Eleonora Guglielman EC-TEL 2010 Doctoral Consortium E-learning and disability: accessibility as a contribute to inclusion EC-TEL 2010 Doctoral Consortium Barcelona, 29 september 2010 Università Roma Tre - Facoltà di Scienze della Formazione Dottorato di Ricerca in Pedagogia e Servizio Sociale - Sez. Pedagogia XXIV Ciclo Eleonora Guglielman
E-learning and disability: accessibility as a contribute to inclusion. Presentation at EC-TEL 2010 Doctoral Consortium, 29 september 2010, Barcelona, Spain.
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Access to HW and SWAdaptive and assistive technologyAccessibility of websitesAccessibility of e-learning platforms (e.g. Atutor, Moodle)
Access to contents, resources, documentsAccess to interaction and collaboration tools: chat, forum, wikiAccess to learning activities: labs, group works, debates, peer practices, etc.
The research question: work hypothesis and objectives
The assumption: e-learning can contribute to the inclusion of disabled students, on condition that it promotes participation and interaction.E-learning courses not addressing a wide accessibility (technical + pedagogical) limit or impede participation and interaction, discriminating students with SEN
Objectives: • To outline the meaning of accessibility • To explore and describe experience of
students with SEN in online courses• To define guidelines (reference model) for
The approach to designUniversal Design and Design for All:Objects and services must be designed to allow access to all users: inclusion as a forethought rather than an afterthought
Participatory design:The design cycle should involve all stakeholders, including end users: in our case, students with SEN
Context: University Roma Tre,School of Education
Since 2009 delivers blended courses on Moodle platform
Methodology: constructivist-based interpretive research
Problem domain and Status ArtisResearch domain: Special Education, with a multidisciplinary perspective touching e-learning theories/models, education technology, universal design, etc.
Many studies deal with technical accessibility (standards, parameters, rules…); only in the last few years some authors begin to concern with pedagogical accessibility.They propose holistic models…. But they don’t say how to design and implement inclusive online activities!