Accesibilidad y MOOC: Hacia una perspectiva integral

Abstract

In order to address the increasing demand on MOOCs, which considers the personal interaction needs of every student, including those with disabilitie,; here we offer a framework of services, standards, quality procedures and related issues that should be taken into account. Firstly, in this work we review related literature, where there is an apparent contradiction between current standards and developments versus a low level of accessibility in MOOCs. To this end, we have already developed an open and standards-based architecture of services for Higher Education students with and without disabilities (which can be integrated into different learning platforms), that has already been evaluated in EU4ALL, a European research project. Secondly, we adopt a user-centred design approach to devise a set of scenarios to illustrate the needs of any MOOC user. In these scenarios we identify a set of barriers for learning which are mainly caused by the lack of support that disabled students receive. Thirdly, we discuss the applicability of the EU4ALL service architecture, as well as of other initiatives from the literature to remove the identified barriers. To conclude, we highlight the main issues involved and introduce our present and future developments, which focus on detecting and using the affective state of the student, which, for example, can be used in reducing the high dropout rates of current MOOCs.

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