Timothy Read‡, Beatriz Sedano‡, Elena Barcena‡Corresponding author: Timothy Read ( tread@lsi.uned.es ) Corresponding author: Beatriz Sedano ( bsedano@invi.uned.es ) Corresponding author: Elena Barcena ( mbarcena@flog.uned.es ) © Timothy Read, Beatriz Sedano, Elena Barcena. This is an open access article distributed under the terms of the Creative Commons Attribution License (CC BY-ND 4.0). This license allows reusers to copy and distribute the material in any medium or format in unadapted form only, and only so long as attribution is given to the creator. The license allows for commercial use. Citation:
Read T, Sedano B, Barcena E (2021) Inclusive Language MOOCs. JUCS - Journal of Universal Computer Science 27(5): 437-449. https://doi.org/10.3897/jucs.67932 |  |
This article discusses the application of MOOCs for refugees and migrants in order to help these groups of people develop the language competences and transverse skills which they require to improve their level of social inclusion and possibilities in the labour market, and/or access higher education in the country in which they find themselves or plan to go. Specifically, this research focuses on the way in which Language MOOCs (or LMOOCs [Martín-Monje, Barcena, 2014]) deploy on mobile devices [Read, Barcena 2015] can effectively and advantageously be used by displaced people. The study reported here outlines the design of two LMOOCs of Spanish for immediate needs, based on a previous needs analysis, developed by the ATLAS research group in collaboration with NGOs and refugee support associations in Spain.