Abstract
Most of the universities in Europe have started their process of adaptation towards a common educational space according to the European Higher Education Area (EHEA). The social dimension of the Bologna Process is a constituent part of the EHEA and it is a necessary condition for the attractiveness and competitiveness of the EHEA. Two of the main features of the social dimension are the equal access for all the students and the lifelong learning. One of the main problems of the adaptation process to the EHEA is that the teachers have no previous references and models to develop new pedagogical experiences accessible to all the students, nevertheless of their abilities, capabilities or accessibility characteristics. The APEINTA project presented in this paper can be used as a helpful tool for teachers in order to cope with the teaching demands of EHEA, helping the teachers to automatically build accessible pedagogical resources even when the teachers are not accessibility experts. This educational project has been successfully used in 2009 in two different degrees at the Carlos III University of Madrid: Computer Science and Library and Information Science.
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Iglesias, A., Moreno, L., Jiménez, J. (2010). Supporting Teachers to Automatically Build Accessible Pedagogical Resources: The APEINTA Project. In: Lytras, M.D., et al. Technology Enhanced Learning. Quality of Teaching and Educational Reform. TECH-EDUCATION 2010. Communications in Computer and Information Science, vol 73. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-13166-0_86
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DOI: https://doi.org/10.1007/978-3-642-13166-0_86
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