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      Scaffolding the design of accessible eLearning content: a user-centered approach and cognitive perspective.

      Cognitive Processing

      Task Performance and Analysis, User-Computer Interface, physiology, Computer-Assisted Instruction, Cognition, methods, standards, Guidelines as Topic, Humans, Internet, Memory Disorders, physiopathology, psychology, Program Evaluation, Adult, Attitude to Computers

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          Abstract

          There exist various guidelines for facilitating the design, preparation, and deployment of accessible eLearning applications and contents. However, such guidelines prevalently address accessibility in a rather technical sense, without giving sufficient consideration to the cognitive aspects and issues related to the use of eLearning materials by learners with disabilities. In this paper we describe how a user-centered design process was applied to develop a method and set of guidelines for didactical experts to scaffold their creation of accessible eLearning content, based on a more sound approach to accessibility. The paper also discusses possible design solutions for tools supporting eLearning content authors in the adoption and application of the proposed approach.

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          Author and article information

          Journal
          10.1007/s10339-008-0213-3
          18421489

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