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E-learning and disability

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Eleonora Guglielman
Eleonora Guglielman

The document discusses accessibility in e-learning as a way to promote inclusion for students with disabilities. It notes that while technical accessibility standards exist, pedagogical accessibility is also important but less addressed. The research aims to develop guidelines for fully accessible e-learning courses through a participatory design process involving students with special education needs. This would provide a model for inclusive online course design in higher education that considers both technical and pedagogical accessibility factors.

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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
[object Object],[object Object],[object Object],[object Object]
The research themes ,[object Object],Access to ICT, digital skill for all E-accessibility Access to HW, SW, web, e-learning for disabled people Existing standards for e-learning Standards for accessible HW, SW, web and contents (WAI, IMS, etc.) Technological Pedagogical ??? Missing… Accessibility : the degree to which a product, device, service or environment is accessible by as many people as possible
University and SEN ,[object Object],11.407 students with Special Educational Needs attending Higher Education courses The number of online courses in HE is dramatically increasing    Access to e-learning must be guaranteed to all students, addressing accessibility both technically and pedagogically
What kind of accessibility? ,[object Object],[object Object],Access to HW and SW Adaptive and assistive technology Accessibility of websites Accessibility of e-learning platforms (e.g. Atutor, Moodle) Access to contents, resources, documents Access to interaction and collaboration tools: chat, forum, wiki Access to learning activities: labs, group works, debates, peer practices, etc.
What level of accessibility? ACCESS TO PLATFORM Actions: Login Navigate Read advices Support: Platform interface ACCESS TO CONTENTS Actions: Read text Convert contents in another format Download contents Support: Documents PDF-DOC Presentations Multimedia ACCESS TO ACTIVITIES Actions: Interact Collaborate Share knowledge Collectively build new meanings Support: Forum Chat Wiki Social tools LOW HIGH
The research question: work hypothesis and objectives ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
The approach to design ,[object Object],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 Artis Research 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!
The preliminary results PRE-DESIGN DESIGN TECHNOLOGICAL DESIGN THEORETICAL FRAME USERS ORGANIZATIONAL CONTEXT PEDAGOGICAL MODEL ACTIVITIES AND CONTENTS CONCEPTUAL DESIGN VIRTUAL LEARNING ENVIRONMENT Project Constraincts Course objectives Curriculum Typologies of users Needs analysis Users’ requirements Didactic Methods and strategies Assessment tools Planning of learning courses Contents organization Choise of tools and instruments standard Pedagogical support Interface design Accessibility and usability standards Choise of tools and instruments HW and SW supports A framework for designing accessible e-learning courses
Elements of innovation ,[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object]

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E-learning and disability

  • 1. 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
  • 2.
  • 3.
  • 4.
  • 5.
  • 6. What level of accessibility? ACCESS TO PLATFORM Actions: Login Navigate Read advices Support: Platform interface ACCESS TO CONTENTS Actions: Read text Convert contents in another format Download contents Support: Documents PDF-DOC Presentations Multimedia ACCESS TO ACTIVITIES Actions: Interact Collaborate Share knowledge Collectively build new meanings Support: Forum Chat Wiki Social tools LOW HIGH
  • 7.
  • 8.
  • 9. Problem domain and Status Artis Research 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!
  • 10. The preliminary results PRE-DESIGN DESIGN TECHNOLOGICAL DESIGN THEORETICAL FRAME USERS ORGANIZATIONAL CONTEXT PEDAGOGICAL MODEL ACTIVITIES AND CONTENTS CONCEPTUAL DESIGN VIRTUAL LEARNING ENVIRONMENT Project Constraincts Course objectives Curriculum Typologies of users Needs analysis Users’ requirements Didactic Methods and strategies Assessment tools Planning of learning courses Contents organization Choise of tools and instruments standard Pedagogical support Interface design Accessibility and usability standards Choise of tools and instruments HW and SW supports A framework for designing accessible e-learning courses
  • 11.
  • 12.