Accessible e-learning material: a no-frills avenue for didactical experts

Mirabella, Valeria; Kimani, Stephen; Gabrielli, Silvia; Catarci, Tiziana

doi:10.1080/13614560412331325253

Cited by 9 publications

(6 citation statements)

References 1 publication

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“…To remove this type of difficulties our work has focused, initially, on developing a methodological approach and a set of eLearning-centred guidelines for accessibility, to steer and simplify the authoring process. The method developed, that we named a 'no-frills' approach [13], is based on prompting authors to remove any content that might be considered as not essential for reaching the objectives of a learning module by learners with some level of impairment or disability. When this step has been performed and all relevant or mandatory content has been identified, the next move consists in checking if this is accessible not only from a physical point of view (like, an image described to become accessible by visually impaired learners), but also from a didactic point of view (i.e., if the content description provided does not deteriorate, in some way, the overall quality of the learning experience for a disabled learner).…”

Section: Methodological Approachmentioning

confidence: 99%

The Design of an Authoring Interface to Make eLearning Content Accessible

Gabrielli

Mirabella

Teso

et al. 2005

Human-Computer Interaction - INTERACT 2005

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This paper presents the rationale and design process of an authoring interface that enables didactic experts to create or modify eLearning content to make it accessible by learners with special needs. The tool has been designed according to a methodological framework and a set of guidelines for eLearning accessibility previously developed by our group. A key aspect of our framework consists in helping authors to preserve the didactic quality of the eLearning experiences provided to disabled learners (in particular, visually impaired ones) beyond assuring their mere physical access to online materials. A usercentred design process has been adopted to develop a usable prototype of the authoring interface, named aLearning, that we describe below.

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Section: Methodological Approachmentioning

confidence: 99%

The Design of an Authoring Interface to Make eLearning Content Accessible

Gabrielli

Mirabella

Teso

et al. 2005

Human-Computer Interaction - INTERACT 2005

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“…In order to do so, the instructors must be prepared with all the needed materials beforehand. "Online provides broad opportunities for students to learn independently, especially those who have high learning creativity, and F2F is to facilitate and motivate slow students" (Mirabella* et al, 2004;Wilke et al, 2016;Zwart et al, 2017;Kissau, 2015;Tambunan et al, 2020). (Singh et al, 2021a, b) • The frequent number of meetings during a week would support a better quality of learning (Graham et al, 2013;Yuliyanto et al, 2020) Assessments (A)…”

Section: Building Blocks For Future Blended Learningmentioning

confidence: 99%

“…• Organizing student health support that is available online (Singh et al, 2021a) • Introducing mental health support groups (Singh et al, 2021a) Organizational (O) • Thorough preparation of materials (Singh et al, 2021a, b) • Student readiness as the student's preparedness and perception play a key role in the success of this teaching and learning experience (Giatman et al, 2020) • "Online provides broad opportunities for students to learn independently, especially those who have high learning creativity and F2F is to facilitate and motivate slow students" (Mirabella* et al, 2004;Wilke et al, 2016;Zwart et al, 2017;Kissau, 2015;Tambunan et al, 2020) Source(s): Authors' own work The adopted methodology is easy to navigate and will undoubtedly assist instructors in planning their courses in a manner that incorporates critical thinking.…”

Section: Pedagogical (P)mentioning

confidence: 99%

Essential building blocks for future blended learning with the right amount of blend

Savara,

Assaf,

Hariri

et al. 2023

IJQRM

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PurposeThis paper aims to shed light on how the composition of future blended learning (BL) courses can be changed to provide students with quality academic learning experiences. The model suggested in this study will guide instructors on how to design their course learning outcomes to ensure effective delivery.Design/methodology/approachThe new model has been developed by combining Bloom's taxonomy and Carman's model. Later, a new framework entitled “PATHCO” based on an extensive literature review is applied to enhance the quality of all five components of Carman's model.FindingsThe PATHCO conceptual framework has been developed to ensure quality in the five main teaching and learning factors. This framework covers criteria like pedagogical, assessments, technical, health care and organizational. Further research is required to broaden the main elements of the suggested framework and to validate this research through a case study.Originality/valueThe COVID-19 pandemic has transformed the landscape of the education sector by encouraging an extensive acceptance of technology-enhanced learning and teaching. Blended learning (BL) has become the most appropriate medium to deliver online learning (OL). However, educators and students have reported dissatisfaction with the BL mode of delivery. To address this dissatisfaction, this study outlines, using the PATHCO model, all the essential building blocks which are required to find the right blend of both face-to-face and online components.

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“…This variety of combinations based on the idea that individuals differ in their speed of digesting information. Face-to-face instruction is an opportunity to facilitate and motivate slow students; and online instruction provides broad opportunities for students to learn independently, especially those who have high learning creativity (Zwart, Van Luit, Noroozi, & Goei, 2017;Mirabella et al, 2004;Wilke, King, Ashmore, & Stanley, 2016;Kissau, 2014). Thus, their competences can be built together maximally because it is possible for these differences to be accommodated (Kuo, Belland, Schroder, & Walker, 2014).…”

Section: Teacher Candidates' Competence In Blended Learningmentioning

confidence: 99%

Teaching Technical Teacher Candidates with Various Types of Learning Styles: Online and Face-to-Face Compounds

Tambunan

Silitonga

Sidabutar³

2019

IJHE

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Differences in statements about the practice of blended learning (a combination of online and face-to-face instruction) were found in experiments conducted on prospective students of engineering teachers. There were various forms of learning, and—significantly—the various types of learning styles had a significant influence on competence. Group members’ competencies based on learning is significantly different, but based on the type of learning style, there are competencies which are not significantly different between several groups

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Accessible e-learning material: a no-frills avenue for didactical experts

Cited by 9 publications

References 1 publication

The Design of an Authoring Interface to Make eLearning Content Accessible

The Design of an Authoring Interface to Make eLearning Content Accessible

Essential building blocks for future blended learning with the right amount of blend

Teaching Technical Teacher Candidates with Various Types of Learning Styles: Online and Face-to-Face Compounds

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