Case Study—Implementing Accessibility in Massive Open Online Courses’ Platforms for Teaching, Learning and Collaborating at Large Scale
Sandra Sanchez-Gordon, Sergio Luján-Mora
In Andreas Meier, Luis Terán (Eds.), eDemocracy & eGovernment: Stages of a Democratic Knowledge Society: Springer, p. 151-160. ISBN: 978-3-030-17584-9.
(EDEM'19a) Capítulo de libro / Book chapter
There is an increasing need of qualified workers and professionals that use e-collaboration to solve local problems with global perspectives. There is also a need to improve employability of citizens of developing countries by training them in new skills and knowledges. Massive open online courses’ platforms provide the infrastructure to develop and offer online courses to millions of learners worldwide. Due to their nature, MOOCs enable for participants a great amount of collaboration experiences with instructors and peers. In this case study, we describe the Open edX implementation of the Inter-American Development Bank – called IDBx – that became the first international organization in Latin America and the Caribbean region to offer MOOCs. Nevertheless, the potential of MOOCs is imperiled for several barriers that MOOCs currently presents, such as lack of quality and affordable access to electricity, Internet and devices, digital literacy and censorship barriers, language barriers, pedagogy barriers and accessibility barriers. The results of empirical validations of the accessibility level of the platforms Coursera and edX are presented. These results show that neither of both platforms complies with the level AA of the web content accessibility guidelines proposed by the World Wide Web Consortium. This level is legally mandatory in several countries. Based on these results, an architectural extension for the MOOC platform Open edX has been designed to improve its level of accessibility.