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The role of adult education is becoming increasingly important in the framework of policies to promote lifelong learning. Adult participation in training activities, however, is still rather low, despite the incentives and initiatives aimed at allowing all citizens access to education and training at all ages in their lives.
Participation tends to decrease concomitantly with increasing age: the major difficulty that elderly people have in learning is due to a deterioration of brain function, causing a progressive weakening of concentration, memory and mental flexibility. Today, advanced researches in neuroscience show that brain ageing may be reversible: the brain is plastic in all stages of life, and its maps can restructure themselves through learning experiences.

Published in "eLearning Papers", 29, 2012; re-issued in the Special Edition 2013 of the
"eLearning Papers".

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E-learning and disability: accessibility as a contribute to inclusion

E-learning can offer great opportunities to students with disabilities, but still few practitioners know exactly how to make it accessible. Although there are many technical standards and specifics to make e-learning platforms accessible, the pedagogical and didactic perspective of accessibility is not enough studied; disabled students can access to the e-learning platform but not to contents, resources, activities, collaboration and interaction tools. Starting from the basic assumption that an e-learning course is really inclusive when accessibility is addressed both technically and pedagogically, this research has the purpose to examine methods, tools and practices to propose a reference model for designing accessible e-learning courses in the higher education context.

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Rethinking Accessibility in E-learning

Contribution presented at ATEE Winter Conference, Genoa, 07 march 2013

 

 

 

 

E-learning and disability

E-learning and disability: accessibility as a contribute to inclusion. Presentation for the EC-TEL 2010 Doctoral Consortium, Barcelona, 29 september 2010.