ISO/IEC 24751-2:2008
(Main)Information technology — Individualized adaptability and accessibility in e-learning, education and training — Part 2: "Access for all" personal needs and preferences for digital delivery
Information technology — Individualized adaptability and accessibility in e-learning, education and training — Part 2: "Access for all" personal needs and preferences for digital delivery
ISO/IEC 24751-2:2008 provides a common information model for describing the learner or user needs and preferences when accessing digitally delivered resources or services. This description is one side of a pair of descriptions used in matching user needs and preferences with education delivery (as described in ISO/IEC 24751-1). ISO/IEC 24751-2:2008 discusses the basic principles adhered to in developing this model for describing personal needs and preferences. It explains: the rationale for using a functional approach to describing needs, possible methods of creating a personal needs and preference statement, the major groupings of needs and preferences within the standard, the use of different needs and preferences statements in different contexts, how needs and preferences can be ranked with respect to priority, and the use of generic and application-specific needs and preference specifications. It contains the information model for ISO/IEC 24751-2:2008, including the attribute, allowed occurrence and datatype of each element. It defines and describes how the terms in the information model should be used. Conformance to ISO/IEC 24751-2:2008 is discussed. Conformance is dependent on the role played by the conformant technology. Conformance requirements for both education delivery applications and alternative access systems are explained. ISO/IEC 24751-2:2008 provides a consolidated list of all the terms defined in ISO/IEC 24751-2:2008, sorted in French alphabetical order, the ISO French language equivalent terms and definitions, and the codes representing the gender of the French terms. The vocabulary codes, values and associated rules of application are defined. An informative list of recommended default values for the learner preferences and needs is provided. It lists existing bindings of the IMS Learner Information Package Accessibility for LIP - Version 1 [ACCLIP] that serves as the reference specification for ISO/IEC 24751-2:2008. It describes information scenarios for applying ISO/IEC 24751-2:2008 and gives informative implementation examples. Use of ISO/IEC 24751-2:2008 will assist in matching individual learner needs in a computer mediated learning environment with the necessary user interface and resources needed to meet those needs.
Technologies de l'information — Adaptabilité et accessibilité individualisées en e-apprentissage, en éducation et en formation — Partie 2: Besoins personnels en matière d'"accès pour tous" et préférences de prestation numérique
General Information
Standards Content (Sample)
INTERNATIONAL ISO/IEC
STANDARD 24751-2
First edition
2008-10-01
Information technology — Individualized
adaptability and accessibility in
e-learning, education and training —
Part 2:
“Access for all” personal needs and
preferences for digital delivery
Technologies de l'information — Adaptabilité et accessibilité
individualisées en e-apprentissage, en éducation et en formation —
Partie 2: Besoins personnels en matière d'«accès pour tous» et
préférences de prestation numérique
Reference number
ISO/IEC 24751-2:2008(E)
©
ISO/IEC 2008
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ISO/IEC 24751-2:2008(E)
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ISO/IEC 24751-2:2008(E)
Contents Page
Foreword. v
1 Scope . 1
2 Normative references . 1
2.1 ISO/IEC. 1
2.2 Referenced specifications . 1
3 Terms and definitions. 2
4 Symbols and abbreviations . 5
5 Basic Principles . 5
5.1 Functional Approach. 6
5.2 Creating a Personal Needs and Preferences Statement. 6
5.3 Display, Control and Content . 6
5.4 Multiple Contexts. 6
5.5 Needs and Preferences . 6
5.6 Generic versus Application Specific . 7
6 Information Model. 7
6.1 General. 7
6.2 Display . 8
6.3 Control . 10
6.4 Content . 17
7 Attribute Descriptions and Recommended Use . 17
7.1 Access for All user preference set. 17
8 Conformance. 49
Annex A (normative) Consolidated List of Terms and Definitions with Cultural Adaptability:
ISO French Language Equivalency. 50
A.1 Introduction . 50
A.2 ISO English and ISO French . 50
A.3 Cultural adaptability and quality control. 50
A.4 List of Terms in French Alphabetical Order. 51
A.5 Organization of Annex A.6 “Consolidated matrix of terms and definitions – ISO French
equivalents” . 53
A.6 Consolidated Matrix of ISO/IEC 24751-2 Terms and Definitions in ISO French. 54
Annex B (normative) Vocabulary Codes. 58
B.1 Access Mode Vocabulary Codes . 58
B.2 Adaptation Type Vocabulary Codes . 59
B.3 Alphanumeric Layout Vocabulary Codes . 60
B.4 Auto Scan Repeat Vocabulary Codes.61
B.5 Braille Dot Number Vocabulary Codes.61
B.6 Braille Grade Vocabulary Codes. 62
B.7 Braille Mark Vocabulary Codes . 62
B.8 Braille Status Cell Vocabulary Codes. 64
B.9 Code Termination Signal Vocabulary Codes. 64
B.10 Code Vocabulary Codes . 65
B.11 Components Shown Vocabulary Codes. 65
B.12 Content Density Vocabulary Codes. 66
B.13 Control Flexibility Vocabulary Codes. 66
B.14 Controller Window Vocabulary Codes . 67
B.15 Generic Font Face Vocabulary Codes.67
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ISO/IEC 24751-2:2008(E)
B.16 Handedness Vocabulary Codes . 68
B.17 Hazard Vocabulary Codes. 69
B.18 Link Indication Vocabulary Codes . 70
B.19 Mouse Emulation Device Vocabulary Codes . 71
B.20 Navigation Strategy Vocabulary Codes.71
B.21 Prediction Type Vocabulary Codes. 72
B.22 Reading Unit Vocabulary Codes . 72
B.23 Representation Form Vocabulary Codes . 73
B.24 Selection Method Vocabulary Codes. 75
B.25 Speech Component Vocabulary Codes. 76
B.26 Support Tool Vocabulary Codes . 76
B.27 Switch Function Vocabulary Codes. 78
B.28 Switch Port Vocabulary Codes. 78
B.29 System Sounds Vocabulary Codes. 79
B.30 Tracking Vocabulary Codes. 80
B.31 Usage Vocabulary Codes. 81
B.32 Vocabulary Vocabulary Codes . 82
B.33 Window Layout Vocabulary Codes . 82
Annex C (informative) Recommended Default Values. 83
Annex D (informative) Bindings and Implementations. 85
Annex E (informative) Scenarios. 86
E.1 Administration Scenario. 86
E.2 Department of Labor Scenario. 87
E.3 NETg Scenario: Player Preferences. 88
E.4 PEARL Scenario. 88
E.5 PIVoT Scenario. 89
E.6 Web-4-All Scenario . 90
Annex F (informative) Implementation Example . 92
Annex G (informative) List of contributors . 94
Bibliography . 95
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ISO/IEC 24751-2:2008(E)
Foreword
ISO (the International Organization for Standardization) and IEC (the International Electrotechnical
Commission) form the specialized system for worldwide standardization. National bodies that are members of
ISO or IEC participate in the development of International Standards through technical committees
established by the respective organization to deal with particular fields of technical activity. ISO and IEC
technical committees collaborate in fields of mutual interest. Other international organizations, governmental
and non-governmental, in liaison with ISO and IEC, also take part in the work. In the field of information
technology, ISO and IEC have established a joint technical committee, ISO/IEC JTC 1.
International Standards are drafted in accordance with the rules given in the ISO/IEC Directives, Part 2.
The main task of the joint technical committee is to prepare International Standards. Draft International
Standards adopted by the joint technical committee are circulated to national bodies for voting. Publication as
an International Standard requires approval by at least 75 % of the national bodies casting a vote.
Attention is drawn to the possibility that some of the elements of this document may be the subject of patent
rights. ISO and IEC shall not be held responsible for identifying any or all such patent rights.
ISO/IEC 24751-2 was prepared by Joint Technical Committee ISO/IEC JTC 1, Information technology,
Subcommittee SC 36, Information technology for learning, education, and training.
ISO/IEC 24751 consists of the following parts, under the general title Information technology — Individualized
adaptability and accessibility in e-learning, education and training:
⎯ Part 1: Framework and reference model
⎯ Part 2: “Access for all” personal needs and preferences for digital delivery
⎯ Part 3: “Access for all” digital resource description
Future parts will address non-digital resource description, personal needs and preferences for non-digital
resources, personal needs and preferences for description of events and places, digital description of events
and places, and language accessibility and human interface equivalencies (HIEs) in e-learning applications.
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INTERNATIONAL STANDARD ISO/IEC 24751-2:2008(E)
Information technology — Individualized adaptability and
accessibility in e-learning, education and training —
Part 2:
“Access for all” personal needs and preferences for digital
delivery
1 Scope
This part of ISO/IEC 24751 provides a common information model for describing the learner or user needs
and preferences when accessing digitally delivered resources or services. This description is one side of a
pair of descriptions used in matching user needs and preferences with digital delivery (as described in
ISO/IEC 24751-1). This model divides the personal needs and preferences of the learner or user into three
categories:
a. Display: how resources are to be presented and structured;
b. Control: how resources are to be controlled and operated; and,
c. Content: what supplementary or alternative resources are to be supplied.
This part of ISO/IEC 24751 is intended to meet the needs of learners with disabilities (as defined in
ISO/IEC 24751-1) and of anyone in a disabling context.
The purpose of this part of ISO/IEC 24751 is to provide a machine-readable method of stating user needs and
preferences with respect to digitally based education or learning. This part of ISO/IEC 24751 can be used
independently, for example to deliver the required or desired user interface to the learner/user, or in
combination with ISO/IEC 24751-3 to deliver digital resources that meet a user’s needs and preferences.
2 Normative references
The following referenced documents are indispensable for the application of this document. For dated
references, only the edition cited applies. For undated references, the latest edition of the referenced
document (including any amendments) applies.
2.1 ISO/IEC
ISO 639-2:1998 (E/F), Codes for the representation of names of languages — Part 2: Alpha-3 code/Codes
pour la représentation des noms de langue — Partie 2: Code alpha-3
2.2 Referenced specifications
IETF RFC 3986 Uniform Resource Identifier (URI): Generic Syntax [RFC 3986],
{http://www.ietf.org/rfc/rfc3986.txt}
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ISO/IEC 24751-2:2008(E)
3 Terms and definitions
For the purposes of this document, the following terms and definitions apply.
3.01
access for all
AfA
approach to providing accessibility in a computer-mediated environment in which the digital resources and
their method of delivery are matched to the needs and preferences of the user
1)
[IMS AccessForAll Meta-data Specification Version 1]
3.02
accessibility
usability of a product, service, environment or facility by individuals with the widest range of capabilities
NOTE 1 Although “accessibility” typically addresses users who have a disability, the concept is not limited to disability
issues.
2)
NOTE 2 Adapted from ISO/TS 16071:2003 (3.2).
3.03
access mode
human sense perceptual system or cognitive faculty through which a user may process or perceive the
content of a digital resource
[ISO/IEC 24751-1:2008 (2.3)]
3.04
adaptation
〈e-learning〉 digital resource that presents the intellectual content of all or part of another digital resource
NOTE Adaptations can also include the adjustment of the presentation, control methods, access mode, structure and
user supports.
[ISO/IEC 24751-1:2008 (2.5)]
3.05
AfA context
particular situation or environment in which a set of AfA accessibility needs and preferences might be used
3.06
AfA contextual description
name or description of a context in which a set of AfA accessibility needs and preferences might be used
EXAMPLE A label for a particular location such as home, work or school, or a particular time of day such as evening.
NOTE See 5.4 for more information.
3.07
AfA hazard
characteristic of a digital resource that can be specified as being dangerous to a user
EXAMPLE Flashing animations can trigger seizures in people with photosensitive epilepsy.
NOTE See the coded domain in B.17.
1) The source for this adapted IMS definition is now ISO/IEC 24751-1:2008 (2.1).
2) The source for this adapted ISO/TS 16071:2003 definition is now ISO/IEC 24751-1:2008 (2.2).
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ISO/IEC 24751-2:2008(E)
3.08
AfA preference
specific preference of an individual who requires AfA accessibility
NOTE See 5.5.
3.09
AfA preference set
defined combination of two or more AfA preferences
3.10
application parameter
set of application specific values for a particular assistive technology
3.11
application specific
configuration of an assistive technology that involves application parameters unique to a particular
assistive technology product
NOTE See 5.6 for more information.
3.12
assistive technology
alternative access system
specialized software and/or hardware used in place of or in addition to commonly used software or hardware
for control, display or processing
EXAMPLES Screen reader, alternative keyboard, refreshable Braille device, screen magnifier.
[ISO/IEC 24751-1:2008 (2.8)]
3.13
digital resource
DR
any type of resource that can be transmitted over and/or accessed via an information technology system
NOTE A digital resource can be referenced via an unambiguous and stable identifier in a recognized identification
system (e.g. ISBN, ISAN, UPC/EAN, URI).
[ISO/IEC 24751-1:2008 (2.11)]
3.14
disability
〈digital resource delivery〉 any obstacle to the use of a digital resource experienced because of a mismatch
between the needs of a user and the digital resource delivered
NOTE 1 Disability in an AfA context is not a personal trait but a consequence of the relationship between the user and
their resource system.
NOTE 2 In an e-learning context, disability refers to a mismatch between the needs of a learner and both the
educational resource and/or the method of delivery.
[ISO/IEC 24751-1:2008 (2.13)]
3.15
disability
〈medical perspective〉 any restriction or lack (resulting from an impairment) of ability to perform an activity in
the manner or within the range considered normal for a human being
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ISO/IEC 24751-2:2008(E)
NOTE 1 This definition of “disability” is included to ensure that users who may have “legal rights” to assistive
technologies are served.
3)
NOTE 2 Adapted from World Health Organization Document A29/INFDOCI/1, Geneva, Switzerland, 1976.
3.16
display
rendering or presentation of a user interface and/or digital resource in a range of access modes
NOTE Access modes include, but are not limited to, visual, auditory, olfactory, textual and tactile.
[ISO/IEC 24751-1:2008 (2.15)]
3.17
display transformability
characteristic of a digital resource that supports changes to specific aspects of its display
NOTE See the coded domain in ISO/IEC 24751-3:2008, B.3.
[ISO/IEC 24751-1:2008 (2.16)]
3.18
display transformation
DT
restyling or reconfiguration of the rendering or presentation of a user interface and/or digital resource
[ISO/IEC 24751-1:2008 (2.17)]
3.19
generic assistive technology configuration
configuration of an assistive technology that involves application parameters common among similar
technologies, and not exclusive to a particular product
NOTE See 5.6.
3.20
impairment
〈medical perspective〉 any loss or abnormality of psychological, physiological or anatomical structure or
function
4)
NOTE Adapted from World Health Organization. Document A29/INFDOCI/1, Geneva, Switzerland, 1976.
3.21
individual
human being, i.e. a natural person, who acts as a distinct indivisible entity or is considered as such
NOTE Adapted from ISO/IEC 15944-1:2002 (3.28).
3.22
individualized accessibility
〈e-learning〉 facility of an IT system based learning environment to address the needs of an individual as
learner (through adaptation, re-aggregation and substitution)
3) The source of this definition adapted from World Health Organization Document A29/INFDOCI/1, Geneva,
Switzerland, 1976 is now ISO/IEC 24751-1:2008 (2.14).
4) The source of this definition adapted from World Health Organization Document A29/INFDOCI/1, Geneva,
Switzerland, 1976 is now ISO/IEC 24751-1:2008 (2.19).
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ISO/IEC 24751-2:2008(E)
NOTE Accessibility is determined by the flexibility of the education environment (with respect to presentation, control
methods, structure, access mode, and learner supports) and the availability of equivalent content deemed to be adequate
alternatives.
[ISO/IEC 24751-1:2008 (2.21)]
3.23
information technology system
IT system
set of one or more computers, associated software, peripherals, terminals, human operations, physical
processes, information transfer means, that form an autonomous whole, capable of performing information
processing and/or information transfer
[ISO/IEC 14662:2004 (3.1.8)]
3.24
language
system of signs for communication, usually consisting of a vocabulary and rules
NOTE In this part of ISO/IEC 24751, language refers to “natural languages” or “special languages” but not
“programming languages” or “artificial languages”.
[ISO 5127:2001 (1.1.2.01)]
4 Symbols and abbreviations
AfA access for all
DR digital resource
DRD access for all digital resource description
DT display transformation
IEEE Institute of Electronic & Electrical Engineering
IMS IMS Global Learning Consortium
IT system information technology system
MIME multipurpose internet mail extensions
PNP access for all personal needs and preferences
W3C World Wide Web Consortium
W3C/WAI WCAG World Wide Web Consortium/Web Accessibility Initiative Web Content Accessibility
Guidelines
5 Basic Principles
A number of concepts are encapsulated in the information model for this part of ISO/IEC 24751. These
concepts are explained below.
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ISO/IEC 24751-2:2008(E)
5.1 Functional Approach
The information collected as an Access For All Personal Needs and Preferences (PNP) description is
associated with the user’s functional abilities and the assistive technology or other non-standard technology in
use as well as other user needs and preferences (a functional approach), rather than with the name and other
details of a human impairment (a medical approach). If the structure were based on information about users'
impairments, it would still need to address their functional abilities at some stage, as it is this information that
is needed by learning systems to adapt content and navigation. A medical approach would exclude many of
the details that the system would require. One example would be a user with a learning disability: because
learning disabilities are so varied that classification does not capture the range of options that can be offered
in a functional description. Another example would be the needs and preferences of a blind user: knowing that
a user is blind (the medical terminology of the impairment) does not indicate whether or not they can read
Braille or whether they need output to a Braille display or to a screen reader with speech; only a functional
approach can do this. Many users with disabilities and users with alternate needs and preferences will require
the user interface to be compatible with the assistive or non-standard technology that they use, so for them
Access For All Needs and Preferences (PNP) are specific to the hardware and software used.
5.2 Creating a Personal Needs and Preferences Statement
The Access For All Personal Needs and Preferences (PNP) description can be created in a variety of ways.
The most likely way is through an interactive form ('wizard') that presents a number of questions to the user
and, given responses to the questions, generates the description. This application may be integrated into a
content management system or offered as a stand-alone application. Once a person has a PNP, they should
be able to change, expand, replace, or completely remove their user needs and preferences statement as
needed. They should also be able to create multiple PNPs in order to have a convenient way to switch
between several sets of needs and preferences for different situations - e.g., at home, school, or in a quiet or
noisy place. They should also be able to move their PNPs to new systems or new situations for reuse.
5.3 Display, Control and Content
Needs and preferences are grouped into display, control, and content elements. Display needs and
preferences describe how the user prefers to have information displayed or presented. Control needs and
preferences describe how a user prefers to control the device. Finally, content needs and preferences
describe what supplementary, enhanced, adapted, or alternative content the learner requires.
5.4 Multiple Contexts
A learner may have one or more defined sets of needs and preferences. Multiple sets are necessary because
a learner's needs and preferences may vary according to the learning context. Changing requirements may be
caused by changes to their environment (for example, a home system may have different technologies
installed from one at school) and/or other factors (for example, needs may vary later in the day as fatigue
increases, or with specific disciplines such as science versus literature).
5.5 Needs and Preferences
This standard includes both needs and preferences because it is crucial to provide for and distinguish
between them. As described in the Framework document, the interoperability requirements of learners with
disabilities necessitate strong adherence, whenever possible, to the stated needs of each learner. However, to
avoid having users over-specify by marking their preferred settings as needs, the standard
...
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