Approaching Inclusive Universal Access on the Computer Science Curriculum level

In previous work, we extended the concept of universal access in the context of technology-enhanced learning in engineering education by including essential non-technological aspects resulting in a concept we call inclusive universal access (IA). IA denotes a paradigm that is aimed at fully involving students in learning and assessment, at addressing them on all levels of learning including intellect, skills, and personality, and at employing universally accessible tools to support educational activities. In this paper, we present the ldquoActive Curriculum for Computer Sciencerdquo project to illustrate the systematic inclusion of multiple dimensions of IA on a curriculum level, in particular the consideration of all levels of learning, learner-centered learning goals, inclusion of stakeholders and students in curriculum development, assessment, e-learning and specifying various kinds of dependencies among courses and modules within the curriculum. Through this work we aim to make the curriculum more learner-centered, or in other words, one that dynamically meets current challenges of industry, science and society.