A PRELIMINARY STUDY FOR DEVELOPING ACCESSIBLE MOOC SERVICES

Journal of Accessibility and Design for All. 2016;6(2):125-149 DOI 10.17411/jacces.v6i2.117

 

Journal Homepage

Journal Title: Journal of Accessibility and Design for All

ISSN: 2013-7087 (Online)

Publisher: Universitat Politècnica de Catalunya

Society/Institution: Accessibility Chair

LCC Subject Category: Technology: Engineering (General). Civil engineering (General): Engineering design | Technology: Building construction

Country of publisher: Spain

Language of fulltext: English

Full-text formats available: PDF

 

AUTHORS

Francisco Iniesto (Institute of Educational Technology, the Open University, Milton Keynes.)
Covadonga Rodrigo (Department of Languages and Computer Systems, School of Computer Science, Universidad Nacional de Educación a Distancia (UNED), Madrid.)

EDITORIAL INFORMATION

Double blind peer review

Editorial Board

Instructions for authors

Time From Submission to Publication: 25 weeks

 

Abstract | Full Text

The flexibility of the MOOC service allows students to learn at their own time, place and pace, enhancing continuous communication and interaction between all participants in knowledge and community building. This model especially benefits people with disabilities, which can improve therefore their level of employability and social inclusion, reaching a better quality of life. Unfortunately the access to MOOC platforms present severe barriers: there is a lack of accessibility on the learning resources, the communicating tools and personalized user interfaces. All these issues add extra difficulties such as the need to develop specific digital or even social skills for students with functional diversity. In this context, MOOCs are leading a revolutionary computer and mobile-based scenario along with social technologies that will emerge new kinds of learning applications that enhance communication and collaboration processes. For that reason, this paper describes the need for designing an information model and related specifications to support a new strategy for delivering accessible MOOC courses to learners with special needs, in terms of their preferences and context of use based on a particular application profile. This user profile’s design is based on standard metadata schemas, data that provides information about other data, regarding the achievement of accessibility from content to user preferences.