The product falls within the research sector of Ergonomics in Design and Inclusive Design and it is particularly focused on the Universal Design for Learning. In the specific, the work aims at finding and providing an opened and integrated approach to the disciplines of cognitive psychology, pedagogy and human-computer interaction for dealing with the aspects that favor autonomy and stimulate problem solving in learning processes and environments. Novel co-design practices based on the use of Human-Centered Design and Inclusive Design methods, enriched by field experiments and case studies in collaboration with professionals, end users and people with Specific Learning Disabilities, are presented. The final output of this experimentation was also the development of a hybrid pilot platform dedicated to the SLDs and to illustrate its operating rules. To sum up, the experimentation showed that doing "problem solving" means developing a critical sense (also through others). Active interaction with teaching material within a web container favors these practices and is a positive aspect from the pedagogical point of view. In this sense, the most significant tools are those for the development of concept maps that allow to rework concepts by strengthening key aspects, voice reproducers, tools for the organization and structuring of content and programs of temporal organization. Within this framework, the experimentation allowed identifying strategic aspects in order to support SLDs in the learning process, with a broader approach that addresses all, regardless of capabilities. Moreover, the research highlighted the need for systems based on social networking, as may support not only accessibility but also autonomy, socialization and the ability to collectively build new meanings. In the next future, the success perspective of this experimentation lies in its ability to be compatible with assistive technologies as well as supporting all teachers and students, regardless of their condition.

Designing of Inclusive Learning Experiences: Preliminary Outcomes of a Pilot Project Tailored to SLD / Brischetto Alessia; Rinaldi Alessandra. - STAMPA. - (2019), pp. 22-34. [10.1007/978-3-030-20444-0_3]

Designing of Inclusive Learning Experiences: Preliminary Outcomes of a Pilot Project Tailored to SLD

Brischetto Alessia;Rinaldi Alessandra
2019

Abstract

The product falls within the research sector of Ergonomics in Design and Inclusive Design and it is particularly focused on the Universal Design for Learning. In the specific, the work aims at finding and providing an opened and integrated approach to the disciplines of cognitive psychology, pedagogy and human-computer interaction for dealing with the aspects that favor autonomy and stimulate problem solving in learning processes and environments. Novel co-design practices based on the use of Human-Centered Design and Inclusive Design methods, enriched by field experiments and case studies in collaboration with professionals, end users and people with Specific Learning Disabilities, are presented. The final output of this experimentation was also the development of a hybrid pilot platform dedicated to the SLDs and to illustrate its operating rules. To sum up, the experimentation showed that doing "problem solving" means developing a critical sense (also through others). Active interaction with teaching material within a web container favors these practices and is a positive aspect from the pedagogical point of view. In this sense, the most significant tools are those for the development of concept maps that allow to rework concepts by strengthening key aspects, voice reproducers, tools for the organization and structuring of content and programs of temporal organization. Within this framework, the experimentation allowed identifying strategic aspects in order to support SLDs in the learning process, with a broader approach that addresses all, regardless of capabilities. Moreover, the research highlighted the need for systems based on social networking, as may support not only accessibility but also autonomy, socialization and the ability to collectively build new meanings. In the next future, the success perspective of this experimentation lies in its ability to be compatible with assistive technologies as well as supporting all teachers and students, regardless of their condition.
2019
978-3-030-20443-3
978-3-030-20444-0
Advances in Design for Inclusion. AHFE 2019. Advances in Intelligent Systems and Computing, vol 954.
22
34
Goal 4: Quality education
Brischetto Alessia; Rinaldi Alessandra
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Utilizza questo identificatore per citare o creare un link a questa risorsa: https://hdl.handle.net/2158/1169203
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