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Accesibilidad y MOOC: Hacia una perspectiva integral

    1. [1] Universidad Nacional de Educación a Distancia

      Universidad Nacional de Educación a Distancia

      Madrid, España

  • Localización: RIED: revista iberoamericana de educación a distancia, ISSN 1138-2783, Vol. 18, Nº 2, 2015 (Ejemplar dedicado a: La filosofía educativa de los MOOC y la educación universitaria), págs. 61-85
  • Idioma: español
  • DOI: 10.5944/ried.18.2.13670
  • Títulos paralelos:
    • Accessibility and MOOC: Towards a holistic perspective
  • Enlaces
  • Resumen
    • español

      Para satisfacer una demanda creciente de disponer cursos abiertos masivos (MOOC) en los que se deben atender las necesidades de cada persona, también de quienes tienen alguna discapacidad, en el trabajo presente se propone un marco de servicios, estándares, normas de calidad y consideraciones que deberían atenderse.

      En este trabajo se analizan primero las cuestiones relacionadas y los antecedentes existentes, resaltando la aparente contradicción existente entre la pobre atención que se presta a las cuestiones de accesibilidad y adaptabilidad para atender la diversidad funcional de quienes participan en dichos cursos y los desarrollos y normas existentes que deberían ser utilizados. Se destaca aquí el trabajo previo en una arquitectura de servicios abiertos que atienden las necesidades detectadas en un proceso de recopilación de requisitos de usuarios con y sin discapacidad en instituciones de educación superior que utilizan tecnología, que ha sido evaluada en un proyecto de investigación europeo (EU4ALL). A continuación, y basándonos en las metodologías de diseño centrado en el usuario, se propone un conjunto de escenarios para ilustrar las necesidades de cualquier usuario MOOC, y las limitaciones derivadas de la falta de apoyo que actualmente se presta a la diversidad funcional de esos estudiantes MOOC. Posteriormente se discute la aplicabilidad en ese conjunto de escenarios de la antedicha arquitectura de servicios EU4ALL, así como de otras propuestas identificadas en la literatura. Finalmente, se apuntan las principales líneas de actuación presentes y futuras, en las que se está trabajando para la detección de estados afectivos del estudiante que condicionan su proceso de aprendizaje y que podrían utilizarse, por ejemplo, para intentar reducir los ratios significativos de abandono que se experimentan en los MOOC.

    • English

      In order to address the increasing demand on MOOC, which consider the personal interaction needs of every student, including those with disabilities; here we offer a framework of services, standards, quality procedures and related issues that should be taken into account. First, in this work we review related background, where there is an apparent contradiction between current standards and developments versus a low level of accessibility in MOOC. To this end we have already developed an open and standards-based architecture of services attending Higher Education students with and without disabilities, which can be integrated into different learning platforms and that has already been evaluated in EU4ALL, a European research project. Then, we take a user centred design approach to devise a set of scenarios to illustrate the needs of any MOOC user. In these scenarios we identify a set of barriers to learning, which are caused by the lack of support that disabled students receive. Then, we discuss the applicability of the EU4ALL service architecture, as well as of other initiatives from the literature, to remove the identified barriers. To conclude we highlight the main issues involved and introduce our present and future developments, which focus on detecting and using the affective state of the student, which, for instance, can be used in reducing the high dropout rates of current MOOC.

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