Accessible Blended Learning for Non-Native Speakers using MOOCs
Sandra Sanchez-Gordon, Sergio Luján-Mora
2015 International Conference on Interactive Collaborative and Blended Learning (ICBL 2015), p. 19-24, México City (México), December 9-11 2015. ISBN: 978-1-5090-0239-9. https://doi.org/10.1109/ICBL.2015.7387645
(ICBL'15a)
Congreso internacional / International conference
Resumen
This paper proposes a design for enabling accessible blended learning experiences for non-native speakers (NNS) using massive open online courses (MOOCs). It describes some of the challenges that NNS experience when participating in a MOOC and identifies the requirements that ought to be met to accomplish accessibility for NNS. The requirements were elicited from WCAG 2.0 guidelines, ISO/IEC 24751:2008 recommendations, published results of related research, NNS that have participated in MOOCs in English, and authors´ own experience as instructors and students of MOOCs. The design includes and architecture that involves three actors: NNS, local instructors, and MOOC authors; one non-virtual component (a local study group), and three platform components: a learning management system (LMS), a content management system (CMS), and an adaptive content engine (ACE).