El diseño universal de aprendizaje en educación a distancia

Abstract

Distance education has traditionally been a preferred modality for individuals with disabilities, as well as for those with specific idiosyncrasies and needs. The Universal Design for Learning (UDL) has proven to be an efficient framework for organizing and promoting the inclusion of individuals, structured into levels, principles, and guidelines. To this end, we propose to describe the affective, recognition, and strategic networks of the levels, which constitute the conven-tional UDL model. Additionally, we identify guiding principles that should inform design and provide specific guidelines for designing, developing, and evaluating a contemporary model of distance education. To achieve this, the proposal is equipped with motivational options for generating interest, sustaining effort and persistence, as well as fostering self-regulation. Furthermore, various forms of representation are anticipated for perception, comprehension, language, mathematical expressions, and symbols. Finally, methodological proposals are included to ensure diverse pathways for physical action, channels of expression and communication, and systems for executive functions. All of this allows us to integrate complex modalities of distance education that combine traditional means with technologically advanced resources within a framework of holistic, committed, robust, secure, dynamic, and sustainable work.