Accesibilidad y MOOC: hacia una perspectiva integral

Alejandro Rodriguez-Ascaso, Jesús González Boticario

Resumen


Para satisfacer una demanda creciente de disponer cursos abiertos masivos (MOOCs) en los que se deben atender las necesidades de cada persona, también de quienes tienen alguna discapacidad, en el trabajo presente se propone un marco de servicios, estándares, normas de calidad y consideraciones que deberían atenderse. En este trabajo se analizan primero las cuestiones relacionadas y los antecedentes existentes, resaltando la aparente contradicción existente entre la pobre atención que se presta a las cuestiones de accesibilidad y adaptabilidad para atender la diversidad funcional de quienes participan en dichos cursos y los desarrollos y normas existentes que deberían ser utilizados. Se destaca aquí el trabajo previo en una arquitectura de servicios abiertos que atienden las necesidades detectadas en un proceso de recopilación de requisitos de usuarios con y sin discapacidad en instituciones de educación superior que utilizan tecnología, que ha sido evaluada en un proyecto de investigación europeo (EU4ALL). A continuación, y basándonos en las metodologías de diseño centrado en el usuario, se propone un conjunto de escenarios para ilustrar las necesidades de cualquier usuario MOOC, y las limitaciones derivadas de la falta de apoyo que actualmente se presta a la diversidad funcional de esos estudiantes MOOC. Posteriormente se discute la aplicabilidad en se conjunto de escenarios de la antedicha arquitectura de servicios EU4ALL, así como de otras propuestas identificadas en la literatura. Finalmente se apuntan las principales líneas de actuación presentes y futuras, en las que se está trabajando para la detección de estados afectivos del estudiante que condicionan su proceso de aprendizaje y que podrían utilizarse, por ejemplo, para intentar reducir los ratios significativos de abandono que se experimentan en los MOOCs.

Palabras clave


sistemas de educación inclusivos; interacción accesible en el aprendizaje; atención de la diversidad funcional en el aprendizaje; aprendizaje permanente centrado en la persona; estándares de interacción en la educación

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Referencias


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DOI: http://dx.doi.org/10.5944/ried.18.2.13670

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