This template can be used as a starter file for presenting training materials in a group setting.SectionsRight-click on a slide to add sections. Sections can help to organize your slides or facilitate collaboration between multiple authors.NotesUse the Notes section for delivery notes or to provide additional details for the audience. View these notes in Presentation View during your presentation. Keep in mind the font size (important for accessibility, visibility, videotaping, and online production)Coordinated colors Pay particular attention to the graphs, charts, and text boxes.Consider that attendees will print in black and white or grayscale. Run a test print to make sure your colors work when printed in pure black and white and grayscale.Graphics, tables, and graphsKeep it simple: If possible, use consistent, non-distracting styles and colors.Label all graphs and tables.
Give a brief overview of the presentation. Describe the major focus of the presentation and why it is important.Introduce each of the major topics.To provide a road map for the audience, you can repeat this Overview slide throughout the presentation, highlighting the particular topic you will discuss next.
This is another option for an Overview slides using transitions.
This is another option for an Overview slide.
What will the audience be able to do after this training is complete? Briefly describe each objective how the audiencewill benefit from this presentation.
Use a section header for each of the topics, so there is a clear transition to the audience.
Add slides to each topic section as necessary, including slides with tables, graphs, and images. See next section for sampletable, graph, image, and video layouts.
Discuss outcomes of the case study or class simulation.Cover best practices.
Keep it brief. Make your text as brief as possible to maintain a larger font size.
Summarize presentation content by restating the important points from the lessons.What do you want the audience to remember when they leave your presentation?Save your presentation to a video for easy distribution (To create a video, click the File tab, and then click Share. Under File Types, click Create a Video.)
WHAT CAN LEARNING/ACADEMIC ANALYTICS CONTRIBUTE TO DISABLED STUDENTS’ LEARNING; AND TO ACCESSIBILITY IN E-LEARNING SYSTEMS? Martyn Cooper (OU - IET) email@example.com Learning Analytics symposium A SoLAR Storm event hosted by The Open University 1.25-4.30pm BST, Thursday 25 October 2012
Programme• 1.25pm BST Welcome from Simon Buckingham Shum• 1.30 pm BST Bieke Schreurs from OU NL will talk about her work in progress as an intern developing social network analytics for the SocialLearn project, together with Maarten de Laat and Chris Teplovs• 2.00pm BST Martyn Cooper: What Can Learning/Academic Analytics Contribute to Disabled Students’ Learning and to Accessibility in e-Learning Systems?• 2.30pm BST Gill Kirkup: Data Wrangling – Bridging the Gap between Analytics and Users• 3.00pm BST Denise Whitelock: Good Pedagogical Practice Driving Learning Analytics: OpenMentor, Open Comment and SAFeSEA• 3.30pm BST Discussion
LA/AA for DisabledStudents/AccessibilityA New Area of Work –since Dec 2011
Overview Explore the potential for improving accessibility Enhanced support for disabled students Issues
Accessibility Case Study• Accessibility refers here to properties of VLEs and Learning Recourses that make them useable by disabled students• The OU currently (Sep 2012) has 17,000+ students declaring a disability
In last week:Analysis of completion and passrates• Disabled students vs. those not declaring a disability• Data visualization (shard diagrams)• % of students on all modules with 10+ disabled students completing / passing (2010/11)• Supported by IET’s Student Statistics Team – thanks to Naomi Jeffery
Case Study: Support for disabled students (dashboards)ScenarioKris is a disabled student who has access to adashboard of analytics that provide him withfeedback when he is at his computer or using amobile device. He has set the dashboard tosend him a weekly summary of his activity onuniversity sites and on a set of external siteswhere he has chosen to share his data with theanalytics system. He receives basic statistics onattendance, participation and marks on hisformal assignments and exams. He receivespersonalised recommendations suggestingresources and contacts available at his locationand relevant to his range of learning interests.However, what he finds most useful forreflection are the visual ‘mirrors’ that thesystem presents to him, plus suggestions ofways in which he might become a more The Learning Analytics Cycleeffective, strategic learner.
Discussion• What we can learn from LA about disabled students?• How else might approaches enhance accessibility• Issues?
Who’s Who Lead Contact information Martyn Cooper firstname.lastname@example.org (IET) Rebecca Ferguson (IET) Annika Wolff (KMi) Naomi Jeffery (IET Student Survey & Statistics Team)
Summary• Academic analytics has potential to identify where remedial action on accessibility might be needed – promotes continued improvement!• Any learning analytics advantage for students should be extended to disabled students• Specialist disability support can be brought to bear in a timely fashion for disabled students
Resources• Martyn’s Blog: http://martyncooper.wordpress.com/• LinkedIn Group: “Learning Analytics for Accessibility” http://tinyurl.com/csyklmd• This slide deck and related resources: Slide Share (tbc)