Presentation of training: Designing sustainable MOOCs in Europe. Dates: Madrid, 12-16 December 2016. SCORE 2020 Project: http://score2020.eadtu.eu/ EADTU contact: Darco Jansen darco.jansen@eadtu.eu UNED contact: Tiberio Feliz Murias tfeliz@edu.uned.es Licence: CC BY - Recording on Youtube: https://goo.gl/BLrsgB

1. Training Madrid, 12-16 December 2016
Designing sustainable MOOCs in Europe
Designing MOOCs (4):
the universal accessibility. Equality
Alejandro Rodríguez-Ascaso
Department of Artificial Intelligence
UNED

2. Training Madrid, 12-16 December 2016
Designing sustainable MOOCs in Europe
MOOCs and Equity
MOOCs offer new opportunities for learners
who face limitations of cost, time or distance,
entry requirements, or gender.

3. Training Madrid, 12-16 December 2016
Designing sustainable MOOCs in Europe
MOOCs and Equity
However, this new educational paradigm has
not developed with an inherent capacity to
attend to the needs of disabled students

4. Training Madrid, 12-16 December 2016
Designing sustainable MOOCs in Europe
MOOCs and Equity
However, this new educational paradigm has
not developed with an inherent capacity to
attend to the needs of disabled students

5. Training Madrid, 12-16 December 2016
Designing sustainable MOOCs in Europe
What’s disability? WHO, 1980
Disability reflects the consequences of impairment in terms of
functional performance and activity by the individual
Impairment Disability

6. Let’s meet a “disabled” student

7. Training Madrid, 12-16 December 2016
Designing sustainable MOOCs in Europe
What’s disability? WHO, 2001
Disability reflects the consequences of impairment in terms of
functional performance and activity by the individual.
Impairment Disability

8. Training Madrid, 12-16 December 2016
Designing sustainable MOOCs in Europe
What’s disability? WHO, 2001
Disability reflects the consequences of impairment in terms of
functional performance and activity by the individual.
A person's functioning and disability is conceived as a dynamic
interaction between health conditions and contextual factors.
Environmental factors
Personal factors
Impairment Disability

9. Life and personal autonomy
Viajar a un
país extraño
Lesiones
temporales
Situaciones de
dependencia temporal:
Viajar a un
país extraño
Lesiones
temporales
Situaciones de
dependencia temporal:
“temporary” dependency
Visiting a foreign
country
Injury

10. Functional diversity
• Romañach & Lobato (2005)

11. Support products
• Supporting abilities
Screen magnifier
Hearing aid Predictive keyboards

12. Support products
• Transferring abilities
Screen reader
Braille display
Mouse emulator
Closed Captions

13. Challenges in MOOC accessibility
• Student’s context
• Searching for MOOCs
• Learning materials and activities, including assessment
• Administrative and e-commerce activities
• Communicating with peers, tutors and lecturers

14. Challenges in MOOC accessibility
• Student’s context
• Searching for MOOCs
• Learning materials and activities, including assessment
• Administrative and e-commerce activities
• Communicating with peers, tutors and lecturers

15. Training Madrid, 12-16 December 2016
Designing sustainable MOOCs in Europe
Student’s context
• Sanchez-Gordon, S., & Luján-Mora, S., 2013
• accessibility problems both in the Coursera platform and
the content of the five courses, which limit access to
seniors
• Al-Mouh, N. A., Al-Khalifa, A. S., Al-Khalifa, H. S., 2014
• 10 Coursera courses had an average of 28 accessibility
issues, and that none of them reached level A (WCAG 2.0)
• Bohnsack, M., Puhl, S., 2014

16. Challenges in MOOC accessibility
• Student’s context
• Searching for MOOCs
• Learning materials and activities, including assessment
• Administrative and e-commerce activities
• Communicating with peers, tutors and lecturers

17. Searching for MOOCs

18. Challenges in MOOC accessibility
• Student’s context
• Searching for MOOCs
• Learning materials and activities, including
assessment
• Administrative and e-commerce activities
• Communicating with peers, tutors and lecturers

19. Can a blind student read a document?

20. Can a person with limited mobility in upper
limbs and speech impairments write a
document?

21. Video accessibility

22. Challenges in MOOC accessibility
• Student’s context
• Searching for MOOCs
• Learning materials and activities, including assessment
• Administrative and e-commerce activities
• Communicating with peers, tutors and lecturers

23. Administrative and e-commerce:
Verifying student’s identity
• Paul-Olivier Dehaye (2016). Coursera and
keystroke biometrics. Higher Education
Revolution

24. Administrative and e-commerce:
Verifying student’s identity

25. Administrative and e-commerce:
Verifying student’s identity

26. Challenges in MOOC accessibility
• Student’s context
• Searching for MOOCs
• Learning materials and activities, including assessment
• Administrative and e-commerce activities
• Communicating with peers, tutors and lecturers

27. Can a deaf student phone his lecturer?

28. Can a deaf student phone his lecturer?

29. Strategies for improving accessibility
to elearning
•Universal Design (and Universal Design for
Learning)
•Accessibility is good for business
•Legislation
•Standards

31. Training Madrid, 12-16 December 2016
Designing sustainable MOOCs in Europe
References
• Sanchez-Gordon, S., & Luján-Mora, S.: Web accessibility of MOOC for
elderly students. En Proceedings of the International Conference on
Information Technology Based Higher Education and Training (ITHET) 1-6.
IEEE. (2013)
• Al-Mouh, N. A., Al-Khalifa, A. S., Al-Khalifa, H. S.: A First Look into MOOC
Accessi-bility. En Miesenberger, K., Fels, D., et al. (Eds.), Proceedings of
the 2014 Computers Helping People with Special Needs Conference. pp.
145-152. Springer. (2014)
• Bohnsack, M., Puhl, S.: Accessibility of MOOC. En Miesenberger, K., Fels,
D., et al. (Eds.), Proceedings of the 2014 Computers Helping People with
Special Needs Conference (141-144). Springer International Publishing.
(2014)

32. Training Madrid, 12-16 December 2016
Designing sustainable MOOCs in Europe
References
• Iniesto, F., Rodrigo, C., Moreira Teixeira, A.: Accessibility analysis in
MOOC platforms. A case study : UNED COMA and UAb iMOOC. In V
Congreso Internacional sobre Calidad y Accesibilidad de la Formación
Virtual (CAFVIR 2014) pp. 545–550. (2014)
• Romañach, J., Lobato, M.: Functional diversity, a new term in the
struggle for dignity in the diversity of the human being.
(2005)http://disability-studies.leeds.ac.uk/files/library/zavier-
Functional-Diversity-Romanach.pdf
• Paul-Olivier Dehaye (2016). Coursera and keystroke biometrics.