TY - CHAP
T1 - Supporting Open Access to Teaching and Learning of People with Disabilities
AU - Deveril, [email protected]
AU - Zervas, Panagiotis
AU - Kardaras, Vassilis
AU - Baldiris, Silvia
AU - Bacca, Jorge
AU - Avila, Cecilia
AU - Politis, Yurgos
AU - Deveril,
AU - Treviranus, Jutta
AU - Fabregat, Ramon
AU - Goodman, Lizbeth
AU - Sampson, Demetrios G.
N1 - Publisher Copyright:
© 2014, Springer International Publishing Switzerland. All rights reserved.
PY - 2014/1/1
Y1 - 2014/1/1
N2 - Over the past years, several frameworks have been developed aiming to support inclusive learning by the provision of flexible or individualized learning experiences. These frameworks recognize the broad diversity of learners and they provide specific learning design principles to ensure accessibility of all learner types to the learning environment or education delivery. In the field of technology-enhanced learning (TeL), accessibility has been recognized as a key design consideration for TeL systems, ensuring that learners with diverse needs and preferences (such as learners with disabilities) can access technology-supported resources, services, and experiences, in general. Within this context, several initiatives have emerged, such as the Inclusive Learning project, which aims to promote an inclusive learning culture and support teachers in designing, sharing and delivering accessible educational resources in the form of learning objects (LOs). To this end, the scope of this book chapter is to present an online educational portal, namely the Inclusive Learning Portal, which aims to support open access to teaching and learning of people with disabilities. More specifically, the Inclusive Learning Portal architecture is presented, which contains a repository of accessible LOs, complementary services that enable easy development and delivery of accessible LOs, as well as teacher training opportunities in the use of these services.
AB - Over the past years, several frameworks have been developed aiming to support inclusive learning by the provision of flexible or individualized learning experiences. These frameworks recognize the broad diversity of learners and they provide specific learning design principles to ensure accessibility of all learner types to the learning environment or education delivery. In the field of technology-enhanced learning (TeL), accessibility has been recognized as a key design consideration for TeL systems, ensuring that learners with diverse needs and preferences (such as learners with disabilities) can access technology-supported resources, services, and experiences, in general. Within this context, several initiatives have emerged, such as the Inclusive Learning project, which aims to promote an inclusive learning culture and support teachers in designing, sharing and delivering accessible educational resources in the form of learning objects (LOs). To this end, the scope of this book chapter is to present an online educational portal, namely the Inclusive Learning Portal, which aims to support open access to teaching and learning of people with disabilities. More specifically, the Inclusive Learning Portal architecture is presented, which contains a repository of accessible LOs, complementary services that enable easy development and delivery of accessible LOs, as well as teacher training opportunities in the use of these services.
KW - Inclusive learning
KW - Open access
KW - People with disabilities
KW - Portal
KW - Repository
KW - Web accessibility
UR - http://www.scopus.com/inward/record.url?scp=84948181183&partnerID=8YFLogxK
U2 - 10.1007/978-3-319-02264-2_5
DO - 10.1007/978-3-319-02264-2_5
M3 - Chapter
AN - SCOPUS:84948181183
SN - 9783319022635
SP - 57
EP - 68
BT - Digital Systems for Open Access to Formal and Informal Learning
PB - Springer International Publishing
ER -