Enabling MOOCs' Usage to Mild and Moderate Intellectual Disabled Users: An Approach to Enhance Mobile Interfaces

Enabling MOOCs' Usage to Mild and Moderate Intellectual Disabled Users: An Approach to Enhance Mobile Interfaces

Alfredo Mendoza González (Universidad Juarez Autónoma de Tabasco, México) and Francisco Alvarez Rodríguez (Universidad Autónoma de Aguascalientes, México)
DOI: 10.4018/978-1-4666-9743-0.ch010
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Abstract

The intention of Massive Open Online Courses (MOOCs) is to extend online learning worldwide and to the most users as possible. Nowadays MOOCs have been used not only by undergraduate and hig-school students, but also by the elderly and the children. MOOCs have the potential to change the education in a better way to all people, including off course, the cognitive disabled people. From basic mathematics to specialized technical courses, MOOCs may enhance the opportunity to have better educational programs for cognitive disabled users, nevertheless, there are many things to do, about accessibility to guarantee a delightful user experience. This chapter introduces a new perspective to design inclusive MOOCs' interfaces.
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Background

The disability condition would affect the performance of a user only when the interface (and the entire computational environment) is designed without taking in consideration the users’ needs.

The nature of MOOCs makes them vulnerable to the previous fact, since the variety of users (in capabilities and limitations) that may be interested in some curse, and that all those users may present some difficulties or limitations during the course and it is impossible for designers to attach all possible users.

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