Articulating technological and pedagogical accessibility for adult learners in distance education

• Jean-Luc Bédard ^[1] ; Béatrice Pudelko ^[1] ; Faustin Kagorora ^[1] ; Valéry Psyché ^[1] ; Anna Maria Zaidman ^[1] ; Geneviève Simard-Tozzi ^[1]
  1. [1] Université TÉLUQ
• Localización: New seeds for a world to come: policies, practices and lives in adult education and learning: Proceedings of the 10th ESREA Triennial Conference University of Milano Bicocca, Department of Human Sciences for Education 29 September- 1 October 2022 / coord. por Laura Formenti, Andrea Galimberti, Gaia Del Negro, 2023, ISBN 978-88-5526-918-6, págs. 65-70
• Idioma: inglés
• Enlaces
  • Texto Completo Libro
• Resumen

  • Online training and education for adults was forced to reinvent itself throughout the covid-19 pandemic context. Recentstudies have shown that nearly half of all learners have experienced problems linked to technological or pedagogical accessibility,even with reliable internet access and sufficient bandwidth (DARES & Réseau CARIF-OREF, 2020). Normative frameworks aregradually being implemented in Europe (WCAG) and Canada (SGQRI-008) to provide technological accessibility for adults’distance learning. For inclusiveness, Universal Learning Design (ULD) seems like a promising approach (Rogers-Shaw, David& Choi, 2018). However, our ongoing analysis shows limitations from the ULD model, applied to adult distance education.