Abstract
Open Educational Resources (OER) have been declared by UNESCO as a promising tool to address inclusion in educational settings. However, recent studies support the need to pay more attention to the accessibility and inclusion capacity of OER. In this context, this paper provide evidence about the benefits of adopting Universal Design for Learning and the Web Content Accessibility Guidelines to support the OER creation considering the variability of students in Vocational Education and Training (VET) programs. For doing so, it was created some OER using CO-CREARIA model and it was validated on VET setting in Colombia. Results evidence that the OER created support the achievement of high level of motivation and academic performance.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Similar content being viewed by others
References
UNESCO: Consenso de Shanghái. Shanghái, República Popular de China (2012)
UNESCO: 2012 Paris OER declaration. In: World Open Educational Resources (OER) Congress, France (2012)
Capp, M.J.: The effectiveness of universal design for learning: a meta-analysis of literature between 2013 and 2016. Int. J. Inclusive Educ. 21(8), 791–807 (2017)
Rao, K., Ok, M.W., Bryant, B.R.: A review of research on universal design educational models. Remedial Spec. Educ. 35(3), 153–166 (2014)
Al-Azawei, A., Serenelli, F., Lundqvist, K.: Universal design for learning (UDL): a content analysis of peer reviewed journals from 2012 to 2015. J. Sch. Teach. Learn. 16(3), 39 (2016)
UNESCO & Government of Slovenia: Ljubljana OER Action Plan 2017. In: Second World OER Congress, Slovenia (2017)
Baldiris, S., Mancera, L., Saldarriaga, G.L.V., Treviranus, J.: Co-evaluation, to scaffold the creation of open educational resources. In: Xie, H., Popescu, E., Hancke, G., Fernández Manjón, B. (eds.) ICWL 2017. LNCS, vol. 10473, pp. 168–176. Springer, Cham (2017). https://doi.org/10.1007/978-3-319-66733-1_18
Servicio Nacional de Aprendizaje – SENA. www.sena.edu.co. Accessed 27 June 2016
Keller, J.M.: Motivational Design for Learning and Performance. Springer, New York (2010)
Kim, K.-J., Frick, T.W.: Changes in student motivation during online learning. J. Educ. Comput. Res. 44(1), 1–23 (2011)
Hartnett, M.: Facilitating motivation through support for autonomy. In: Annual conference of the Australian Society for Computers in Tertiary Education - ASCILITE 2012, Wellington, New Zealand (2012)
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2019 Springer Nature Switzerland AG
About this paper
Cite this paper
Baldiris, S. et al. (2019). Promoting Inclusion Using OER in Vocational Education and Training Programs. In: Herzog, M., Kubincová, Z., Han, P., Temperini, M. (eds) Advances in Web-Based Learning – ICWL 2019. ICWL 2019. Lecture Notes in Computer Science(), vol 11841. Springer, Cham. https://doi.org/10.1007/978-3-030-35758-0_22
Download citation
DOI: https://doi.org/10.1007/978-3-030-35758-0_22
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-35757-3
Online ISBN: 978-3-030-35758-0
eBook Packages: Computer ScienceComputer Science (R0)