Literaturnachweis - Detailanzeige
| Autor/inn/en | Nieves, Liliana Herrera; Moya, Emilio Crisol; Soldado, Rosana Montes |
|---|---|
| Titel | A MOOC on Universal Design for Learning Designed Based on the UDL Paradigm |
| Quelle | In: Australasian Journal of Educational Technology, 35 (2019) 6, S.30-47 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Nieves, Liliana Herrera) ORCID (Moya, Emilio Crisol) ORCID (Soldado, Rosana Montes) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1449-5554 |
| Schlagwörter | Online Courses; Access to Education; Instructional Design; Inclusion; Virtual Classrooms; Electronic Learning; Foreign Countries; Usability; Integrated Learning Systems; Students with Disabilities; Academic Accommodations (Disabilities); Universities; Colombia |
| Abstract | This article presents the design and pilot of an open online course, based on the principle of universal design for learning (Center for Applied Special Technology, 2011), to promote inclusive virtual education as an improvement transferable to other contexts. The course constitutes the first massive open online course (MOOC) training proposal of the University of Atlántico in Colombia. In this case study, we employed the instructional design methodology of analysis, design, development, implementation, and evaluation (Branch, 2009) and the universal design for learning guidelines. The design of this online training activity enhances the quality of inclusive virtual education, improves accessibility with no need for platform adjustments, and involves participants in their learning. This educational initiative complements the academic offer for students, graduates, administrators, teachers, and external guests, and contributes to the democratisation of education. The result is the creation of a MOOC, "Inclusive Educational Contexts: Design for all", which is accessible to a diverse range of learners. Implications for practice or policy: (1) With this MOOC, universities can translate the concept of inclusion to the academic community; (2) Teachers may acquire competence in universal design for learning and evaluation of digital learning content with respect to usability, which would improve their virtual learning spaces; and (3) Information technology departments need to consider the importance of integrating assistive technologies into Moodle to improve the accessibility and usability of the platform itself. (As Provided). |
| Anmerkungen | Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: https://ajet.org.au/index.php/AJET |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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