Said Talhi

Work place: Computer Science LASTIC Laboratory, University of Batna, Algeria



Research Interests:


Said Talhi received a PhD in Computer Science from the University of Batna, Algeria, in 2007 and he is currently an Associate Professor at this University. His research interests began with intelligent tutoring systems and knowledge based systems in 1992. As Information and Communication Technology became an integral component of any successful education process, his research interests focused on elearning/distance education, authoring systems, collaborative learning and adaptive hypermedia systems where some papers are published. He also published a book in these research fields at EUE (Editions Universitaires Europennes) publisher in 2011.

Author Articles
Implementing WAI Authoring Tool Accessibility Guidelines in Developing Adaptive Elearning

By Said Talhi Fairouz Khadraoui Mahieddine Djoudi

DOI:, Pub. Date: 8 Sep. 2012

Adaptive learning technology allows for the development of more personalized online learning experiences with materials that adapt to student performance and skill level. The term “adaptive” is also used to describe Assistive Technologies that allow the usability of online based courses for learners with disabilities and special needs. Authoring tools can enable, encourage, and assist authors in the creation of elearning content. Because most of the content of the Web based adaptive learning is created using authoring tools, they may be accessible to authors regardless of disability and they may support and encourage the authors in creating accessible elearning content. This paper presents an authoring tool designed for developing accessible adaptive elearning. The authoring tool, dedicated to Algerian universities, is designed to satisfy the W3C/WAI Authoring Tool Accessibility Guidelines (ATAG), and to allow collaboration functionalities among teachers where building elearning courses. After presenting the W3C/WAI accessibility guidelines, the collaborative authoring tool is outlined.

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