TATA Interactive Systems

Improving accessibility for learners - device agnostic applications for learning simulations

Introduction
A learning based system (eLearning module) is viewed and interacted by a myriad number of users spread geographically among different cultures. One important aspect that is often ignored is the fact that the module content is also viewed by people with various abilities, which include visual inability (blindness, colorblindness and other sight related issues), hearing difficulties (deafness) and other physically challenged people. It becomes really difficult for the institutions to facilitate such interactive learning sessions for their pupils. The answer for such a dilemma is to make learning based system that are accessible in nature and cater to the needs of the differently abled individuals.

What is accessibility?
Accessibility defines certain guidelines that enable a course to be accessed by a wider majority of audience (including differently abled individuals), so that the facilitator does not have to maintain a separate version of an existing application for people with different needs. The accessibility features adheres to Section 508 of the federal sector.

What is section 508 ?
Section 508 is an amendment to United States Workforce Rehabilitation Act of 1973. It mandates that all electronic and information technology applications should be accessible to people with disabilities and people without disabilities (http://searchcio.techtarget.com/definition/Section-508).

JAWS Screen Reader
People with disabilities who are unable to read the content of the screen often use screen reader that reads out the content of the screen whenever an element in the screen gains focus. The focus is generally gained by pressing the tab key or its equivalent by people with disabilities. JAWS is one of the most widely used screen reader available for such users.

How to make courses accessible?
While there are a number of guidelines available for making a course accessible, however there are certain most widely used tips and tricks that are followed as listed below:

1. Font Size: Use relative font size expressed in percentage and ems instead of absolute font sizes expressed in points and pixels.

2. Provide “alt” tags for Images<img/> : The HTML Image element (defined
by <img/> tag), contains an “alt” attribute that brings up a “Tooltip” that can be read by a screen reader. Therefore it is imperative to provide long description for the image element (not more than 56 characters), so that it can be read by the screen reader.

3. Provide long description for links <a/>: People with disabilities mostly use tab to navigate between links. Therefore we should provide long and meaningful description for the links so that it can be read by the screen reader.

4. Explicitly State Information: Do not use indentation or color alone, to convey its meaning. Example: Indicating required fields in a form by making them bold is bad. Indicating required fields by using a phrase such as "required" is good.

5. Explain the default value of select (combobox): The default item in the select menu should clearly define the purpose of the box. For example, using "Select Age Range" is preferable to "18-25."

6. Provide Skip Links: Skip links allow the speech software or braille user to bypass information that is repeated on every page, such as navigation bars. Speech and braille users generally read the page from top to bottom, and consequently are subjected to repeated information before reaching the heart of the page. Skip links allow these users to jump past the repetitive navigation links to get to the main content on the page. To implement skip links, place a link before the repeated information as follows:

<ahref="#content"><img src="empty.gif"height="15" border="0" alt="Skip Main Navigation" width="5"></a> and place an anchor at the beginning of unique copy: <a
name="content"></a> 

The image can be transparent, so that the visual display is not affected, but speech and braille users can hear the alt tag reading "skip main navigation".

Brain Teasers: TIS’ unique initiative for Learning Disability

Children with learning disabilities are no different from other children. Just because they need special help in the way they learn does not mean that they cannot function normally in other areas. Many famous personalities have had learning disabilities. Albert Einstein was a dyslexic and so was Thomas Alva Edison. Neither of them received formal education. Tom cruise has dyslexia, yet it has not stopped him from becoming a Hollywood superstar not did dyslexia stop Agatha Christie from becoming one of the greatest mystery authors in history. Children with learning disabilities deserve patience, understanding and help in realizing their potential.

Tata Interactive Systems (TIS) actively supports the remediation of Learning Disability (LD) to further its commitment to social causes – a tradition embodied by the Tata Group. Beyond the creation of courses and tools, TIS aims to address LD issues at the grassroots. TIS has been instrumental in sustaining the LD Clinic at KEM, Mumbai, one of the few certified institutions of its kind in India, dedicated to treating learning disabilities. Our LD team also collaborates with the Clinic to develop various LD tools to identify learners with special needs early on – our assessments are designed to spot the telltale signs that charactise learning disabilities such as dyslexia, dyscalculia, dysgraphia, Specific Learning Disability (SpLD), Attention Deficit Hyperactive Disorder (ADHD) and Autism Spectrum Disorder (ASD).

Our Innovative, remedial courseware is tailored around the needs of these pupils, and aims to help them discover the joys of learning, unhindered. With the synergy of our instructional design, visual communication skills and medical expertise from KEM LD clinic we created Brain Teasers a collection of interesting activities intended to engage children learning disabilities. They provide practice in reading, writing and mathematics. For children between 7-10 years the book is resourceful for parents in understanding the causes, symptoms and treatment. Every year TIS conducts Tata Learning Disability Forum (TLDF) a two day workshop for school principals, teachers, medical therapist and parents on LD awareness and remediation.

Some excerpts from Brain Teaser in the News: http://www.mid-day.com/lifestyle/2013/mar/120313-einstein-and-edison-fought-it-so-can-your-child.htm

TIS’s contribution in nurturing India’s future

The Tata group has always supported the cause of sustainable nation building. Tata Interactive Systems contributes to this vision by lending its expertise of learning design and development to the cause of children, the future of India, who are affected with Learning Disabilities (LD).

In line with the Tata Group’s corporate sustainability endeavors, TIS initiated the TLDF in 2006 to ensure that students with special education needs receive the required attention as well as to spread awareness about LD which had been receiving scant attention in India. Since then, via the TLDF platform, TIS has been successful in generating an increased level of awareness and enabling progress in remediation activities for students with LD. 

This year the TLDF partners with KEM hospital, Mumbai and Citi Academy for Special Education (CASE), sponsored by the Society for Rehabilitation of Crippled Children (SRCC) to establish the ‘Forum for Learning Disabilities’. The forum will be conducted on the 1^st and 2^nd of March 2013 at Citi Academy, Mahalaxmi, Mumbai. The Forum shall spread awareness on LDs like Special Learning Disabilities (SpHD), Attention Deficit Hyperactivity Disorder (ADHD) and Autism Spectrum Disorder (ASD) in addition to Dyslexia, Dyscalculia and Dysgraphia.

Heads of educational institutions and medical practitioners across various districts of Maharashtra will be participating at the event. Some key speakers include Dr. Sunil Karande, Professor of Paediatrics & In-charge learning Disability Clinic, Seth G.S. Medical College & KEM Hospital, Mumbai who will be speaking on ‘Poor School Performance’, Dr. Kersi Chavda, Ex-President, Bombay Psychiatric Society who will be speaking on ‘Assesssment and Management of ADHD’, and Ms. Kate Currawala, President, Maharashtra Dyslexic Association, who will be speaking on ‘Building a Future of Empowered Citizens: Accomodations for Students with LD.’

Every year, since 2006, TIS has also participated in the annual Standard Chartered Mumbai Marathon to spread awareness about LD.

               

Business transformation – the value added by a Serious Game

Philips Lighting wanted to change from a product-oriented organisation to one delivering business services and solutions. The sales force had a technical orientation and consequently found it difficult to sell the new solutions. The sales technique had to change from showing product benefits and features to illustrating customer focused solutions and business benefits. Institutional sales were further complicated with multiple stakeholders involved, with varying requirements.

Tata interactive Systems designed an investigative Serious Game called the ‘Philips Outdoor Lighting Learning Game’ where players employ the interview format extensively to deduce information about customers and use it to build compelling solutions that meet their requirements.

Serious Games allow learners to experience situations that cannot be replicated in the real world for reasons of safety, cost and time.

This article by Samuel Sawian, Game Designer at TIS explains how Serious Games enable learning and then goes on illustrate the same by the Philips Lighting case study.

Access the article here.

 

Abstracting a complex world

How do you train a trader to take cognizance of fluctuations in markets, changes in currencies and discern geo-political context before deciding to buy or sell? Training your learners for such real-world tasks poses several challenges – context, relevance and engagement.

A dynamic learning solution to the above quandary is a simulation. Simulations focus on contextual decision making, encourage learning in a low-risk environment, and offer the autonomy to explore various options.

But what do you do when the environment you seek to simulate is highly complex? What if it involves interplay of numerous related factors ranging from business to leadership to geo-political influences? The solution lies in a model that replicates aspects of the intended environment.

This article by Nikhil Mishra, Senior Consultant, Math Modelling at TIS explains the concept of a ‘model’, how modelling works, model unboxing, and development of a model.  It further talks about deployment and mode of delivery of the final model-based simulation.

Access the article here.