Design for inclusion in a linguistically and culturally diverse Europe : challenges in the development of a virtual learning environment

The inclusive potential of digital technologies in educational contexts is well represented by multimodal
communication: the use of different channels and strategies can lower barriers to participation and
improve the overall quality of educational intervention. This paper discusses the issues and challenges
encountered while developing a pilot multimodal learning platform in the context of the Horizon 2020
research project called ISOTIS (Inclusive Education and Social Support to Takle Inequalities in
Society).
The overall aim of the ISOTIS project (www.isotis.org) is to address the challenges raised by the
cultural and linguistic super-diversity of European society. It tackles inequalities and educational gaps
at several levels and using a variety of research methods. One specific task of the project is centered
on the design and development of a pilot VLE (Virtual Learning Environment). The platform ultimate
goal is to enable children, parents and teachers to participate in various online activities and to
communicate using different media (i.e., text, pictures, video and audio recordings), developing skills
and acquiring knowledge about multilingualism and multiculturalism.
The main theoretical underpinnings of the project are design-based research intervention and
Bronfenbrenner’s bioecological model. Research interventions are being carried out in 8 European
countries, focusing on understanding and highlighting the system of relationships among the actors
involved at intervention sites (educators, practitioners, children, parents…). In all those countries the
VLE was presented to participants and used as a means of improving awareness about the
implications of linguistic and cultural diversity.
The choice of an Open Source software platform proved to be convenient especially on the data
management side, but the implementation also had to face some problems – especially when it came
to the integration of multiple features into a unique framework. Also, the application of Universal
Design for Learning principles and guidelines introduced interesting elements, but this form of
inclusive design required continuous and important efforts on both technological and educational
levels and unveils some possible problems that should be taken into consideration.