About this paper

Appears in:
Pages: 6840-6846
Publication year: 2018
ISBN: 978-84-09-05948-5
ISSN: 2340-1095
doi: 10.21125/iceri.2018.2634

Conference name: 11th annual International Conference of Education, Research and Innovation
Dates: 12-14 November, 2018
Location: Seville, Spain


M. Puyuelo-Cazorla, M. Val Fiel, P. Fuentes Durá, H. Barros da Rocha Costa

Universitat Politècnica de València (SPAIN)
The widespread of different technologies is causing a significant impact on educational contexts and is giving a new technological approach for teaching and learning that opens extensive opportunities for inclusion and accessibility both, in traditional and distance education (Motiwalla, 2007; Puyuelo et alt., 2018). Furthermore, the implementation of new technologies in different contexts (museums, exhibitions, classrooms, home) has also promoted a change on the use of the tools making it easier for everybody to develop their digital abilities.

It is important to think about the many possibilities scenario in relation to the user groups to design combining stimuli when interpreting or teaching buildings or heritage sites. An educational product or service that does not meet the diversity of users' needs, is likely to fail in the marketplace. Working out the best combination of stimuli, may not be a simple task when taking into account accessibility aspects. At present there is no generally available information service, which provides a comprehensive service for educational purposes including accessibility aspects. Furthermore, the capacities of the senses of hearing and touch are very small compared to that of the visual channel for a human. Involving users early in any topic requires selecting and processing the information to make best use of the non-visual channels and that is not a simple task. Developing a new learning object, including new technologies to design and create resources rather than a new version of a multimedia one, is a challenge. With the increasing number of people with different needs of educational approaches and disabilities, it is wise to develop different 3D models which could be available and easy to get and use by the potential consumers. The development of new products and services has often been led by designers thinking of what could be provided rather than by demand from the learners as users.

This paper presents the guidelines to design new learning objects based in drawings and graphics that provide variety of experiences by demand from the customers, providing a high motivation and good understanding of the elements presented.
author = {Puyuelo-Cazorla, M. and Val Fiel, M. and Fuentes Dur{\'{a}}, P. and Barros da Rocha Costa, H.},
series = {11th annual International Conference of Education, Research and Innovation},
booktitle = {ICERI2018 Proceedings},
isbn = {978-84-09-05948-5},
issn = {2340-1095},
doi = {10.21125/iceri.2018.2634},
url = {https://dx.doi.org/10.21125/iceri.2018.2634},
publisher = {IATED},
location = {Seville, Spain},
month = {12-14 November, 2018},
year = {2018},
pages = {6840-6846}}
AU - M. Puyuelo-Cazorla AU - M. Val Fiel AU - P. Fuentes Durá AU - H. Barros da Rocha Costa
SN - 978-84-09-05948-5/2340-1095
DO - 10.21125/iceri.2018.2634
PY - 2018
Y1 - 12-14 November, 2018
CI - Seville, Spain
JO - 11th annual International Conference of Education, Research and Innovation
JA - ICERI2018 Proceedings
SP - 6840
EP - 6846
ER -
M. Puyuelo-Cazorla, M. Val Fiel, P. Fuentes Durá, H. Barros da Rocha Costa (2018) DESIGNING UNIVERSAL LEARNING OBJECTS, ICERI2018 Proceedings, pp. 6840-6846.