The inclusive potential of digital technologies in educational contexts is well represented by multimodal communication: the use of different channels and strategies can lower barriers to participation and improve the overall quality of educational intervention. This paper discusses the issues and challenges encountered while developing a pilot multimodal learning platform in the context of the Horizon 2020 research project called ISOTIS (Inclusive Education and Social Support to Takle Inequalities in Society). The overall aim of the ISOTIS project (www.isotis.org) is to address the challenges raised by the cultural and linguistic super-diversity of European society. It tackles inequalities and educational gaps at several levels and using a variety of research methods. One specific task of the project is centered on the design and development of a pilot VLE (Virtual Learning Environment). The platform ultimate goal is to enable children, parents and teachers to participate in various online activities and to communicate using different media (i.e., text, pictures, video and audio recordings), developing skills and acquiring knowledge about multilingualism and multiculturalism. The main theoretical underpinnings of the project are design-based research intervention and Bronfenbrenner’s bioecological model. Research interventions are being carried out in 8 European countries, focusing on understanding and highlighting the system of relationships among the actors involved at intervention sites (educators, practitioners, children, parents…). In all those countries the VLE was presented to participants and used as a means of improving awareness about the implications of linguistic and cultural diversity. The choice of an Open Source software platform proved to be convenient especially on the data management side, but the implementation also had to face some problems – especially when it came to the integration of multiple features into a unique framework. Also, the application of Universal Design for Learning principles and guidelines introduced interesting elements, but this form of inclusive design required continuous and important efforts on both technological and educational levels and unveils some possible problems that should be taken into consideration.

Mangiatordi, A., Pastori, G., Pagani, V., Sarcinelli, A., Menegola, L. (2019). Design for inclusion in a linguistically and culturally diverse Europe: challenges in the development of a Virtual Learning Environment. In EDULEARN19 Proceedings (pp.7472-7481).

Design for inclusion in a linguistically and culturally diverse Europe: challenges in the development of a Virtual Learning Environment

Mangiatordi, A;Pastori, G;Pagani, V;Sarcinelli, A;Menegola, L
2019

Abstract

The inclusive potential of digital technologies in educational contexts is well represented by multimodal communication: the use of different channels and strategies can lower barriers to participation and improve the overall quality of educational intervention. This paper discusses the issues and challenges encountered while developing a pilot multimodal learning platform in the context of the Horizon 2020 research project called ISOTIS (Inclusive Education and Social Support to Takle Inequalities in Society). The overall aim of the ISOTIS project (www.isotis.org) is to address the challenges raised by the cultural and linguistic super-diversity of European society. It tackles inequalities and educational gaps at several levels and using a variety of research methods. One specific task of the project is centered on the design and development of a pilot VLE (Virtual Learning Environment). The platform ultimate goal is to enable children, parents and teachers to participate in various online activities and to communicate using different media (i.e., text, pictures, video and audio recordings), developing skills and acquiring knowledge about multilingualism and multiculturalism. The main theoretical underpinnings of the project are design-based research intervention and Bronfenbrenner’s bioecological model. Research interventions are being carried out in 8 European countries, focusing on understanding and highlighting the system of relationships among the actors involved at intervention sites (educators, practitioners, children, parents…). In all those countries the VLE was presented to participants and used as a means of improving awareness about the implications of linguistic and cultural diversity. The choice of an Open Source software platform proved to be convenient especially on the data management side, but the implementation also had to face some problems – especially when it came to the integration of multiple features into a unique framework. Also, the application of Universal Design for Learning principles and guidelines introduced interesting elements, but this form of inclusive design required continuous and important efforts on both technological and educational levels and unveils some possible problems that should be taken into consideration.
No
paper
multilingualism, multiculturalism, inclusive education, Virtual Learning Environments
English
Annual International Conference on Education and New Learning Technologies - EDULEARN
978-84-09-12031-4
Mangiatordi, A., Pastori, G., Pagani, V., Sarcinelli, A., Menegola, L. (2019). Design for inclusion in a linguistically and culturally diverse Europe: challenges in the development of a Virtual Learning Environment. In EDULEARN19 Proceedings (pp.7472-7481).
Mangiatordi, A; Pastori, G; Pagani, V; Sarcinelli, A; Menegola, L
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/10281/235864
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