Evaluating psychoeducational support integrated into an e-learning scenario: support model and impact on ICT practices
- Autores: María Elena del Campo Adrián
- Localización: International Journal of Developmental and Educational Psychology: INFAD. Revista de Psicología, ISSN 0214-9877, Vol. 2, Nº. 1, 2012, págs. 155-164
- Idioma: inglés
- Enlaces
-
Resumen
The aim of this article is to describe the methodology and plan applied to evaluate the psychoeducational support framework (learning flow, adapted resources and services) integrated into a course delivered through a virtual learning environment (VLE). The adapted course was implemented with the educational specification Instructional Management System Learning Design (IMS-LD).
The main adaptations considered were the following: adapted learning flow including alternative contents formats (video, audio, easy reading), alternative assessment activities, additional support resources like glossary, conceptual maps, chat, forum, etc. The evaluation process will allow us to determine the impact of Information and Communication Technologies (ICT) while supporting students with disabilities in higher education. Coherently with the activities already undertaken, the focus of this work is placed on the psycho-educational support integrated into a real learning and teaching scenario where an adapted course was designed integrating the needed adaptations according to the students preferences and needs. This document sections include: i) A theoretical description of the main issues involved into a virtual learning environment that should be considered in order to validate the support framework efficacy and efficiency ii) a description of the methodology to be used in the evaluation process.
