Abstract:

One of the most important challenges facing the education system at the global level is to achieve personalized attention for all students, identifying the preferences and needs of the students and providing satisfactory responses to global demands expressed by UNESCO (United Nations, 1975, 1994), that more students study for a longer time with quality education (UNESCO, 2005).

Consideration of a "standard" training process, which does not consider diversity and the student as a central element in teaching-learning processes, strengthens the tendency to maintain inequality in societies, producing disparities in learning achievement and inequity in Access to quality educational opportunities (IESALC-UNESCO, 2008), affecting the quality of life of the most vulnerable sectors, who tend to enter the informal system of very low quality and to join in jobs with precarious wages, since the academic offer does not fit the labor demand and in many cases does not embrace the special educational needs of students.

In the case of Colombia, law 1618 issued in 2013 (CONGRESS OF THE REPUBLIC OF COLOMBIA, 2013), establishes the provisions of the Colombian government to guarantee the full exercise of the rights of persons with disabilities, stating that "all entities National, departmental, municipal, district and local levels, within the framework of the National Disability System, are responsible for the real and effective inclusion of persons with disabilities, ensuring that all policies, plans and programs guarantee the exercise and effective of their rights ".

This mandate, together with others that ensure the rights of Afro-descendant communities, indigenous communities and the quality of the educational process in general, oblige all educational institutions in the country to embrace diversity and create didactic, pedagogical and management strategies, enabling all students to have equal opportunities for the achievement of relevant and quality learning outcomes that provide them with greater opportunities for a quality insertion in the world of work.

CO-CREEMOS is a strategy that narrows the institutional relationship between the technology and pedagogy in search of a more inclusive educational process in the field of Colombian higher education. This strategy has two purposes:
1) The definition of a model for the collaborative creation of Open Educational Resources, supported in the pedagogical model of the institution, the institutional policy of inclusion and the background of adoption of the new information and communications technologies (NICT)
2) The implementation of an environment for co-creation that facilitates the process of collaborative creation of Open Educational Resources.

This article presents the progress achieved with the implementation of the Co-creemos strategy, both at the conceptual and technical levels.

In the section 2 is presented the Institutional Antecedents in which the Co-creemos strategy is supported. The section 3 describes the proposed model for the co-creation of OER. The section 4 describes the model defined for the OER assessment, which guarantees a comprehensive assessment of the resources created. The section 5, on the other hand, describes the co-creation environment concept being implemented, and finally the section 6 presents the conclusions and future work.

Keywords:

Inclusive education, co-creation, open educational resources, accessibility, evaluation of REA.