Biomedical Engineering Reference
In-Depth Information
According to this definition, blended learning is used regarding the university course
Assistec as a combination of online learning and presence learning elements.
Because the university course should be equally open for all people, regardless of a
possible disability, the issue of accessibility must be raised. Because a fully accessible
system is not to be found in the market, the idea occurred to adapt an already existing
eLearning system. An open source course management system (CMS) called “Moodle”
(2011) was chosen because of its good results according to a first accessibility evaluation
following the Web Content Accessibility Guidelines published by the Web Accessibility
Initiative (Chisholm et al. 1999). The used eLearning system has been evaluated several
times by people with specific needs. Nevertheless, the fact is that the evaluation and the
gathered experiences using and testing this system still show deficits concerning full
accessibility. Great attempts are being undertaken to achieve a fully accessible version
until the start of the course. The eLearning system acts both as a communication platform
and a platform in which all study materials are available in accessible formats.
Although the eLearning system Moodle plays a crucial role within the blended learning
settlement, the phases of personal attendance are also of great significance. Mandatory
presence is planned for an average of three times per term with a duration of two days.
The phases of presence are used to initiate social contacts and formation of groups as well
as to demonstrate and present practical and theoretical contents.
Overall, the blended learning settlement enables a high level of regional and temporal
flexibility for the participants, and this is especially beneficial for people with disabilities
with respect to access to the course itself and mobility issues.
9.5.6 graduates—Psychotechnologists
The qualification profile of the graduates is characterized by the following features:
• Graduates gain comprehensive and scientiic specialist knowledge in the area
of ATs and eAccessibility and their application in diverse and complex societal
settings.
• Graduates have the ability to provide people with disabilities and older adults
with adequate ATs and to support them through the process of assortment and
provision of AT, taking the diverse environmental settings into account.
• Graduates gain skills and competencies in implementing eAccessibility and medi-
ating the process of changing design and development processes toward eAcces-
sibility. They have profound knowledge in related guidelines, laws, evaluation,
repair, design, and development methods and tools.
• Graduates are qualiied to perform self-contained organization, coordination, man-
agement, and handling of the whole process of assortment and provision of ATs.
• Graduates open up of a new ield of the profession because of their interdisciplin-
ary knowledge concerning the social, technical, medical, and rehabilitation areas.
• Graduates are highly aware of the societal context of disability, aging, and AT.
• Graduates have knowledge regarding the legislative framework and funding pos-
sibilities with respect to the issue of disability associated with AT.
• Graduates have an increased sensibility and social competence in interacting and
dealing with people using ATs.
• Graduates acquire a veriiable degree.
