Today’s education must offer multiple opportunities to address the individual needs of all students. In this context, educational innovation plays an important role in guiding the processes of creating strategies to achieve more inclusive learning and teaching. Many studies have analyzed the affordances of augmented reality, gamification, and the adoption of Universal Design for Learning as separate strategies to improve education. In turn, this paper presents the combination of these three strategies as a positive alternative to address diversity in the classroom. A gamified augmented educational application has been designed that considers the principles of Universal Design for Learning to teach robotics in secondary education. The results show the application facilitates the inclusion of students, improving the fulfillment of the academic challenges.

Augmented reality (AR) is an emerging technology that has been successfully integrated into education. However, the use of AR as a tool to achieve educational inclusion has not been deeply explored. This study introduces CooperAR, a methodology aimed at attending educational inclusion, understanding inclusion as a process where the needs of all students are taken into consideration. CooperAR focuses on the creation of AR-based learning scenarios, in which teachers and students become co-creators of content. The methodology is based on the principles of Universal Design for learning and the Cooperative Learning approach. The effectiveness of CooperAR was validated in the context of a case study that involved 66 students. The results showed promising results, suggesting that CooperAR is an efficient methodology to promote educational inclusion through cooperation.

While massive research has been conducted to see how remote learning and teaching is conduct during the COVID-19 pandemic, less focus has been paid on remote special education for students with disabilities. Therefore, it is still not clear how those students learned and what types of challenges they faced. To fill this gap, this study first collected data from the literature via a systematic literature review, and from both 51 teachers and 21 students with disabilities who were involved in this remote teaching and learning experiences via surveys. It then conducted bibliometric, content and thematic analysis to draw conclusions. The obtained findings highlighted that online and offline remote teaching methods from home were applied. Additionally, different learning assessment methods, such as mini-projects and simple quizzes were adopted by teachers to assess the gained knowledge of students remotely, but none of these methods relied on emerging technologies, such as big data and learning analytics. Finally, parents were a core actor to maintain remote learning from home for students with disabilities.

This paper presents and reflects upon the training course organized by the OpenMed project, aimed at building capacity in Open Educational Resources (OER) and Open Education approaches across universities from the South Mediterranean, namely in Egypt, Jordan, Lebanon, Morocco and Palestine. The course, which is currently being piloted among 10 universities, represents an example of an intercultural and multilingual learning experience, both from the way in which it was conceived and developed, to the way it is actually being delivered. In this paper, we reflect on the challenges and benefits of adopting such an open approach towards intercultural learning.

Students usually find difficult to estimate if their effort in learning courses finds the instructor expectations. They tend to estimate "if they are doing right" by comparing themselves with peers, but this is difficult in online learning scenarios. Grade estimation methods are usually early warning systems targeted to teachers, and few systems are targeted to the students. A4Learning (Alumni Alike Activity Analytics) combines visual feedback methods and visual analytics techniques to provide students with a method to self-estimate their grade by comparing themselves to students from previous course editions. This article details the proposed visualization and presents the validation of the tool with volunteer teachers.

Game·Tel is an open source software system that supports personalized learning, focusing on serious games and simulations, making these and traditional content accessible and adaptive to the student and educational context. In this paper we discuss about its design and functionalities, its modular architecture and the multi-environment approach.

This paper investigates the influence of interface styles on problem solving performance. It is often assumed that performance on problem solving tasks improves when users are assisted by externalizing task-related information on the interface. Although externalization requires less recall and relieves working memory, it does not instigate planning, understanding and knowledge acquisition. Without this assistance, task-information must be internalized, stored in the user's memory, leading to more planning and thinking and perhaps to better performance and knowledge. Another variable that can influence behavior is "Need for Cognition" (NFC), the tendency to engage in effortful cognitive tasks. We investigated the effects of interface style and cognitive style on performance using a conference planning application. Interface style influenced behavior and performance, but NFC did not. The internalization interface led to more planful behavior and smarter solutions. When planning and learning are the aim, designers should thus beware of giving a user (too) much assistance. Understanding how people react to interface information can be crucial in designing effective software, especially important in the areas of education and learning.

This position paper shows how several classical methods in adaptive learning can be addressed using IMS learning design. After a definition of four main questions to classify adaptive educational methods we describe a group of features in the levels B and C of the specification that make possible diverse types of adaptation

Adaptive educational hypermedia (AEH) and IMS learning design (IMS LD) are different disciplines, and at present, there is little shared knowledge between them. However, their goal is the same: create the best possible environment for a learner to perform his/her learning activities in. This paper therefore tackles the issue of differences and similarities in AEH (especially, in authoring thereof), and IMS LD

This paper investigates conditions for increasing participation in learning networks, focusing on the influence of incentive mechanisms and face-to-face meetings on participation in the LN4LD (learning network for learning design). Repeated measurements show that the levels of both passive (accessing and reading information) and active participation (posting, replying and rating) are indeed significantly increased as a result of both interventions