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

Desirée Ayuso-del Puerto; Prudencia Gutiérrez-Esteban

doi:10.25159/1947-9417/8712

Authors

Desirée Ayuso-del Puerto University of Extremadura http://orcid.org/0000-0002-6290-7391
Prudencia Gutiérrez-Esteban University of Extremadura http://orcid.org/0000-0001-5328-5319

DOI:

https://doi.org/10.25159/1947-9417/8712

Keywords:

Open Educational Resources, Universal Design for Learning, universal digital literacy, inclusive education

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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Author Biographies

Desirée Ayuso-del Puerto, University of Extremadura

Desirée Ayuso is a pre-doctoral researcher in training (FPU) in the Department of Education Sciences of the Faculty of Education of the University of Extremadura. Her line of research and contributions are on inclusive education and educational technologies. She has several publications in international congresses and educational conferences and has participated in various seminars, seminars and courses aimed at the training of university teachers. In addition, she has two book chapter in the prestigious publishing house Dykinson and several outreach articles. She has done research stays at the University of Girona and University of Seville. She is also a member of the board of directors of the Association of Doctoral Students of the University of Extremadura (ADUEx).

More information can be found on your Twitter account: @desiree_ayuso

Prudencia Gutiérrez-Esteban, University of Extremadura

Prudencia Gutiérrez Esteban, Professor of University, has a Research Term recognized by CNEAI and a Teaching Period recognized by ANECA (2008-2012). Degree in Psychopedagogy and PhD in Teacher Training. After completing her doctoral studies, she joined the Faculty of Education of the University of Extremadura as a professor in the area of Didactics and School Organization. She currently teaches in the degrees (Bachelor, Master and Doctorate) of the Faculty of Education, in the field of Educational Technology, teaching innovation and teacher training.

Nevertheless, her research career and scientific production are characterized by her contributions to the field of Educational Technology, Teaching Innovation, Transition Studies in Higher Education, Teacher Training and Education and Gender, through contributions to national and international congresses, articles in national and international scientific journals, publications in books and book chapters.

She has also participated in research projects, aimed at improving teacher training, in competitive national and European public calls (Marie Curie Call IRNET European Project, 2014-2017; Impact of interactive learning environments on academic and social success; Teacher training for intercultural education; Employment support strategies for workers with intellectual disabilities: Didactic-Pedagogical, Methodological and Technological Modelling of Virtual Classrooms) and contract agreements (Edgeryders. Council of Europe, 2012; Centro Nacional de Sistemas Educativos No Propietarios-MECD, 2016). She has coordinated teaching innovation projects in Higher Education funded in competitive public call (Coetum. Project for the creation of an Educational Agora space; Collaborative learning and digital competence in university classrooms) and formed part of the team of five other innovation projects. She has also participated and coordinated postgraduate courses and training for university professors in the use of ICT for university teaching.

Her research career is focused on the European and international arena, as can be seen in the merits reviewed and in the research stays funded in international research and higher education centers: Herzen State University-Russia (2016 and 2017), Curtin University-Australia (2015), University of Buenos Aires-Argentina (2013), Enrique José Varona-Cuba Pedagogical University (2010), University of Lower Silesia-Poland (2009), University of Manchester-United Kingdom (2006) and Koblenz University-Germany (2005). She also highlights her experience in university management as Vice Dean of International Relations and University Extension of the Faculty of Education of the University of Extremadura (since 2008-2011) and Educational Director of the Virtual Campus of the UEx and Deputy Academic Director of the CVUEx and Deputy Director of the CVUEX of the University of Extramadura (2011-2019). She is a member of professional associations and networks and co-convenor of the ECER Network 22 and a member of Educ8.

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