Secure Electronic Identification (eID) is one of the key enablers of data protection, privacy and prevention of online fraud. However, to date, the lack of a common legal basis prevented European Member States from recognising and accepting eIDs issued by the other Member States. The electronic IDentification, Authentication and trust Service (eIDAS) regulation solves these issues by allowing citizens of any European country to use their national eIDs to securely access public and private e-services provided in other European countries. However, the minimum dataset typically provided by the Member States only contains citizens' personal attributes. Therefore, academic services that aim to facilitate the mobility of students within the European Union cannot exploit the advantages of integrating students' eIDs to the same extent as if they included attributes related to their academic profile as well. In this article, we propose an extension of the eIDAS specification in order to support academic attributes. Thanks to this extension, services can request students' information from the eIDAS nodes: not only their personal profiles but also additional attributes related to their academic profile. In this work, we also propose an architecture that allows the connection of the national eIDAS nodes to academic attribute providers in order to enrich the student minimum dataset with their academic attributes. We conclude that thanks to the extension of the eID profile of students with academic attributes, e-services in higher education sectors will be able to fully benefit from the integration of the eIDAS initiative, breaking barriers and favouring students' mobility within the European Union.

Society has changed significantly in the last few years. Technology has evolved rapidly, and new devices and tools are transforming the way we communicate. One of the most important milestones of this transformation was the democratization of the Internet and specifically the Web, a key factor for determining people's connectivity. However, not every people have the same conditions to access web resources and most of the available services and applications in the Internet are not ready for being used in an inclusive manner. This paper presents an accessibility review for web-based learning tools and materials. We establish the difference between reactive and proactive methods for designing web applications, considering the former as a response once the application is ready and the latter as the inclusion of accessibility requirements from the design phase. After the analysis, we conclude that nowadays the most common accessibility approaches for designing web-based learning tools are those whose methodological basis are grounded in reactive principles. It is necessary to move forward and propose solutions that contemplate inclusive design from the early stages of development.

En la literatura de la Edad Media, las sirenas suelen aparecer como seres destructivos, que atraen a sus victimas con la armonia enganosa de su canto. Ese motivo pasa a la poesia cancioneril, que lo utiliza—de acuerdo con una larga tradicion—para ilustrar los peligros del amor, del pecado, del mundo y de sus tentaciones.1 Aparece, por tanto, en contextos morales, como las conocidas coplas de Juan de Mena, donde el poeta reniega de sus errores de juventud, y mas concretamente, de las Musas gentiles: Fuyt o callad, serenas, qu'en la mj edat pasada tal dulcura enponzonada derramastes por mjs venas.2