Abstract
The review of state of the art on creating and managing learning resources and accessible Open Educational Resources (OER) and Massive Open Online Courses (MOOC) is a topic that cannot only consider formal literature. The evidence and lack of a measurement consensus require the inclusion of contextual information, corroborating scientific results with practical experiences. For this reason, this article presents a review of accessibility models, OER and MOOC, considering the gray literature to capture experiences and trying to establish a shared understanding of the terminology commonly used in research on virtual accessibility and its impact on higher education. The bibliographic review relies on analyzing articles and scientific publications related to the topic following the Multivocal Literature Review (MLR) format. The results of this review establish that it is possible to apply accessibility review methodologies with transversal actions in the creation and management of learning resources and MOOCs. The research is related to one of the seventeen sustainable development goals defined by the United Nations to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.
Highlights
IntroductionNations is to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” [1]
The exponential growth of e-learning and virtual education has led to the accelerated development of teaching and learning resources in which we find a huge diversity in how they are generated and managed as well as student interaction and learning.One of the seventeen sustainable development goals (SDG 4) defined by the UnitedNations is to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” [1]
The following research questions (RQ) were formulated based on the research objecThe following research questions (RQ) were formulated based on the research objectives (RO) outlined above: tives (RO) outlined above: Out of all the studies, 43% of the selected articles were published in scientific journals, while 26% belong to high impact conferences, 29% are articles and papers on the internet, while 26% belong to high impact conferences, 29% are articles and papers on the internet, which constitute the majority of the grey literature
Summary
Nations is to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” [1]. Establishing the relationship between the concepts expressed by terms associated with learning resources, learning objects, digital multimedia resources, is critical nowadays given the importance of their use in virtual learning environments. The concept of learning object was first introduced in 1994 by Hodgins, who defined it based on the intersection of three basic design principles: discoverability, reusability, and interoperability [3]. This premise of being reusable received wide acceptance by the scientific community [4]. Technological progress and the increased use of digital resources in the mediation of learning, caused the concept to evolve quickly. At the turn of the millennium and ever since the concept merged with the principles of open education, which gave rise to the notion of OER (Open Education Resource)
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