Some argue that we live in an “information age”; others claim that we live in a “knowledge society”. This research suggests we live in an era of adaptable and customizable widgets in which users are no longer passive receivers of ad hoc technological solutions, but active agents controlling the behaviour, content modalities, and multiple technological layers transforming the representation and interpretation of information. This study adopts a critical perspective and examines the meaning of access to information and the pertinence of customization. Specifically, it analyzes how the ISO standard AccessForAll (ISO/IEC 24751, 2008) conceptualizes the customization of e-learning environments. A qualitative approach and discourse analysis are used as a methodological strategy. The research analyzes responses to ten interviews conducted with a diverse group of participants. This foundation provides for a discussion about the challenges of customization design and recommendations for the future development of adaptive and flexible learning environments.
| Identifer | oai:union.ndltd.org:TORONTO/oai:tspace.library.utoronto.ca:1807/25590 |
| Date | 31 December 2010 |
| Creators | Gamba-Bari, Antonio |
| Contributors | Hockema, Stephen |
| Source Sets | University of Toronto |
| Language | en_ca |
| Detected Language | English |
| Type | Thesis |
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