New digital teaching systems such as MOOCs are taking an increasingly important place in current teaching practices. Unfortunately, accessibility for people with disabilities is often forgotten, which excludes them, particularly those with cognitive impairments for whom accessibility standards are fare from being established. This is truly unfortunate as the interest of using these specialized practices for this audience is scientifically proven (self-determination theory, Universal Design for Learning)
To overcome these limitations, we propose new design principles based on knowledge in the areas of accessibility (Ability-based Design and Universal Design, e.g., alternatives communication functionalities), digital pedagogy (Instruction Design with functionalities that reduce the cognitive load : navigation by concept, slowing of the flow…), specialized pedagogy (Universal Design for Learning, eg, automatic note-taking, and Self Determination Theory, e.g., configuration of the interface according to users needs and preferences) and psychoducational interventions (eg, support the joint teacher-learner attention), but also through a participatory design approach involving students with disabilities and experts in the field of disability.
Pierre-Antoine Cinquin, Pascal Guitton, Hélène Sauzéon. Online e-learning and cognitive disabilities: A systematic review. Computers and Education, Elsevier, 2019, 130, pp.152-167.〈hal-01954983〉
Pierre-Antoine Cinquin, Pascal Guitton, Hélène Sauzéon. Towards Truly Accessible MOOCs for Persons with Cognitive Disabilities: Design and Field Assessment. ICCHP 2018 – 16th International Conference on Computers Helping People with Special Needs, Jul 2018, Linz, Austria. 〈hal-01761462〉