Section 7. Accessibility of LMOOCs
Thus, three important aspects should be considered in order to reach a necessary level of accessibility in the multimedia resources:
accessible content – alternative content ( a wide use of subtitles, audio-description)
content guarantee – the resources are available form online learning platforms
intuitive interaction – the learning resources are accessible, they are organised in collections (Delgado & Rodrigo, 2010),
A LMOOC interface construction is usually determined by the online platform because such elements as testing and learning tools can not be customized or edited by the creator. Its mode of delivery should correspond to a number of accessibility standards.
Despite some problems that may occur on LMOOC platforms, the model of social accessibility and massive participation (Takagi et al., 2008) can be applied to support learners with SED (special educational needs) by offering peer assistance. When learners communicate, they can learn a lot from each other and contribute greatly by helping their peers. Finally, the resources can be multimedia enriched, becoming more qualitative (audio files for podcasting, transcriptions for mind maps). These resources should be combined together into collections that will be beneficial to language learners.