribution please make sure to select the right STS under the category "STS/Session".
Contributions to a STS are evaluated by the Programme Committee of ICCHP and by the chair(s) of the STS.
Please get in contact with the STS chairs for discussing your involvement and pre-evaluation of your contribution.
Submission Deadline for Contributions to STSs: February 1, 2018