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Acessibilidade 2.0 : conceção de um curso online
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Advisor(s)
Abstract(s)
A acessibilidade tem sido perspetivada como uma questão iminentemente
tecnologica. No entanto, apesar do esforço que tem sido realizado a esse nível é necessário
centrar a questão numa dimensão pedagógica. Assim, a acessibilidade para estudantes
com necessidades educativas especiais deverá constituir-se como uma dimensão,
simultaneamente, tecnológica e pedagógica.
Apesar de existir legislação e enquadramento normativo para o ensino em geral,
no caso do ensino online as questões colocam-se de uma forma particular exigindo aos
sistemas de ensino a distância uma abordagem particular criando um conjunto de
dispositivos de apoio para uma efetiva inclusão digital.
A presente dissertação procura efetuar uma revisão da literatura da problemática
da acessibilidade na educação, para em seguida perspetivar a educação online para
estudantes com necessidades educativas especiais no quadro da educação a distância de
nova geração. Por outro lado, foca-se nos processos pedagógicos em eLearning
nomeadamente nas linhas de trabalho sobre pedagogia do eLearning e na conceção du
protótipo de curso online que, para além de considerar a dimensão tecnológica, considera
a dimensão pedagógica. O curso pretende que os objetivos de aprendizagem sejam
alcançados, independentemente do caminho percorrido pelos estudantes.
Accessibility has been viewed as an imminently technological issue. However, despite the effort that has been made at this level it is necessary to focus the question on a pedagogical dimension. Thus, accessibility for students with special educational needs should be seen as a dimension, both technological and pedagogical. Although there is legislation and normative framework for teaching in general, in the case of online education the issues are in a particular way requiring distance education systems a particular approach creating a set of support devices for effective digital inclusion. This dissertation seeks to review the literature on the problem of accessibility in education, and then to prospect online education for students with special educational needs in the context of new generation distance education. On the other hand, it focuses on pedagogical processes in eLearning namely in the lines of work on pedagogy of eLearning and in the conception of the online course prototype that, besides considering the technological dimension, considers the pedagogical dimension. The course aims to achieve the learning objectives regardless of the path taken by the students.
Accessibility has been viewed as an imminently technological issue. However, despite the effort that has been made at this level it is necessary to focus the question on a pedagogical dimension. Thus, accessibility for students with special educational needs should be seen as a dimension, both technological and pedagogical. Although there is legislation and normative framework for teaching in general, in the case of online education the issues are in a particular way requiring distance education systems a particular approach creating a set of support devices for effective digital inclusion. This dissertation seeks to review the literature on the problem of accessibility in education, and then to prospect online education for students with special educational needs in the context of new generation distance education. On the other hand, it focuses on pedagogical processes in eLearning namely in the lines of work on pedagogy of eLearning and in the conception of the online course prototype that, besides considering the technological dimension, considers the pedagogical dimension. The course aims to achieve the learning objectives regardless of the path taken by the students.
Description
Keywords
Ensino online Elearning Pedagogia Educação inclusiva Necessidades educativas especiais Acessibilidade web Web 2.0 Accessibility 2.0 Pedagogical accessibility Elearning
Citation
Lima, Luís Miguel de Castro - Acessibilidade 2.0 [Em linha]: conceção de um curso online. [S.l.]: [s.n.], 2016. 187 p.