dc.contributor | Dal-Forno, Josiane Pozzatti | |
dc.contributor | Bernardi, Giliane | |
dc.contributor | http://lattes.cnpq.br/8988734339185408 | |
dc.contributor | Duek, Viviane Preichardt | |
dc.contributor | http://lattes.cnpq.br/9200347969118812 | |
dc.contributor | Castro, Sabrina Fernandes de | |
dc.contributor | http://lattes.cnpq.br/5892665490499253 | |
dc.creator | Lemos, Edith dos Santos | |
dc.date.accessioned | 2016-06-27 | |
dc.date.available | 2016-06-27 | |
dc.date.created | 2016-06-27 | |
dc.date.issued | 2015-12-29 | |
dc.identifier | LEMOS, Edith dos Santos. Accessibility for people with visual impairment in courses in Moodle: a guide for teachers. 2015. 181 f. Dissertação (Mestrado em Educação) - Universidade Federal de Santa Maria, Santa Maria, 2015. | |
dc.identifier | http://repositorio.ufsm.br/handle/1/10674 | |
dc.description.abstract | This dissertation was developed by the Graduate Program in Educational
Technology Network, in line Educational Technology Management Research
Network and its final product one set of Visually Impaired to Accessibility Guidelines
in Moodle, as well as a Learning object to disclosure of the same. It is considered
that education must be democratic must meet all kinds of students, including the
visually impaired. To support the process of inclusion, considering the use of Virtual
Environments for Teaching and Learning (AVEA), different accessibility guidelines
have been designed to be observed in the creation of virtual educational resources.
However, what is observed is a shortage in relation to a closer relationship between
the policies and their applicability in such an environment. Considering the AVEA
Moodle, this dissertation aimed to create an accessibility guidelines guide to support
teachers in developing their disciplines or courses when they require assistance to
make available materials for students with disabilities and present them in an Object
Learning. This was developed as a resource of type Book Moodle, in order to
approach the teacher's guidelines when creating a course. After development, the
guidelines and the book were evaluated by teachers who used the book to create
courses in Moodle, assessing the guidelines itself, as well as the usability of the
feature. Also participated in the evaluation visually impaired students, and they held a
course developed by the author of this research in order to assess whether the
guidelines allow the creation of a more accessible way. In conclusion, after the
evaluations, this research may contribute to teachers who have students with visual
impairments because the way the guidelines were presented can facilitate the
organization and preparation of content and visually impaired students can learn and
participate equally. | |
dc.publisher | Universidade Federal de Santa Maria | |
dc.publisher | BR | |
dc.publisher | Educação | |
dc.publisher | UFSM | |
dc.publisher | Programa de Pós-Graduação em Tecnologias Educacionais em Rede | |
dc.rights | Acesso Aberto | |
dc.subject | Moodle | |
dc.subject | Acessibilidade | |
dc.subject | Objeto de aprendizagem | |
dc.subject | Diretrizes | |
dc.subject | Deficiência visual | |
dc.subject | Moodle | |
dc.subject | Accessibility | |
dc.subject | Learning object | |
dc.subject | Guidelines | |
dc.subject | Visual impairment | |
dc.title | Acessibilidade para pessoas com deficiência visual em cursos no Moodle: guia para professores | |
dc.type | Dissertação | |