Achieving Universal Digital Literacy through Universal Design for Learning in Open Educational Resources

IF 0.8 4区教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH

Education As Change Pub Date : 2022-02-02 DOI:10.25159/1947-9417/8712

Desirée Ayuso-del Puerto,Prudencia Gutiérrez-Esteban

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Abstract

Over the years, the Spanish education authorities have proposed various measures, such as the creation of Open Educational Resources (OERs), to guarantee the inclusion of all students in the education system. However, the literature on this topic indicates the persistence of certain challenges relating to the accessibility of OERs. In this regard, Universal Design for Learning (UDL) is presented as a possible solution to this problem as it advocates the personalisation of learning and facilitates the achievement of universal digital literacy. This study seeks to investigate the accessibility of OERs’ design for those early stages in education that are managed by the Spanish education authorities. To this end, a guide of indicators has been designed to assess OERs in accordance with the principles of UDL. The sample is made up of 67 OERs, selectively based on a number of requirements. This study uses a quantitative and exploratory research methodology for the analysis of the data obtained. The main findings highlight the shortcomings of OERs in terms of accessibility, adaptability and universality, demonstrating that OERs do not respond to the principles of UDL.

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通过开放教育资源的通用学习设计实现普遍数字素养

多年来，西班牙教育当局提出了各种措施，例如创建开放教育资源(OERs)，以确保将所有学生纳入教育系统。然而，关于这一主题的文献表明，与OERs的可访问性有关的某些挑战仍然存在。在这方面，通用学习设计(UDL)被认为是解决这一问题的可能方案，因为它倡导个性化学习，并促进实现普遍的数字素养。本研究旨在调查由西班牙教育当局管理的早期教育阶段OERs设计的可及性。为此目的，设计了一套指标指南，以便根据可持续发展目标的原则评估OERs。该样本由67个oer组成，选择性地基于一些要求。本研究采用定量和探索性的研究方法对所获得的数据进行分析。主要发现突出了OERs在可访问性、适应性和普遍性方面的缺点，表明OERs不符合UDL的原则。

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来源期刊

Education As Change EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.40

自引率

0.00%

发文量

审稿时长

24 weeks

期刊介绍： Education as Change is an accredited, peer reviewed scholarly online journal that publishes original articles reflecting critically on issues of equality in education and on the ways in which educational practices contribute to transformation in non-formal, formal and informal contexts. Critique, mainly understood in the tradition of critical pedagogies, is a constructive process which contributes towards a better world. Contributions from and about marginalised communities and from different knowledge traditions are encouraged. The articles could draw on any rigorous research methodology, as well as transdisciplinary approaches. Research of a very specialised or technical nature should be framed within relevant discourses. While specialised kinds of research are encouraged, authors are expected to write for a broader audience of educational researchers and practitioners without losing conceptual and theoretical depth and rigour. All sectors of education are covered in the journal. These include primary, secondary and tertiary education, adult education, worker education, educational policy and teacher education.