Universal Design and Accessibility Standards in Online Learning Objects

Macedo, Claudia Mara Scudelari de; Ulbricht, Vânia Ribas

doi:10.1007/978-3-642-39194-1_21

Cited by 3 publications

(5 citation statements)

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“…This study also supports the findings of Natsis, Hormova and Mikropoulos (2014), who demonstrated that students who used DLOs to learn about natural disasters, remained engaged and showed strong involvement in the teaching process. Our results are also consistent with previous research presenting the potential impact of a learning objects web repository for special education (Benigno et al,2015; de Macedo & Ulbricht, 2013; Jadán-Guerrero & Guerrero, 2015; Way, 2010). The students’ experience, as per the LOES-S questionnaire are similar to those of Jimoyiannis et al 2013, who highlighted ways to improve students’ involvement and performance in Greek schools (2013).…”

Section: Discussionsupporting

confidence: 93%

“…This study also adds to prior evidence that digital technology contributes to developing science skills in students with ID, in line with the general education curriculum (Ciullo et al2015; McMahon et al, 2016; McKissick et al, 2018). Moreover, our findings support the claim that DLOs show great potential in the field of special education (Benigno et al, 2015; de Macedo & Ulbricht, 2013; Jadán-Guerrero & Guerrero, 2015; Way, 2010).…”

Section: Discussionsupporting

confidence: 88%

“…The main features of the DLOs are reusability, granularity, discoverability, accessibility, interoperability, adaptability, durability, generativity, and manageability. Τhe contribution of DLOs hosted in open access web repositories to special education has been indicated in several studies (Akpinar & Simsek, 2007; Benigno, Capuano, & Mangione, 2015; de Macedo & Ulbricht, 2013; Jadán-Guerrero & Guerrero, 2015; Roman, Mehta, & Saija, 2017; Way, 2010). For example, Jadán-Guerrero and Guerrero (2015) have developed a repository for sharing DLOs concerning students with ID and evaluated them in a case study.…”

Section: Digital Technology In Science Education For Students With Idmentioning

confidence: 99%

“…Several studies investigated the accessibility to web-based distance-learning and highlighted that DLOs may support inclusion (Benigno et al, 2015; de Macedo & Ulbricht, 2013; Way, 2010). Research on the design of DLOs and their effectiveness on inclusion seems, however, rather limited.…”

Section: Digital Technology In Science Education For Students With Idmentioning

confidence: 99%

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Teaching Physics to Students With Intellectual Disabilities Using Digital Learning Objects

Mallidis-Malessas

Iatraki

Mikropoulos

2021

J Spec Educ Technol

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Digital Learning Objects (DLOs) as pedagogical complete structures of learning content contribute to science education. DLOs especially in the form of interactive simulations seem to be promising tools in physics teaching and learning for students with intellectual disabilities (ID). This study used an AB single subject design to evaluate the effects of four DLOs on students’ learning of transverse waves and simple pendulum motion in a special education high school setting. A functional relationship was found between students’ correct responses concerning both scientific terminology and physical phenomena understanding during probe sessions and the DLOs intervention. In addition, a social validity assessment that evaluated students’ attitudes on learning, quality, and engagement, showed that the DLOs helped students with ID to acquire physics content. The students also reported satisfaction from using the DLOs. Suggestions for future research include the design of DLOs especially for students with ID.

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Section: Discussionsupporting

confidence: 93%

Section: Discussionsupporting

confidence: 88%

Section: Digital Technology In Science Education For Students With Idmentioning

confidence: 99%

Section: Digital Technology In Science Education For Students With Idmentioning

confidence: 99%

See 2 more Smart Citations

Teaching Physics to Students With Intellectual Disabilities Using Digital Learning Objects

Mallidis-Malessas

Iatraki

Mikropoulos

2021

J Spec Educ Technol

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“…However, both during and prior to the pandemic, challenges associated with online learning have been identified-such as equality of access, digital poverty and digital literacy for both students and instructors (Henriksen et al, 2020;De Macedo & Ulbricht, 2013;Muilenburg & Bierge, 2005), impact of digital literacy or skills on ability to utilise it effectively (Sánchez-Cruzado et al, 2021;Breakstone et al, 2018) and appropriateness of content for an online format, particularly when designed at an emergency pace (Hodges et al, 2020). While mass delivery of online learning in large numbers is one of the advantages of an online platform, the effectiveness of this from a student perspective has also been called in to question-with a range of challenges and benefits identified surrounding cohort size, group interaction and learning outcomes (Hamann et al, 2012;Hurst, 2020).…”

mentioning

confidence: 99%

Accelerated HE digitalisation: Exploring staff and student experiences of the COVID-19 rapid online-learning transfer

et al. 2022

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In the UK, the first ‘lockdown’ of the COVID-19 pandemic necessitated a rapid shift to online learning and digital technologies in Higher Education (HE). While the situation was unprecedented, extant literature on online learning suggested there would be challenges, opportunities, and benefits to this transition, and we sought to understand these via a case study of one UK HEI department at this time. To draw out in-depth and nuanced accounts of this (at time of investigation–unstudied) scenario, qualitative data were collected via semi-structured online interview or written reflection. To explore, identify and understand the experiences from both sides, and with a diverse sample, we purposively recruited both staff (n = 10) and students (n = 12), from various roles and backgrounds, including those with additional learning and/or mental health needs. The ‘bricolage’ data were analysed inductively, utilising a latent reflexive approach, and organised into a framework around five core themes: ‘methods and means of engagement’; ‘learning maintenance, destruction and construction’; ‘remote education and resource accessibility and literacy’; ‘support and communication’; and ‘life and learning: responses, adaptations and impacts’. Within these, a range of challenges, successes and, most importantly, future learning and innovation outcomes were identified by staff and students, particularly relevant to working with and supporting students with additional needs in the online learning forum. These discoveries informed a set of practical recommendations, provided here in Box 1, for (rapid implementation of) online learning (in times of stress).

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Digital Learning Objects Support Grade-Aligned Physics Instruction For High School Students With Mild Intellectual Disability

Iatraki¹,

Mallidis-Malessas²,

Mikropoulos³

2020

Proceedings of the 9th International Conference on Software Development and Technologies for Enhancing Accessibility and Fighti

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Universal Design and Accessibility Standards in Online Learning Objects

Cited by 3 publications

References 1 publication

Teaching Physics to Students With Intellectual Disabilities Using Digital Learning Objects

Teaching Physics to Students With Intellectual Disabilities Using Digital Learning Objects

Accelerated HE digitalisation: Exploring staff and student experiences of the COVID-19 rapid online-learning transfer

Digital Learning Objects Support Grade-Aligned Physics Instruction For High School Students With Mild Intellectual Disability

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