Implementing UN CRDP Through Human Interface Equivalencies (HIEs) With Semantic Interoperability

What is it about?

This chapter is built upon international ISO/IEC standards, which are technical documents related to information technology. While these documents usually contain technical language, this chapter aims to minimize it for a broader audience. It occasionally uses technical terms marked with an asterisk (*), and their precise definitions are provided in the ISO/IEC 20016-1 (2014) standard, which serves as the main reference for this chapter. The chapter introduces five key concepts, and their definitions can be found in the ISO/IEC 20016-1 standard. These concepts are: (1) Human Interface Equivalent (HIE): This term refers to a concept related to how information is presented to users in a way that's equivalent to a human interface. (2) Individual User: Describes a person who has the right to demand unambiguous access to information exchanges with a content provider. This information is typically in the form of recorded sets of information (SRIs) and is provided at a specified level of clarity in the preferred Human Interface Equivalent (HIE). (3) Semantic Interoperability: This term signifies the ability of systems and organizations to exchange information and have it correctly interpreted at the meaning level. (4) Semantic Interoperability Equivalency Level (SIEL): Represents a standard that assesses the extent to which semantic interoperability is achieved. (5) Set of Recorded Information (SRI): Refers to a collection of information that is recorded, and individual SRIs are part of what an individual user may demand access to. The ISO/IEC 20016-1 standard introduced the notion of an "individual user," defined as a person with the right to demand unambiguous access to information exchanges with a content provider. This access involves sets of recorded information (SRIs) provided at a specific level of clarity in the preferred Human Interface Equivalent (HIE). The chapter operates under the premise that individual users have certain rights, particularly as outlined in the UN Convention on the Rights of Persons with Disabilities (UN CRPD). These rights are particularly crucial in a learning, education, and training (LET) context, especially for individuals acting as "students" during their formative years.

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Photo by Husna Miskandar on Unsplash

Photo by Husna Miskandar on Unsplash

Why is it important?

The importance of this chapter lies in its connection to international standards and its focus on ensuring equitable access to information and technology for all individuals, especially in learning, education, and training contexts. Here are several reasons why this chapter is important: (1) Standardization for Clarity: By relying on international ISO/IEC standards, the chapter contributes to standardizing terminology and concepts in the field of information technology. Standardization enhances clarity and consistency, facilitating better communication and understanding among diverse stakeholders. (2) Inclusivity for Individual Users: The concept of "individual users" is central to the chapter, emphasizing the rights of individuals to demand unambiguous access to information. This inclusion-oriented approach promotes equal opportunities for all, irrespective of their abilities or disabilities. (3) Human Interface Equivalent (HIE): The consideration of HIE underscores the importance of presenting information in a way that is equivalent to a human interface. This is crucial for ensuring that information is accessible and understandable by a wide range of users, including those with diverse abilities. (4) Semantic Interoperability: The focus on semantic interoperability reflects a commitment to ensuring that systems and organizations can exchange information in a way that preserves its intended meaning. This is essential for effective communication and collaboration across different technological platforms. (5) Learning, Education, and Training (LET) Context: Recognizing the significance of individual rights, particularly in a learning context, aligns with the broader goals of promoting inclusive education. The chapter acknowledges the importance of accommodating diverse needs, especially for students during their formative years. (6) UN Convention on the Rights of Persons with Disabilities (UN CRPD): By grounding the chapter in the principles of the UN CRPD, it aligns with a globally recognized framework for protecting the rights of individuals with disabilities. This commitment contributes to a broader global effort to ensure inclusivity and accessibility. (7) Differentially Abled Students (DAS): The use of the acronym DAS highlights a specific focus on students with diverse abilities. This emphasis on differential abilities recognizes the importance of tailored approaches and accommodations in educational settings. (8) Accessibility in Technology: In the rapidly evolving landscape of technology, ensuring that information and interfaces are accessible to everyone is crucial. This chapter contributes to the ongoing conversation about making technology more inclusive and user-friendly.

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