Open Educational Resources (OER) and Universal Design for Learning (UDL): A Winning Combination to Enhance Human Diversity and Uniqueness (original) (raw)
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Over the years, the Spanish education authorities have proposed various measures, such as the creation of Open Educational Resources (OERs), to guarantee the inclusion of all students in the education system. However, the literature on this topic indicates the persistence of certain challenges relating to the accessibility of OERs. In this regard, Universal Design for Learning (UDL) is presented as a possible solution to this problem as it advocates the personalisation of learning and facilitates the achievement of universal digital literacy. This study seeks to investigate the accessibility of OERs’ design for those early stages in education that are managed by the Spanish education authorities. To this end, a guide of indicators has been designed to assess OERs in accordance with the principles of UDL. The sample is made up of 67 OERs, selectively based on a number of requirements. This study uses a quantitative and exploratory research methodology for the analysis of the data obt...
2011
a teacher means being involved in the design of learning activities. The teaching profession has become a «pro- fession of knowledge», not because knowledge was or is the legitimate component of the profession, but because the teacher is the designer of learning environments and has the ability to design the spaces where knowledge is being produced. But these learning environments have long been regulated to the privacy of the classroom environ- ment with student complicity. One positive aspect of the launch of the European Higher Education Area has been to bring greater transparency to the process of designing teaching and student learning. Our objective in this study was to identify, represent and document a wide variety of learning designs made by experienced and innovative tea- chers. We hope this repository will be available and accessible to every teacher through the Internet. The partici- pants in this study were 58 teachers mainly from universities in Andalusia and the five ...
Encontrografia Editora, 2022
This project emerged in 2016, after conducting a series of workshops in several countries on the accessibility of digital textbooks sponsored by the United Nations Children’s Fund (UNICEF) in 2015. The international initiative called Inclusive, equitable, and quality education for all brought together experts from several countries in Latin America and the Caribbean to develop guidelines for the production of accessible textbooks from the perspective of the universal design for learning. In Brazil, the responsible body for organizing the thematic workshop was the Down Movement. The guidelines of this international initiative, published in the country by the Down Movement, served as guiding principles of the work developed throughout this project with regard to Universal Design for Learning – UDL (MOVIMENTO DOWN, 2015). The aim of the project was precisely to apply and evaluate the indications already existing in the UNICEF protocol for textbooks from the perspective of the UDL. This report summarizes the main aspects and results of this project.
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The Web is a tool in search of a metaphor. The Knowledge Integration Environment (KIE) Project offers a promising view of the Net as a resource for lifelong learning and knowledge integration. Everyone from computer scientists to the proverbial "person on the street" senses great possibility in the large scale conversion of information to digital formats accessible over networks. Education is often held up as a prime beneficiary of digital libraries. However, the obvious benefits, such as distance education or literally global text search, fall short of justifying either the lofty expectations for an educational revolution or the enormous costs of putting everything on-line. Like most technological innovations, we must focus not only on how tools help us with the same old tasks, but how the nature of the task itself may be changed. Indeed, truly revolutionary technology sometimes changes the nature of the user as well. This is precisely the goal of education, to change the "user"-to broaden the mind of a student. In this paper, we describe how the KIE project takes advantage of digital libraries when on-line information and resources are carefully wedded to learning activities. We believe it is this brokerage of content and activity, informed by cognitive research, that provides significant insights into learning using digital libraries. Additionally, due to the heightened variability in the quality and credibility of on-line information, an electronic textbook metaphor will not suffice for on-line education. Students should be engaged in activities which help them discriminate between competing information