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    • 专利摘要:
    A procedure is presented for the adaptation of a learning platform to the preferences and personal needs of the student, where students with vision and/or hearing problems introduce their accessibility profile, teachers load accessible educational content, and students can access to those adaptations that satisfy your accessibility profile. For a greater efficiency in the execution of the application, a refreshing of the web cache of the student's computer is made with the learning objects that have been updated by the teacher. The procedure takes place in two different servers in order to separate the data from the learning platform, thus allowing the reuse of data in other systems such as repositories or other learning platforms. The technique and the exchange of information are described through the communication channels created in each stage of the procedure. (Machine-translation by Google Translate, not legally binding)
    公开号:ES2681918A1
    申请号:ES201700224
    申请日:2017-03-17
    公开日:2018-09-17
    发明作者:Jaime ALONSO NICOLÁS；Concepción BATANERO OCHAITA；Bernardo ALARCOS ALCÁZAR；Salvador OTÓN TORTOSA；José Ramón HILERA GONZÁLEZ；Luis FERNÁNDEZ SANZ
    申请人:Universidad de Alcala de Henares UAH；
    IPC主号:
    专利说明:

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    Figure 5 shows the flowchart corresponding to the search for adaptations of the pulsed OA that meet the requirements of the student's profile (white color) and the refresh of the web cache of the student's computer (gray color).
    Figure 6 shows a bar graph with the results of an attitudinal test conducted by three groups of the population with functional diversity after testing the adapted platform. Example of embodiment of the invention
    This example is described for the Moodle learning platform. The actors involved in the use of the application are teachers and / or content authors, and students. Teachers and / or content authors load accessible resources on the adapted learning platform. Students create their personal or environment profiles and view and download educational resources. Four cases of main uses stand out, which give rise to Moodle server processes:
    one. Professors users loading original resources and their accessibility metadata on the platform.
    2. User teachers loading adaptations and their accessibility metadata on the learning platform.
    3. Student users configuring and managing their accessibility profiles.
    Four. Student users accessing accessible resources.
    Figure 1 shows an accessible OA relative to the Ruby programming language. It is composed of an original OA (video tutorial) and 3 adaptations to the video tutorial (audio description, subtitles and sign language).
    Figure 2 presents the hardware and software structure of the invention in the case of the Moodle platform where you can see the existence of two databases (2.2.1 and 2.4.1) located on the two servers 1 and 2 (2.2 and 2.4) connected to each other (2.3), and the student and teacher who access the system by connecting to server 1 through their personal computers (2.1).
    Figures 3 and 5 show the flow chart between the two servers and the student or teacher's computer for use cases 1, 2 and 4. The student's or teacher's computer (client) communicates with the Moodle server (3.1. 1, 3.1.2, 3.1.3, 5.1.1, 5.1.2, 5.1.3, 5.1.4), where the main core of the application is executed, the OAs (3.2.2) and their adaptations ( 3.2.4) in a MySQL database and the web cache refresh is performed (5.2.4, 5.2.5, 5.3.3, 5.2.8, 5.1.3). In turn, this server communicates with a MySQL server where student PNPs and DRDs of digital resources are stored and managed (3.2.1, 3.2.3, 3.2.5, 5.2.1, 5.3.1, 5.2 .3, 5.3.2, 5.2.5, 5.3.3, 5.2.7, 5.3.4).
    Figure 4 shows the technical phase diagram followed by the system for use case number 3. The diagram begins with the user registration in Moodle (4.1.1). The screen below shows the accessibility profile (4.2.1) where the user must select activation or creation of the profile (4.3.1). In case of profile creation you can choose between full mode or simple mode (4.3.2). If you choose full mode you must enter the accessibility metadata listed in the IMS Access For All 3.0 specification for the user's PNPs (4.2.2). If you choose simple mode, a screen with predefined templates will appear
    (4.3.3) that facilitate the creation of the profile.
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    权利要求:
    Claims (1)
    [1]
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    同族专利:
    公开号 | 公开日
    ES2681918B1|2019-03-26|
    引用文献:
    公开号 | 申请日 | 公开日 | 申请人 | 专利标题
    法律状态:
    2018-09-17| BA2A| Patent application published|Ref document number: 2681918 Country of ref document: ES Kind code of ref document: A1 Effective date: 20180917 |
    2019-03-26| FG2A| Definitive protection|Ref document number: 2681918 Country of ref document: ES Kind code of ref document: B1 Effective date: 20190326 |
    优先权:
    申请号 | 申请日 | 专利标题
    ES201700224A|ES2681918B1|2017-03-17|2017-03-17|Procedure of adaptation of learning platform to the preferences and personal needs of the student|ES201700224A| ES2681918B1|2017-03-17|2017-03-17|Procedure of adaptation of learning platform to the preferences and personal needs of the student|
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