dmc

=Digitally Mediated Communication=

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From the Beginning
We have a history as humans of mediating communication through: To see other examples, visit this page of the 205 wikispaces specifically on the history of communication.
 * Morse Code
 * Written word
 * Symbol systems (smoke signals, hieroglyphics)
 * Notes in a bottle
 * Cave writings
 * Books
 * Colors
 * Sounds/Alarms
 * Math symbols
 * Art (totem poles)
 * Semaphore (flags)

What It Means Today
Nowadays, technology is used as a method of communicating information digitally. This involves software more than hardware.



“Though coming from quite different histories and directions, the purpose of universal design and assistive technology is the same: to reduce the physical and attitudinal barriers between people with and without disabilities.” - [|Universal Design Education Online]

In creating functionality for digitally mediated communications, the software should offer accessibility to accommodate many special populations. That is, it should bridge the gap in the digital divide and should not discriminate between people with and without disabilities, for instance kids or seniors. "Assistive technology is any technology that allows one to increase, maintain, or improve the functional capabilities of an individual with special learning needs...computer use can assist the development of a functional skill, and can also provide structure and give immediate feedback." (Edyburn, 2000). Assistive or adaptive technology is one way that helps special populations to overcome any difficulties whether cognitive, reading, seeing, hearing, movement, writing or speaking that may act as a barrier in accessing forms of digital communication properly.


 * Examples of assistive technologies for:**

//Reading Difficulties// //Writing Difficulties// //Motor Difficulties// In the creation of software or a website, the concept of universal design should be considered. This involves making products/features usable to ass users instead of just not disabled individuals.
 * Optical Character Recognition: involves the scanning of reading material onto a computer to allow the viewing of only text of the scanned material on the screen separate from images.
 * Screen Readers: involves a computerized voice reciting text on a computer monitor.
 * Word-prediction Software: as the user types letter by letter a window displays high-frequency words and narrowing the word options by selecting and matching ones that resemble the letters the user continues to type.
 * Cognitive Mapping Software: creates thought webs in an interface design that allows the user to brainstorm thoughts and use symbols and arrows linking words to form relationships in order to help for the planning and organizing of information.
 * Spell-check Software: although many programs have this function built-in, there are specific software available to help those with dyslexia (for reversed letters, missing first letters, and phonetic letters).
 * Read-back Software: converts text on a monitor into aural speech.
 * Speech-recognition Software: the user dictates into a microphone what is to be typed on a computer screen. Voice-training the computer to recognize how the user dictates words has to be done prior to using the programs
 * Keyboards: various keyboard setups are available to assist those with motion difficulties in pressing buttons or utilizing the mouse by hand. Braille keyboards assist the visually impaired, ergonomic keyboards reduce strains and tension in the wrist, emulation boards, large keyboards and keyguards assist those with dexterity problems.
 * Single-handed [[image:singlehanded.jpg width="98" height="81"]] || Keyguards [[image:keyguards.jpg width="122" height="72"]] ||
 * Large-board [[image:largeboard.jpg width="126" height="64"]] || Emulation [[image:emulation.jpg width="137" height="43"]] ||

Web Accessibility


According to the W3C (World Wide Web Consortium), certain actions should be taken by creators and designers to ensure accessibility for all:
 * 1) "Content must be perceivable
 * provide text alternatives for all non-text content
 * provide synchronized media equivalents for time-dependent presentations
 * ensure that information, functionality, and structure are separable from presentation
 * in visual presentations, make it easy to distinguish foreground words and images from the background
 * in auditory presentations, make it easy to distinguish foreground speech and sounds from background sounds
 * 1) Interface elements in the content must be operable
 * make all functionality operable via a keyboard or a keyboard interface
 * allow users to control time limits on their reading or interaction unless specific real-time events or rules of competition make such control impossible
 * allow users to avoid content that could cause photosensitive epileptic seizures
 * facilitate the ability of users to orient themselves and move within the content
 * help users avoid mistakes and make it easy to correct them
 * 1) Content and controls must be understandable
 * ensure that the meaning of content can be determined
 * organized content consistently from "page to page" and make interactive components behave in predictable ways
 * 1) Content must be robust enough to work with current and future technologies
 * use technologies according to specification
 * ensure that user interfaces are accessible or provide an accessible alternative(s)**"** (W3C, 2004)

Jakob Nielsen


Jakob Nielsen is known for addressing usability standards across the web through a column on his [|site]. Along with Donald Norman, he established the [|Nielsen Norman Group], a site that supports user-centered design and addresses studies in usability and accessibility for all people with various abilities and learning curves. Websites and software program interfaces should be created with consideration of ease and clarity for the user to navigate.

David Edyburn


David Edyburn is a supporter of the movement to bridge the gap between the disabled and the able. His publications take a glance at accessibility and universal design for learning and take special focus on the educational institution. An assistive technology's "...successful use in the classroom will depend on the characteristics of individual students; the outcomes that students need to be able to strive to accomplish; the task that meets the needs of a particular student; and the functional use of the hardware and software." (Edyburn, 2004) For a complete comprehensive list of relevant and useful online publications by David Edyburn, visit his personal website by clicking [|here].

=Works Cited=

Image (body parts): http://www.udeducation.org/resources/readings/mueller_mace.asp Image (keyboards): http://www.gawds.org/show.php?contentid=96 Image (W3C): http://www.w3.org/Icons/w3c_main Image (Jakob Nielsen): [|http://www.sapdesignguild.org/community/book_people/images/jakob_nielsen_sm.jpg] Image (David Edyburn): [|http://www.indstate.edu/oit/irts/pt3/edyburn.htm]

Caldwell, B., Chisholm, W., Vanderheiden, G. & Jason White. (2004). Web Content Accessibility Guidelines 2. //The World Wide Web Consortium// Online at: http://www.w3.org/TR/2004/WD-WCAG20-20040730/

Pedley, Mel. (2005). Assistive Technology: Keyboards and Other Input Alternatives. //Guild of Accessible Web Designers// Online at: http://www.gawds.org/show.php?contentid=96