Authors:
Louise Sauvé
1
;
Patrick Plante
1
;
Gustavo Adolfo Angulo Mendoza
1
;
Caroline Brassard
1
and
Guillaume Desjardins
2
Affiliations:
1
Education Department, Université TÉLUQ, 455, rue du Parvis, GIK 9H6, Québec (QC), Canada
;
2
Industrial Relations Department, Université du Québec en Outaouais, 283, boul. Alexandre-Taché, J8X 3X7, Gatineau (QC), Canada
Keyword(s):
Inclusive Design, Online Learning Environment, Cognitive Limitations, Literacy.
Abstract:
Whether it's downloading applications, doing research, using communication tools, shopping online, filling out a form or finding directions, having good digital competencies is essential in our contemporary society. But what about people with cognitive limitations (PCLs)? It appears that more than 31% of PCLs do not have the basic competencies to face this new digital reality and thus function harmoniously in society. To enable them to become autonomous in activities requiring the use of the Internet via a tablet, a research and development project is underway to create TAQ-TIC, an online digital literacy learning environment adapted to their needs. Using an inclusive design approach that puts the learner at the heart of the creation process, we validated the design, usability, and pedagogical readability of TAQ-TIC with PCLs. Findings emerged that allowed us to make recommendations for online training intended for PCLs, notably the addition of navigation indicators and contextual ai
ds, the cleaning up of screen pages both graphically and textually, and the predominant use of video-based content.
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