Banca de DEFESA: SIMONE FERNANDES GONÇALVES

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : SIMONE FERNANDES GONÇALVES
DATE: 10/03/2023
TIME: 10:00
LOCAL: IM
TITLE:

Digital Accessibility Assessment of the Moodle Environment in a lato sensu specialization course in Special Education and Technological Innovation

KEY WORDS:

Digital Accessibility; Distance Education; Universal Design for Learning; Inclusive education; Moodle Platform.

PAGES: 116
BIG AREA: Outra
AREA: Multidisciplinar
SUMMARY:

The aim of this study was to evaluate the accessibility of the interface of a lato sensu specialization course considering digital accessibility from the perspective of Universal Design for Learning (UDA). The line of research is integrated with Computational Methods in Public Policy. For this, we used the methodology of exploratory research, based on a case study that we declared to be the best strategy for the proposed study. The research field was the Virtual Learning Environment - Moodle Platform of the lato sensu specialization course in Special Education and Technological Innovation carried out in a partnership of the Extension School of the Federal Rural University of Rio de Janeiro (UFRRJ), with the Secretariat of Science and Technology of Rio de Janeiro (SECTI) through the Center for Science and Higher Distance Education Foundation of the State of Rio de Janeiro (CECIERJ Foundation). An Accessibility Assessment Protocol was created containing several recommendations on digital accessibility. The checklist contains a total of 117 checkpoints. The categories of analysis are: Technical Assessment: Principles of Accessibility (Automatic Assessment) and Principles of Accessibility and Technical-Pedagogical Assessment: Principles and Guidelines of Universal Design for Learning (Manual Assessment). The results showed that in the technical evaluation, the Moodle Platform does not present itself as an environment with wide accessibility, requiring the implementation of several digital accessibility resources. It needs to pass a logical and sequential structure in the HTML code. In the Technical-Pedagogical Assessment, the pedagogical resources available in Moodle provided different forms of access and participation for all. The results pointed to the need to implement some digital accessibility resources through eMAG. Specifically, in the Technical-Pedagogical part where we apply the DUA checkpoints: Reference: (Content), it should be presented in several different ways, mainly for each group of user profiles, if necessary. Reference: (Learning) assistive technology resources and instruments should be implemented for the support material using HTML texts that allow better usability for the use of external technologies and monitoring of the student's progress. Regarding Reference: (Participation), self-assessment and reflection, challenges, feedback, collaboration and cooperation among peers should be developed. We consider it important that a software developer and/or Moodle administrator, together with an instructional designer, implement not only the technical part of digital accessibility, but incorporate the Universal Design for Learning guidelines into the virtual environment, thus making a possible inclusive virtual environment. Finally, we propose a digital accessibility evaluation cycle composed of three phases (automatic, manual and pedagogical) that can be applied in any type of Virtual Learning Environment. Likewise, we suggest for future research that this assessment cycle can be applied by people with disabilities in order to improve and improve learning resources.

COMMITTEE MEMBERS:
Presidente - 1639282 - MARCIA DENISE PLETSCH
Interno - 1308466 - ALEXANDRE FORTES
Externo à Instituição - DECIO GUIMARAES