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首页> 外文期刊>BRAIN. Broad Research in Artificial Intelligence and Neurosciences >Open Education Practices for Learners with Disabilities
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Open Education Practices for Learners with Disabilities

机译：残疾学习者的开放教育实践

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Transition from traditional learning to open up education, the equality, openness and access has been reached for all learners without any time and distance limitations. Although this transition happens all around to world to underline equality in learning, the principles of online pedagogy and restructure on pedagogical and organizational levels come into the consideration. Access, openness and the equality for learning confirm the essence of active dialogue and engagement of learners to enrich transferable skills within the life. Higher education institutions turn attention on massive open online courses (MOOCs) as part of the transformation in education by focusing on innovation and strategic opportunity in education. The literature has pointed out that MOOCs are providing educational opportunities for lifelong learners and become solution for inclusion in learning. While engaging online learning process, student support is the crucial element to provide active participation and match learners’ needs and expectations during the process. Within a framework of online pedagogy, learner development is challenging pattern and heart of the online practices which mainly three components have been underlined: (1) student support, (2) institutional support, and (3) teaching learning process including assessment as learning procedure in higher education. This study aims to provide an example of open resources education course for orthopedically disabled learners which online training course supports learners and their families for their professional development within a frame of counseling and guidance. The study is significant to underline the principles of online pedagogy within the process and enrich abilities of learners including family members in particular contents. Furthermore, the study shows how open education resources could be motivation for social learning within the life as part of the life-long learning philosophy.? In addition to that, it contributes to underline the success of effective pedagogy in online context for learners with disabilities.
机译：从传统学习到开放教育的过渡，所有学习者都已获得平等，开放和获取的机会，没有时间和距离的限制。尽管这种转变在全世界范围内发生，以强调学习中的平等性，但仍在考虑在线教学法以及在教学和组织层面进行重组的原则。进取，开放和平等的学习确认了学习者积极对话和参与以充实生活中可转让技能的本质。高等教育机构通过关注教育的创新和战略机遇，将注意力转向大规模开放式在线课程（MOOC），作为教育转型的一部分。文献指出，MOOC正在为终身学习者提供教育机会，并成为融入学习的解决方案。在参与在线学习过程中，学生支持是在此过程中提供积极参与并匹配学习者需求和期望的关键要素。在在线教学法的框架内，学习者的发展是挑战性的模式，也是在线实践的核心，其中主要强调了以下三个组成部分：（1）学生支持，（2）机构支持和（3）包括评估作为学习程序的教学学习过程在高等教育中。这项研究旨在为骨科残疾学习者提供开放资源教育课程的示例，该在线培训课程在咨询和指导框架内为学习者及其家庭的专业发展提供支持。这项研究对于在此过程中强调在线教学法的原理和丰富学习者的能力（包括特定内容的家庭成员）具有重要意义。此外，研究表明，作为终身学习理念的一部分，开放式教育资源将如何成为生活中社会学习的动力？除此之外，它还有助于强调针对残疾学生的在线有效教学法的成功。

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