Improving Learning Technologies and Social Inclusion Through Human Centred Design and Universal Design Approaches: Novel
In contemporary society, technology is increasingly the main tool for producing and promoting information and well-being. With special regards to the framework of ICT for learning, assistive and adaptive technologies as well as e-learning and m-learning p
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Abstract In contemporary society, technology is increasingly the main tool for producing and promoting information and well-being. With special regards to the framework of ICT for learning, assistive and adaptive technologies as well as e-learning and m-learning platforms, are usually employed to provide equal access to knowledge regardless of any impairment or disabilities. However, due to several limitations of technology, people can be socially excluded. In the present work, to deeply understand such limitation, the most relevant learning theories in the creation of instructional environments were investigated. On the basis of this preliminary research, the work was aimed at analyzing the inclusive potential of current ICT and related standards of web accessibility, platforms and content format in order to assess what may be the contribution of Ergonomics for design and Universal Design for improving learning environments and social inclusion for the widest number of person. Keywords Universal design Web accessibility Learning
Human centered design ICT Social inclusion
1 Introduction Within a based-knowledge society, personal devices, social networks and most widely, all the emerging web technologies may be increasingly considered as the main tools for producing and promoting information and well-being. Consequently, the accessibility to technologies becomes the basic requirement in the way of living, working and sharing experiences. To date, the Information and Communication A. Brischetto (&) F. Tosi Department of Architecture, Laboratory of Ergonomics and Design, Via Sandro Pertini 93, 50041 Calenzano, Firenze, Italy e-mail: alessia.brischetto@unifi.it F. Tosi e-mail: francesca.tosi@unifi.it © Springer International Publishing Switzerland 2016 G. Di Bucchianico and P. Kercher (eds.), Advances in Design for Inclusion, Advances in Intelligent Systems and Computing 500, DOI 10.1007/978-3-319-41962-6_4
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Technology (ICT), commonly in use every day in routine activities, play a primary role in improving and speeding up the above described processes, since they are seen suitable and powerful means able to enhance also the residual skills of the weakest people, especially elderly and most in general, all the disabled carriers [1]. Within the framework of ICT for learning, the assistive and adaptive technologies, which include a broad range of devices (hardware, furniture, computer screens, software and so on), are usually employed to enable anyone to interact with more easily and effectively, regardless of any impairment or disabilities. Similarly, e-learning and m-learning platforms, born as electronic educational technologies, are largely used nowadays as networking environments to promote the integration and guide learning through flexible architectures based on current standards of web accessibility, platforms and content format [2]. However, due to several limitations, mainly ascribed to the lacking of accessibility, people with different types of impairments may n
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