Apoyo adaptativo basado en IMS-LD y estrategias psico-educativas para la familiarización de estudiantes con discapacidad con su entorno virtual de aprendizaje

  1. Campo Adrián, María Elena del
  2. Silva, Maria del Mar Saneiro
  3. Fernández Montecelo, Manuel
  4. Raffenne, Emmanuelle
  5. Rodríguez Ascaso, Alejandro
  6. Santos, Olga C.
  7. González Boticario, Jesús
Revista:
RIED: revista iberoamericana de educación a distancia

ISSN: 1138-2783

Año de publicación: 2010

Título del ejemplar: Adaptación y accesibilidad de las tecnologías para el aprendizaje

Volumen: 13

Número: 2

Páginas: 133-166

Tipo: Artículo

DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: RIED: revista iberoamericana de educación a distancia

Resumen

This work is part of the research in EU4ALL project (IST-2006-034778) and A2UN @ (TIN2008-06862-C04-01/TSI and TIN2008-06862-C04-00/TSI) focused on supporting institutions Higher Education in the activities to be carried out to ensure the participation of students with disabilities. Both accessibility and usability of content and academic activities to develop in the field of higher education, are issues addressed in the research stages. From an inclusive perspective that considers the needs of the student instructional designs have been developed taking into account different types of students who have different support needs, using educational technology standards such as IMS-LD (Learning Management System-Instructional Design) and implementing it through the support provided by the platform dotLRN learning. These designs are then converted into learning units implemented by the platform to suit the resources, content and learning flow characteristics and needs of students with disabilities and / or learning disabilities in Higher Education (dyslexia, hearing impaired , attentional problems, etc.). In the design of activities, content and resources are integrated learning strategies aimed at improving the skills of the user to get their needs in an interactive way, through various pre-designed learning paths. Thus, attention to diversity is integrated with that offered to other peers, achieving ideal results that can be reused in different contexts and courses.

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