Persona: Rodríguez Ascaso, Alejandro
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0000-0002-7092-4538
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Rodríguez Ascaso
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Alejandro
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Publicación Accesibilidad TIC en compras públicas (1ª Edición)(['Universidad Nacional de Educación a Distancia (España). Editorial', 'Editorial de la Fundación ONCE'], 2018-12) Martínez Normand, Loïc; Masso Aguado, Daniel; Rodríguez Ascaso, AlejandroEuropa comienza a contar con legislación y normativa que exige la accesibilidad TIC (Tecnologías de la Información y las Comunicaciones) en los procesos de compras públicas. Esta tendencia ya ha tenido un impacto considerable en países como Estados Unidos y Canadá, donde la Administración Pública solo compra productos y servicios que sean accesibles para las personas con discapacidad. La norma europea EN 301 549 "Requisitos de accesibilidad adecuados para la contratación pública de productos y servicios TIC en Europa", que ha sido adoptada por AENOR en España, establece los requisitos funcionales que garantizarán que los productos y servicios TIC sean accesibles para todas las personas; desde teléfonos móviles hasta ordenadores, pasando por páginas web. Los requisitos de esta norma están orientados tanto para los procesos de compras públicas como para el resto de usos.Publicación Performance of students with different accessibility needs and preferences in “Design for All” MOOCs(Public Library of Science, 2024-03-07) Rodríguez Ascaso, Alejandro; Molanes López, Elisa M.; Jorge Pe´rez-Martı´nI; Pérez Martín, Jorge; Letón Molina, Emilio; https://orcid.org/0000-0003-3217-8551Recent research has shown that Massive Open Online Courses (MOOCs) create barriers for students with disabilities. Not taking into account their needs in the design, production or delivery of MOOCs may be one of the main causes behind this. It leads to poor compliance with suitable learning designs and web accessibility standards, as well as a lack of knowledge about the students’ needs. The objective of our research is to analyze the learning performance of the students in MOOCs on topics related to Design for All, offered in an Open edX-based platform. Accessibility support was conceived from the outset, including compliance of both the platform and the learning resources with the WCAG 2.1 accessibility standard, and with a subset of the principles of Universal Design for Learning. Additionally, students were consulted on their accessibility needs and preferences, following publicly available modeling schemes and previous research. From a sample of 765 students, who completed at least one of the graded assessment activities of the course, a multilevel multiple logistic regression model was fitted. Based on that model, the results indicate that: a) users of screen readers and users of captions show a statistically significant positive association with a good performance when compared to students with no preferences, with an odds ratio of, respectively, OR = 13.482 and OR = 13.701; b) students who have low vision or very low vision show a significant negative association with a good performance when compared to users of screen readers and to users of captions, with OR = 26.817 and OR = 27.254, respectively.Publicación Dificultades y retos para periodistas en la producción de contenidos accesibles para Internet(Centro Español de Documentación e Investigación sobre Discapacidad (CEDID), 2022) González Perea, Lourdes; Rodríguez Ascaso, AlejandroEste estudio presenta las difcultades que encuentran las y los periodistas para aplicar los requisitos de accesibilidad sobre los medios de comunicación en Internet. Para su desarrollo, se ha entrevistado a 24 periodistas que elaboran contenidos digitales y 4 profesionales de informática provenientes de cibermedios y de organizaciones encargadas del desarrollo de tecnologías para los medios. Del análisis de los resultados se extrae que la ausencia de conocimientos de accesibilidad, sumada a la poca ayuda que prestan los sistemas de gestión de contenidos (CMS) para incorporar los requisitos de accesibilidad establecidos, son las principales causas de la presencia de barreras en los medios de comunicación digitales para personas con discapacidad y mayores. Los criterios de accesibilidad que menos suelen aplicar los periodistas, según la valoración que realizan quienes participaron en el estudio, son la alternativa textual al uso semántico del color para personas que no ven los colores, el subtitulado de contenido audiovisual para personas sordas y la audiodescripción para personas ciegas.Publicación Assessment of Video Accessibility by Students of a MOOC on Digital Materials for All(Institute of Electrical and Electronics Engineers, 2021-05-21) Elisa M. Molanes López; Rodríguez Ascaso, Alejandro; Letón Molina, Emilio; Pérez Martín, Jorge; https://orcid.org/0000-0003-3217-8551The assessment of multimedia accessibility is a relevant, complex and time-consuming task, which takes more than simply checking whether the video has audiodescription and captions or not. In our study, we face this challenge through the: 1) involvement of a cohort of novice evaluators, who previously took part in a MOOC on the accessibility of digital content and 2) the division of the accessibility assessment into the application of a set of criteria. Two groups of novice accessibility testers were asked to evaluate the accessibility of two similar videos, one video per group. While both videos were equivalent in terms of their pedagogical content, only one of them had non-severe accessibility barriers for people with low vision and for blind people. Each participant was asked to rate qualitatively a set of statements extracted from the WCAG 2.1 success criteria, one generic statement about the video accessibility, and a set of statements on the quality perception and the aspects of personal preference. The largest differences in ratings occurred for statements whose success criteria had been improved. It was also the case for one success criterion that is understandable but hardly applicable by novice evaluators, according to the literature. However, the difference was statistically significant only for the success criterion with more salient differences between both videos. As a main conclusion, a group of novice evaluators can identify accessibility problems in videos when using specific accessibility statements.Publicación Understanding ICT Standardization: Principles and Practice(ETSI, 2018) Abdelkafi, Nizar; Bolla, Raffaele; Lanting, Cees J.M.; Rodríguez Ascaso, Alejandro; Thuns, Marina; Wetterwald, Michelle; https://orcid.org/0000-0002-4996-659X; https://orcid.org/0000-0003-2861-1586; https://orcid.org/0000-0001-5858-7295Publicación Understanding ICT Standardization: Principles and Practice (2ª edición)(ETSI, 2021) Abdelkafi, Nizar; Bolla, Raffaele; Rodríguez Ascaso, Alejandro; Wetterwald, Michelle; Bekkers, Rudi; https://orcid.org/0000-0002-4996-659X; https://orcid.org/0000-0003-2861-1586; https://orcid.org/0000-0001-7580-2647Publicación Teaching standards in the digital world(Annales des Mines, 2019) Abdelkafi, Nizar; Bolla, Raffaele; Lanting, Cees J.M.; Mulligan, Ultan; Rodríguez Ascaso, Alejandro; STEIN, Lisa Theresa; Wetterwald, Michelle; https://orcid.org/0000-0002-4996-659X; https://orcid.org/0000-0003-2861-1586; https://orcid.org/0000-0001-5858-7295; https://orcid.org/0000-0002-6445-5923One of the most relevant barriers to standardization education is the availability of the education materials. Whereas in many areas, there is abundancy of teaching materials, this is not the case when it comes to standardization. A few lecturers in Europe have actually developed some materials that they integrate in their courses, but they do not share among them. Consequently, the barriers for lecturers that have not developed materials so far to include standardization into their materials are high. This is what a project initiated by the European Telecommunications Standards Institute (ETSI) and supported by the European Commission aimed to deal with. A team of six experts in standardization research and practice has joined their efforts to develop comprehensive and up-to date teaching materials, namely a textbook and a set of slides, which can be used by lecturers and students. To increase the project’s impact, the developed materials will be provided to be downloaded for free from the ETSI-website.Publicación Quality of the captions produced by students of an accessibility MOOC using a semi-automatic tool(Springer Nature, 2020-07-05) Pérez Martín, Jorge; Rodríguez Ascaso, Alejandro; Molanes-López, Elisa M.; https://orcid.org/0000-0003-3217-8551Some people have problems accessing multimedia services available on the web. Contributions to accessibility made by end users who lack institutional support in the design, production or deployment of media accommodations should be considered. The aim of our paper is to assess the quality of the captions produced using YouTube by non-professional subtitlers who only received basic training. We also identify potential improvements either in the subtitling tool or in the training resources, which could enhance the quality of the captions. We conducted a study in which 53 participants of a MOOC on digital accessibility used the automatic speech recognition (ASR) feature of YouTube to produce the captions for a video provided by the teaching staff. We assessed the quality of the captions produced by the students and then compared it with the quality of the captions produced by: (a) a human expert and (b) the ASR-based subtitling by YouTube. Students’ errors occurred mainly in the number of characters per line, the speed of the captions, failing to use a new line per participant, and not including sound effects. The course should warn students to use a new line per participant, teach them how to subtitle sound effects, specify the maximum number of characters per line of text, and inform that in some countries such as Spain, captions can be edited but in other countries this may not be possible. Our recommendations for the YouTube editor include improving both the user interface and the ASR, with a view to enhancing ongoing and future research.Publicación Materiales digitales accesibles(['Universidad Nacional de Educación a Distancia (España). Editorial', 'Fundación ONCE'], 2018-12) Rodríguez Ascaso, Alejandro; Letón Molina, EmilioLa generación y el uso de documentos digitales son actividades absolutamente transversales en nuestra sociedad, en la formación, los negocios, los trámites administrativos, etc. Existen pautas que hacen posible adoptar un camino ordenado y sostenible en la creación de documentos digitales, especialmente en el campo de la formación. Existen además estrategias y recursos fáciles de utilizar que permiten que nuestros documentos lleguen a una audiencia más amplia, incluyendo a personas con y sin discapacidad, con mayor impacto en Internet, y cumpliendo con la ética y con la legalidad vigente.Publicación Interacción Persona-Computador. Diseño para todos y productos de apoyo(['Universidad Nacional de Educación a Distancia (España). Editorial', 'Editorial de la Fundación ONCE'], 2018-12) Rodríguez Ascaso, AlejandroCurso perteneciente al Canal Fundación ONCE en UNED Abierta. Financiado por el Real Patronato sobre Discapacidad, del Ministerio de Sanidad, Consumo y Bienestar Social del Gobierno de España. Este curso, de carácter introductorio, permite comprender y aplicar los principios del Diseño para Todos y los Productos de Apoyo en las Tecnologías de la Información y las Comunicaciones (TIC), tomando como base fundamentos de la Interacción Persona-Computador.