Creating accessible websites is essential to ensure the inclusion of users with disabilities, as defined in the Web Content Accessibility Guidelines (WCAG). In many countries, compliance with these guidelines is often legally mandated. Consequently, it is crucial to integrate accessibility considerations into Web development projects from the beginning. Unfortunately, accessibility requirements are often addressed only after the website is completed. To ensure compliance, it is proposed to incorporate accessibility requirements into system specifications and models. A Unified Modeling Language (UML) profile, called WebPageAcc, is introduced to streamline this process, allowing developers to incorporate accessibility requirements without extensive knowledge of accessibility standards. This profile provides stereotypes, data types, tagged values, and restrictions necessary to meet accessibility requirements. This study uses a four-stage method to create, apply, and validate the profile. Initially, an analysis of the WCAG 2.2 criteria is performed to define stereotypes, attributes and limitations aligned with the success criteria. Subsequently, the WebPageAcc profile is developed in Eclipse Papyrus, considering the identified elements. The third stage is to apply the profile to create a UML class diagram model of a real web page. Validation occurs in the final stage by executing Object Constraint Language (OCL) rules associated with attributes defined by the profile. Furthermore, an experiment is carried out to evaluate the usability difficulty of the profile among software developers. This multifaceted approach aims to improve the integration of accessibility into website development, ensuring inclusivity for a diverse user base while simplifying the implementation process for developers.

Open Educational Resources (OER) are digital content that are accessible through web repositories. They are used as support tools for education, especially for higher education, and they promote equality and social justice by providing access to, applying, and generating knowledge. Until now OER's have been developed from the pedagogic perspective, without taking advantage of the recent developments in communication technologies. Integration of social tools improves the active participation of both the developers and users of the OER's. This promotes the rapid creation of content that is easily accessible via search engines linked to educational platforms and social networks. It also allows tagging, which gives users the ability to add descriptive metadata. Authorship is recognized through the use of intellectual property licenses that promote open use of the material so that it can be used and edited. And above all collaborative learning is promoted. In this article a new cycle of OER production is proposed that includes activities to incorporate social networks and semantic technologies. The phases of the production cycle are developed using the ADDIE instructional model. The purpose of each phase and the social and semantic components to be included are identified. And finally, application guidelines are presented that detail the strategies and expected results for each phase of the proposed cycle. We have determined that the primary reasons for developing a production cycle for OER's using social authorship are: to allow educators and students to develop resources collaboratively; to reduce the amount of time spent in resource development; and to provide for reutilization of quality OER's. Finally, it should be recognized that the success of the model and its application depends on the institutional context where it is implemented, as well as the policies related to content generation, authorship acknowledgement and distribution of the resources.