Formalización De Un Marco Metodológico Para La Implementación De Un Proyecto Educativo Virtual Accesible

Amado-Salvatierra, Hector R.; González, José Hilera; Tortosa, Salvador Otón

doi:10.5944/educxx1.15591

Cited by 13 publications

(17 citation statements)

References 14 publications

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“…Some projects have been developed to promote accessibility and adaptability on virtual environments. The shared experiences of initiatives such as EU4ALL [12], ESVIAL [29], TILE, AEGIS, ACCESSIBLE [30] in Europe and OBBA in Brazil [31], reveal research and implementation efforts to favor educational inclusion. However, the evaluation of quality in e-learning has generated proposals for models and standards, in which the accessibility criterion is considered relevant but has not yet reached an information agreement.…”

Section: Related Workmentioning

confidence: 99%

The use of accessibility metadata in e-learning environments: a systematic literature review

Ingavélez-Guerra

Tortosa

Hilera-González

et al. 2021

Univ Access Inf Soc

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E-learning environments constitute an essential element in education, as they help students to ensure their pass their courses and graduate on time. Although guidelines, techniques, and methods have been presented in some literature in recent years to contribute to the development of accessible e-learning environments that promote digital inclusion, their implementation is challenging. In this context, the use of accessibility metadata not only provides a way to enhance the description of adapted educational resources but also facilitates their search according to the needs and preferences of students, in particular those with disabilities. In this paper, a systematic review was conducted in order to provide the state of the art regarding the use of accessibility metadata in e-learning environments. A total of 746 documents were found during the period from 2012 to 2019, of which 31 were selected according to the inclusion and exclusion criteria relevant to our review. The findings revealed an intensive use of models and standards of accessibility in e-learning environments, however, using accessibility metadata remains underused. In fact, the evaluation of accessibility and adaptability through the use of its metadata was not found. The findings obtained also helped to establish challenges and opportunities in this research field as well as to provide an overview that could support those who generate educational resources to keep their interest in making them accessible.

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Section: Related Workmentioning

confidence: 99%

The use of accessibility metadata in e-learning environments: a systematic literature review

Ingavélez-Guerra

Tortosa

Hilera-González

et al. 2021

Univ Access Inf Soc

View full text Add to dashboard Cite

show abstract

“…Some projects have been developed to favor accessibility and adaptability in virtual environments. The shared experiences EU4ALL [8] , ESVIAL [20] , TILE, AEGIS, ACCESSIBLE [21] OBBA in Brazil [22], to mention a few, point to research and implementation efforts to favor educational inclusion. In parallel, the evaluation of digital learning resources, generates proposals for models and standards to be applied, for which, the accessibility criterion is considered relevant but still does not achieve a consensus of information.…”

Section: Related Workmentioning

confidence: 99%

Automatic Adaptation of Open Educational Resources: An Approach From a Multilevel Methodology Based on Students’ Preferences, Educational Special Needs, Artificial Intelligence and Accessibility Metadata

et al. 2022

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The need for adaptive e-learning environments that respond to learning variability is now a fundamental requirement in education, as it helps to ensure that students learn and pass their courses within a set time frame. Although guidelines, techniques and methods have been established in recent years to contribute to the development of accessible and adaptable e-learning environments that promote digital inclusion, their implementation is challenging due to the lack of knowledge of an adequate way to do it and because it is considered more of a technological competence for scholars in the area. In this context, automated support for adapting material that responds to the correct use of accessibility metadata not only provides a way to improve the description of adapted educational resources, but also facilitates their search according to the needs and preferences of students, particularly those with disabilities. In this article, we carry out a multilevel methodological proposal for the automatic adaptation of open educational resources, in order to provide a tool that contributes to the accessibility and correct use of their metadata in e-learning environments. A research is conducted with students with disabilities to establish their real needs and preferences, highlighting the need to strengthen the adequate description and coherent alternative text in images, the correct subtitling in videos and the conversion of audio to text, data that are relevant to our proposal. The research conducted aims to contribute with an automated support tool in the generation of accessible educational resources that are correctly labeled for search and reuse. This research also aims to support researchers in artificial intelligence applications to address challenges and opportunities in the field of virtual education, in addition to providing an overview that could help those who generate educational resources and maintain their interest in making them accessible.

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“…No es necesario que los docentes se conviertan en expertos en accesibilidad, pero si que conozcan la importancia de ésta en la educación de sus estudiantes. De esta forma se crea conciencia en todos los involucrados en el proceso formativo (Amado-Salvatierra, González, & Tortosa, 2018).…”

Section: ¿Cuáles Son Las Consideraciones Tecnológicas Y Pedagógicas Punclassified

Educación virtual para todos: una revisión sistemática

Moya¹,

Nieves²,

Soldado³

2020

Education in the Knowledge Society

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This article deals with the systematic review of the literature on virtual education for all. Accurately, this work responds to questions such as: What are the technological and pedagogical considerations to implement accessible e-learning proposals in inclusive higher education? What role does the Universal Design for Learning play in the development of virtual educational proposals for all in higher education? Scientific productions were analysed from 2009 to 2018. The study is based on the methodology proposed by Kitchenham (2004) and Okoli & Schabram (2010). The revised productions provide empirical and theoretical data in the field of inclusive virtual higher education. The results show that the accessibility to educational platforms and resources or educational contents has been of great interest, as well as the consideration of the Universal Design for Learning and its three principles to reach the most considerable number of online learners, with training proposals accessible to all who seek an inclusive virtual education. R E S U M E N El presente artículo aborda la revisión sistemática de literatura sobre la educación virtual para todos. Concretamente con este trabajo se da respuesta a interrogantes como: ¿cuáles son las consideraciones tecnológicas y pedagógicas para implementar propuestas e-learning accesibles en educación superior inclusiva? ¿Qué papel cumple el Diseño Universal de Aprendizaje en el desarrollo de propuestas educativas virtuales para todos en educación superior? Se analizaron producciones científicas en el período de 2009 a 2018. El estudio se apoya en la metodología propuesta por Kitchenham (2004) y Okoli & Schabram (2010). Las producciones revisadas aportan datos empíricos y teóricos en el ámbito de la educación superior virtual inclusiva. Los resultados muestran que la accesibilidad a las plataformas educativas y recursos o contenidos educativos, han sido de gran interés, así como la consideración del Diseño Universal de Aprendizaje y sus tres principios para llegar a la mayor cantidad de aprendices en línea, con propuestas formativas accesibles para todos que buscan una educación virtual inclusiva.

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Formalización De Un Marco Metodológico Para La Implementación De Un Proyecto Educativo Virtual Accesible

Cited by 13 publications

References 14 publications

The use of accessibility metadata in e-learning environments: a systematic literature review

The use of accessibility metadata in e-learning environments: a systematic literature review

Automatic Adaptation of Open Educational Resources: An Approach From a Multilevel Methodology Based on Students’ Preferences, Educational Special Needs, Artificial Intelligence and Accessibility Metadata

Educación virtual para todos: una revisión sistemática

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