Assistive Technology Applied in an Inclusive MOOC for the Blind

Bertil P. Marques, Paula Escudeiro, Ana Barata, Piedade Carvalho,

Ana de Sousa

and Patrícia Queirós

Porto Superior Institute of Engineering, Polytechnic Institute of Porto, Rua Doutor António Bernardino de Almeida,

431- 4200-072, Porto, Portugal

Keywords: Assistive Technology, Blind/Deaf Communications API, Inclusive Training, MOOC Pedagogical Model,

QEF.

Abstract: Considering the opportunity provided by Massive and Open Online Courses (MOOCs) to reach wide

audiences, a new pedagogical model of the MOOC in Educational Technologies was implemented at

Instituto Superior de Engenharia do Porto (ISEP) aiming at maximizing the MOOCs’ potential to provide

educational offers to both deaf and blind communities. These communities face several and distinctive

communication barriers, not allowing them to integrate within the larger intellectual communities as most

tools used for information dissemination remain inaccessible to them. This paper’s main purpose is to

present the innovative pedagogical model devised at ISEP/GILT to better enable the blind/visually impaired

individuals to access digital educational content, hence being a contribution for the inclusion of these

individuals in educational environments. This inclusive and innovating pedagogical model is a result of the

wider research being conducted at ISEP/GILT concerning the development of assistive technology targeted

at improving communication with and between the blind and the deaf, consequently fostering their

inclusion. Although this paper highlights the pedagogical model proposal targeted at the blind/visually

impaired, the model also integrates the deaf. Therefore, we present the complete API (BDC-API)

architecture that supports the inclusive pedagogical model. This API translates digital educational content

for the blind, grounded on the developed model used to translate written-text into sign language for the deaf.

1 INTRODUCTION

Higher education level of expertise and demands

require professionals to constantly revise, update and

improve not only their scientific and technical

knowledge, but also their pedagogical approaches to

comply with both the fundamental principles

consigned in the Portuguese Constitution and those

specified by the Ministry of Education (ECD, 2010).

This implies that teachers need to invest in the

continuous improvement of their skills and

knowledge, therefore it is fundamental for them to

have access to training that may also prepare them to

handle special education needs. Nevertheless, the

Portuguese education system does not always have

appropriate training offers available to respond to

special educational needs, particularly concerning

blind students (Marques et al., 2017). This is

extendable to educational digital content. The

postgraduation in Supporting Technologies for

Education (TAE), and the postgraduation in

Informatics in Education (IE), targeting at Education

professionals already in practice or concluding their

graduation, were devised having those needs in

mind. These educational postgraduation offers are

unique for their modular working structure, which

enables a flexible enrolment of the participants

(Marques and Escudeiro, 2016) (ESTAE, 2012).

However, after realizing the limitations of the

firstly devised blended learning model to reach the

target audience widely, an inclusive and innovative

pedagogical model started to be conceived, having

as premise the at distant educational model known

as Massive Online Open Course (MOOC) (Marques

et al., 2017). The development of that

postgraduation offer in a MOOC, relying on internet

connectivity, widens the possible participants to

unlimited numbers, therefore opening the access to

knowledge in any part of the Planet with no time

limits – therefore, people anywhere have access to

learning by the principles of the so-called distance

education and open education (Marques et al.,

2017). Once having spotted the lack of digital

educational offer in higher education inclusive of

100

Marques, B., Escudeiro, P., Barata, A., Carvalho, P., de Sousa, A. and Queirós, P.

Assistive Technology Applied in an Inclusive MOOC for the Blind.

DOI: 10.5220/0007724901000110

In Proceedings of the 11th International Conference on Computer Supported Education (CSEDU 2019), pages 100-110

ISBN: 978-989-758-367-4

blind individuals, an inclusive model was created to

integrate these postgraduation level MOOCs, which

will allow the participation of blind individuals

(Escudeiro et al., 2018), two specific and sensorial

impairment groups with completely different needs.

This paper focuses on the model devised for

widening the education offers to the blind and the

visually impaired, therefore contributing to

maximize the access to higher education and foster

social inclusion of those deprived from using sight

to acquire information and to visually interact with

the surrounding environment (ACAPO, 2018). The

Blind/Deaf Communications API (BDC-API)

architecture (Escudeiro et al., 2018) is presented

considering the required specification for the target

audience in question, as well as the implemented

solution that enables the translation of digital

educational content specifically for the

blind/visually impaired.

With that purpose in mind, this paper starts by

detailing the pedagogical model underneath every

MOOC structure so that it complies with the

requirements of the implied assistive technology

specifications. This is followed by the description of

both the implemented solution and the BDC-API

architecture model. Next, the underlying factors

guaranteeing the quality of digital content

production (Escudeiro, 2016) using the Quantitative

Evaluation Framewor QEF model (Marques et al.,

2018) are explored applied to the proposed MOOCs.

2 MOOC MODEL

The development of the innovating MOOC

pedagogical model detailed in this paper

comprehends the postgraduation degrees in

Technologies Applied to Education, which are part

of the educational offer at ISEP, the School of

Engineering of the Porto Polytechnic (Marques and

Escudeiro, 2016) (ESTAE, 2012). This innovating

postgraduation offer, focusing on the development

of skills in the Information and Communication

Technologies area (ICT), is divided into two

specialization branches: Informatics in Education

(IE) and Supporting Technologies for Education.

Figure 1 shows the course units alignment in each

postgraduation, making it clear the specific areas

approached as well as the contents that are common

in both offers.

The MOOC pedagogical model introduced in

(Marques and Escudeiro, 2016) (Marques et al,

2017) and detailed in (ISEP, 2016) was designed to

be applied to both postgraduation course units. Each

course unit in each postgraduation has been handled

as a single homogeneous independent short course

based on a structure adapted to online learning,

which considers a five-lesson course open for a

week. Each course needs to comply with a set of

specifications devised for assuring the MOOCs

coherence and consistence.

Figure 1: Course Units in the postgraduation offers in Technologies Applied to Education.

Assistive Technology Applied in an Inclusive MOOC for the Blind

101

The following list concerns those specifications.

Specifications for assuring the MOOC

coherence:

 Definition of prerequisites and respective

recipients;

 Definition of the learning objectives;

 Definition of the type of contents supporting

the lesson, assuring the quality of every

material that is made available;

 Introduction to the evaluation strategy –

evaluation methods, type of tasks and activities

to be carried out –, aligning it with the defined

learning outcomes;

 Definition of the interaction model to be

adopted (the participant/trainee must have it

clear if the course is completely autonomous or

if the trainer/teacher is available throughout the

process, being thus essential to assure that there

is a balance between the trainer’s presence, the

interaction between the participants and the

individual learning process);

 At the beginning of each lesson, an introductory

video welcomes the participants, introducing

all the trainers involved in the course;

 Definition of a short view – course introduction

video (2 minute-length).

Elements in a course:

o Theme

o Learning objectives

o Lesson description

o Promotional video

o Complementary material

o Video lesson

o Lesson summary

o Title and subtitle

o Course promotional image (similar in every

lesson)

o Trainer’s biography

This structure enables learning to take place

continuously and actively, enabling appealing,

creative and up-to-date content to be well

distributed, favouring the accomplishment of tasks

according to the acquired knowledge. Complying

with that course structure, each lesson is organised

as follows:

 Introductory video referring to the lesson’s

trainers

 Definition of prerequisites and respective

recipients;

 Definition of lesson structure;

 Definition of learning objectives (summary);

 Definition of the type of contents supporting

the lesson;

 Title and subtitle;

 Lesson conclusions and next lesson theme;

 Last lesson presents the evaluation strategy

(evaluation methods, type of tasks and

activities to be carried out), aligning it with

the defined learning outcomes;

 Presentation of appealing contents, well

distributed;

 Launching of 2 questions so that the trainee

may effectively apply and demonstrate the

skills and knowledge acquired;

 Definition of the interaction model;

 Definition of bibliography to be used.

Promoting social and scientific inclusion in

higher education of blind/visually impaired people

has been the purpose of developing technical

equipment and strategies to extend that MOOC

model into the creation of an inclusive and

innovating MOOC offer. To reflect this innovating

and inclusive concept the logo represented in Figure

2 was designed, symbolizing inclusion in knowledge

access and innovation.

Figure 2: Inclusive and innovating MOOC logo (Silva,

2018).

The proposed pedagogical model implies at its

founding the involvement of multidisciplinary

teams, constituted by professionals with distinct

backgrounds, so that an accurate educational

environment may be built comprising an accessible,

inclusive and innovative pedagogical setting. The

subsections that follow detail the implemented

pedagogical model, the designed and implemented

solution, and the architecture model devised,

targeted at blind individuals.

2.1 Implemented Pedagogical Model

To guarantee the postgraduation degrees’

homogeneous features, a model comprising a set of

recommendations grounded in a pedagogical

structured supported by an online adapted

technology was devised, which must consider four

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102

decisive factors: the structure, length, pedagogical

design, content production and validation (Marques

and Escudeiro, 2016).

Planning is the fundamental and grounding task,

common to all the individuals involved in the

development process. Throughout the conception of

the pedagogical model, there was especial focus on

the team to guarantee the active participation of all

individuals in accordance with the objectives

previously set and the defined plan. The cohesion

and compromise of the team enable a consistent

development, which will lead to a product totally

adapted to a specific target as presented in Figure 3.

The intervenient share the responsibility of a very

relevant task: planning the MOOC pedagogical

model. This responsibility is organised as follows:

- The Design Team is responsible for creating the

scenario where the lessons are recorded. This team is

also responsible for scheduling meetings and

recordings time according to the availability of each

required intervenient. To support this management,

an online planning platform has been used – Trello –

where all the relevant information regarding the Post

Graduations, meetings’ minutes, files and details on

each course unit are made available.

As far as the technology is concerned, the

responsibilities have been distributed among the

several members of the computing team.

- The Computer Team is formed by programmers

who are responsible for developing the application

that translates text into sound, the Text-to-Speech

application. This application explores all the audio

potential to enable the communication with the blind

and visually impaired so that these may

autonomously have access to and make use of the

innovative MOOC model.

Besides, the user is required to use accessible

technological resources, such as already existing

sound/voice software (synthesizers), which once

installed in the computer read what appears on the

screen (e.g. NVDA) (ACAPO, s.d.). These

applications aim at reading the information on the

screens, thus identifying the actions to be performed

by the users (Santarosa, 2003).

- The Researchers Team has studied a way of

making it possible for the visually impaired to

interact equally in the same platform, namely using

specific and accessibility featured equipment,

software and content to access the internet, which

have been specially designed and built to fulfil this

target group’s needs. The NVDA, DOSVOX,

VIRTUAL VISION and JAWS have been identified

as the most relevant applications to be applied in our

object of study as resources (Vision, 2016).

Figure 3: Intervenient elements in the innovative and integrating MOOC.

Assistive Technology Applied in an Inclusive MOOC for the Blind

103

- The Project Manager (advisor) oversees the

project, essentially providing technological and

scientific support regarding planning so that the

project development may be a success.

- The Course Unit Leaders/teachers plan and

develop the contents, in which written texts (direct

speech), images, videos, tutorials, among others are

included. Afterwards, the structure of the lessons is

validated by the coordination team responsible for

each course unit, and/or by the responsible teacher

(in this case the design team is responsible for

correcting and adjusting the audio only to guarantee

the sound quality). Supporting the

participants/trainees and providing them with

accurate and effective feedback is essential

throughout the course.

- The Provider (Udemy) will have the responsibility

of disseminating the result of this inclusive MOOC

pedagogical model. Dissemination will take place

within the provider’s network of contacts, thus

widely promoting the postgraduation degrees.

The participants’ interest, motivation and regular

interaction is fundamental for them to take the best

out of the contents available in the platform (Figure

3).

2.2 Implemented Solution

This section presents the design of the solution as

well as its architectural model. The main purpose of

this model is to comply with the online learning

needs of the blind and visually impaired. Words and

sound individually may not be enough to transmit

content meaning; hence it is fundamental to be

careful about the way text is made available. For

blind and visually impaired people the touch is

essential to complement the sound so that they may

completely receive a message. As far as online

learning is concerned, environment sounds are

needed to enable the fully potential of the MOOC

model to reach this target audience (Diversidade,

2012).

Figure 4 details the structure created for the MOOC

model, and its respective development plan. By

analysing the schematics, it is possible to understand

the connection between each of the project sets. The

content experts – the teachers – are responsible for

devising and planning the contents (as pointed out in

the previous section) as well as for analysing the

information produced by the participants. Moreover,

they provide feedback and manage the course unit’s

forum whenever possible. The team responsible for

the course units approves/validates the contents and

whenever needed requires improvements to the

structure of the lessons. Only after this approval are

the contents sent to the Design Team to be

graphically implemented.

After receiving the contents validated by the

course units’ team, the Graphics Design team

manages and schedules the recording sessions. After

video recording the lessons, the course units’ team

validates them, and only after this step is the Design

Figure 4: Design of the solution.

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Team allowed to edit, handle the sound, animations

and graphics appropriate to each course unit.

The following step concerns the Computer Team’s

job. All the technical work developed within GILT,

specially the text-to-speech convertor, has been

fundamental to integrate in the MOOC pedagogical

model presented in this paper the Text to Speech

feature, which enables reaching blind and visually

impaired individuals.

Finally, the trainees/participants will have access

to quality content specific to the postgraduation of

their choice and will be able to attend all the classes

regularly, being required to comply with the

contents and to solve the related exercises and tasks.

2.3 Architecture Model

This section details the interaction between the

diverse components and the types of communication

that refer to the project. Table 1 presents the

architecture model.

Table 1: Architecture Model.

User

Interface

Server

Database

Business logic

Hardware

As can be observed, the architecture is structured

in three layers supported by the hardware

component. The interface will enable the user to

interact with the system functions. The third layer is

divided into three different parts, i.e. the server, the

database and the business logic. The web service is

responsible for connecting with the server, whose

purpose is to enable the connection between several

devices. Finally, the database will store the

necessary information to reproduce the voice.

Blind people have always faced several

difficulties when it comes to communicating, most

of the times hindering their inclusion in larger

intellectual communities as most of the tools used to

make information accessible does not comply with

their needs.

However, technology has been improving in

such a way that it has been enabling institutions to

acquire systems that have made it possible for blind

people to be included. Nevertheless, the required

equipment is still too expensive, which implies that

most institutions cannot afford having the

appropriate infrastructures to enable visually and

hearing-impaired people to attend their degrees

regularly.

Visually impaired people depend on the hearing

to communicate. The need for these different

communication channels makes it extremely

difficult to use the same systems to enable them to

communicate, therefore each communication

solution must be specifically designed for each

community. The defined architecture seeks to

minimize the communication barriers blind people

usually face, particularly in the education area.

The ACE (Assistive Communication for

Education) architecture has led to create the BDC-

API (Escudeiro et al., 2018) (Gilt 2016). This has

been devised in such a way that new educational

tools may be developed even by teachers without

any programming knowledge. These educational

tools support people with visual and hearing

impairment overcome technological barriers and

enables them to have access to digital information.

Figure 5: Translation Model (BDC-API).

Assistive Technology Applied in an Inclusive MOOC for the Blind

105

The BDC-API architecture translates digital

educational material for blind and deaf people, thus

enabling them to have fully access to this content

that they could not have access in another way.

Specifically considering the blind and visually

impaired, the BDC-API uses state-of-the-art

technology to create a simple and ready-to-use tool

for teachers, serious games developers and students.

Figure 5 introduces the BDC-API translation

modules applied to the educational context

(Escudeiro et al., 2018).

The used technologies include the IBM Watson

and the Google Speech Web API to recognise voice

and translate text-to-speech. The BDC-API was

firstly used to create a plug-in for the Microsoft

PowerPoint. For this, screen capture was used to

enable the 3D Avatar to translate what is written on

the screen into sign language in real time. Similarly,

the BDC-API uses voice recognition and the Google

Web API to enable blind people to communicate and

interact with the digital content. The postgraduation

MOOCs developed and referred to in this paper

(Marques et al., 2017) (Escudeiro et al., 2018) hold a

potentially endless learning database, creating a

paradigm for the BDC-API which will enable the

users to enlarge it according to their needs. This

potential has become the main purpose of the BDC-

API.

3 EVALUATION

METHODOLOGY APPLIED TO

THE INCLUSIVE AND

INNOVATING MOOC’S

PEDAGOGICAL MODEL

The quality of the inclusive and innovating MOOC’s

pedagogical model development process was

controlled through the QEF – the Quantitative

Evaluation Framework model (Escudeiro, 2015).

The QEF model evaluates digital educational

contents (Escudeiro, 2006) based on the objectives,

principles and actions of educational software

engineering (Pressman, 2001; Bates, 2000). In the

proposed pedagogical model, the evaluation

supports the production phases and the development

of conceptual models used to produce digital

educational contents. Software engineering

educational strand will integrate the processes,

methods and tools in the development of models for

evaluating the educational contents so that their

quality improvement is assured.

This evaluation model is generally applied in the

development of digital systems content to validate

and evaluate the digital content progress during its

development cycle at any stage of its production,

allowing early detection and correction of eventual

failures.

The proposed QEF adopts the SCORM standards

as basis and the standard (ISO 9126) as reference,

following Scarlet et al. (2000)’s suggestion,

proposing a quantitative representation in an

orthogonal three-dimensional space.

The quality strand of digital content should be

pictured as an area bearing three dimensions

(Escudeiro, 2007). Each dimension is composed of a

set of factors and, in turn, each factor is defined by a

set of requirements also referred to as quality

criteria. The purpose is to be aware of the system’s

performance level at any stage of its development.

The dimensions of our quality area correspond to the

following: Pedagogical domain, Ergonomic domain,

and Technical domain, each of which aggregates a

set of factors for which it is important to determine

our proposed system’s performance degree.

A factor is an element that will represent the

performance of the digital content in the system

according to a predetermined criterion (Escudeiro,

2015).

3.1 Pedagogical Dimension

Learning is the pedagogical domain’s fundamental

support. Learning is determined by several factors

that imply the interrelationship between the

individual (subject), usually identified as

participant/trainee, and the object, identified as a

technological instrument of pedagogical nature. In

this context, evaluation is an instrument in the

pedagogical practice that allows us to verify which

technological procedures are valid in the pursuit of

educational objectives (Bloom, 1983, Bloom 1964).

For our quality scenario we have added the

following two factors in the pedagogical dimension:

the Learning Factor and the Evaluation Factor.

As far as the learning factor is concerned, that is, the

process of acquiring knowledge, skills, values and

attitudes, enabled by studying, teaching or

experience, all digital educational content is

expected to be planned and divided into various

levels of knowledge, always starting at the lowest

level of complexity. In every lesson, the content

covered should be clearly connected to each other.

What is more, the interaction with the trainee should

take place through questions and answers related to

the presented content.

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Table 2: Pedagogical Dimension.

Concerning the evaluation factor, a necessary

and permanent didactic task in the course of all the

work implied in the teaching and learning process,

we consider that the proposed activities should be

mainly supported by collaborative work and by the

trainees’ competence, promoting interaction and

group work. Problems of immediate resolution with

special impact in Special Education concerning the

Blind will be proposed, highlighting the scientific

and pedagogical domain of the contents specifically

elaborated for visually impaired and blind people

(table 2).

3.2 Ergonomics Dimension

The dimension referring to the ergonomics domain

handles the scientific knowledge, its conception and

the creation of equipment ensuring the full

performance of a certain educational system,

guaranteeing comfort and security (Wisner, 1987)

(Santos and Fialho, 1995), i.e., ensuring the

conditions that directly affect a learning scenario in

its technical, ergonomics and social features.

In this quality scenario we have added the

following factors to the ergonomics dimension:

Usability, Video/Audio, and Text.

As far as the Usability factor is concerned, taking

into account the specific target audience,

complementary contents will be added, being

structured to be intuitively and easily accessed. Each

lesson will have audio available, which will allow

the blind participant/trainee to get feedback in each

lesson’s discussion forum as well.

The second factor, Video/Audio, refers to the

structure and organisation of the lessons: each lesson

has to take 8 to 10 minutes, including a brief

introduction to the structure. So that the blind may

be included in this learning process, we consider that

any reference included in the video, referring to

images, graphics and animations, will be thoroughly

considered in the audio descriptions.

Finally, the Text factor, which will be included

according to a set of pre-established criteria inherent

to the pedagogical model, considers the following

items: clear title of the lesson, objective and

appropriate to the contents. Every reference pointed

out throughout the lessons have to be included in the

lesson’s bibliography items. Table 3 details the

Ergonomics Dimension.

3.3 Technical Dimension

The dimension concerning the technical domain

reflects the digital content quality regarding the

functional factors. This dimension includes, among

other factors, the following items: adaptability and

content management.

Assistive Technology Applied in an Inclusive MOOC for the Blind

107

Table 3: Ergonomics Dimension.

Table 4: Technical Dimension.

The adaptability factor represents the MOOC

capability of being adapted to different

environments without the need for additional actions

(the blind or visually impaired participants/trainees

access content via audio).

The content management factor enables finding

solutions to significantly simplify the creation,

management, publishing, distribution and archive of

digital contents, as detailed in table 4.

The ergonomics and pedagogical domains,

regarding the human/machine relation are closely

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linked, thus being possible to develop an evaluation

system comprising these fundamental features in

applying evaluation parameters to digital content.

When measuring the quality of a digital content it is

necessary to evaluate the relative importance of each

of the three dimensions – pedagogical, ergonomics

and technical – in and for the environment where the

content is going to be explored. The selected factors

for each dimension, in the context of the present

study-object, have been selected within the possible

factors used to characterize these dimensions. The

importance of selecting these factors and the inter-

relation between them are crucial for the

development, production and maintenance of digital

contents in the system of the considered study-

object.

4 CONCLUSIONS

This paper main objective was to detail the inclusive

and innovating MOOC, focusing on the new

pedagogical model developed to enable the

blind/visually impaired individuals to access online

digital higher education training content easily.

Devising this inclusive and innovating MOOC

model implies developing an application capable of

converting text into sound, supported by the already

developed model targeted at the deaf. It has been

described that these models are combined,

coexisting in the BDC-API, which simplifies access,

content integration and adaptability while fostering

inclusion. Contributing to enlarge the access to

knowledge of visually impaired/blind individuals by

devising a friendly-to-use system that may be fed

and maintained by people with no programming

knowledge and/or skills is the aim of the inclusive

MOOC solution and architecture described in this

paper.

Involving a multidisciplinary team of

professionals, ranging from computer engineers to

design, content producers and cooperative

management, the inclusive MOOC has complied

with every factor considered in the QEF dimensions.

There is still room for improvement and further

study, the following step is to get direct feedback

from a considerable number of blind/visually

impaired individuals after direct use of this inclusive

MOOC model.

ACKNOWLEDGEMENTS

This research is being supported by ISEP (Instituto

Superior de Engenharia do Porto), and GILT R&D

centre (Games, Interaction and Learning

Technologies).

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