Achieving Universal Digital Literacy through Universal Design for Learning in Open Educational Resources

Autor/inn/en	Ayuso-del Puerto, Desirée; Gutiérrez-Esteban, Prudencia
Titel	Achieving Universal Digital Literacy through Universal Design for Learning in Open Educational Resources
Quelle	In: Education as Change, 26 (2022), Artikel 8712 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ayuso-del Puerto, Desirée) ORCID (Gutiérrez-Esteban, Prudencia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1682-3206
Schlagwörter	Access to Education; Digital Literacy; Open Educational Resources; Foreign Countries; Inclusion; Early Childhood Education; Special Education; Elementary Education; Learner Engagement; Spain + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Ausland; Inklusion; Early childhood; Frühkindliche Bildung; Frühpädagogik; Special needs education; Sonderpädagogik; Sonderschulwesen; Elementarunterricht; Spanien
Abstract	Over the years, the Spanish education authorities have proposed various measures, such as the creation of Open Educational Resources (OERs), to guarantee the inclusion of all students in the education system. However, the literature on this topic indicates the persistence of certain challenges relating to the accessibility of OERs. In this regard, Universal Design for Learning (UDL) is presented as a possible solution to this problem as it advocates the personalisation of learning and facilitates the achievement of universal digital literacy. This study seeks to investigate the accessibility of OERs' design for those early stages in education that are managed by the Spanish education authorities. To this end, a guide of indicators has been designed to assess OERs in accordance with the principles of UDL. The sample is made up of 67 OERs, selectively based on a number of requirements. This study uses a quantitative and exploratory research methodology for the analysis of the data obtained. The main findings highlight the shortcomings of OERs in terms of accessibility, adaptability and universality, demonstrating that OERs do not respond to the principles of UDL. (As Provided).
Anmerkungen	Education as Change. The Centre for Education Rights and Transformation, Faculty of Education, University of Johannesburg, PO Box 524, Auckland Park, Johannesburg 2000, South Africa. Tel: +27-11-5591148; e-mail: journal-ed@uj.ac.za; Web site: https://unisapressjournals.co.za/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01