Cross cultural study of reading support E.A. Draffan
Two studies about the use of text to speech and technology to aid reading by Mamoru Iwabuchi, Kenryu Nakamura, Maiko Takahashi, Toshihiro Kono, Rumi Hirabayashi (University of Tokyo, Japan), E.A. Draffan (Universitiy of Southampton UK)
Assistive technology to promote learner autonomyE.A. Draffan
1) The document discusses using assistive technology to promote learner autonomy and accessibility in online teaching and learning materials.
2) It addresses common accessibility issues with e-learning applications and websites as well as difficulties for students using assistive technologies.
3) Suggestions are provided for making online content more accessible, including using style sheets, adding page numbers, and creating materials in HTML originally instead of converting them to web format.
Assistive Technology and Associated TrainingE.A. Draffan
This is a workshop presentation at the NADP 2013 Conference. The graphs and information come from a survey of students in receipt of the Disabled Students Allowances 2012 - 841 students answered the survey call and we are extremely grateful for their help.
Student perspectives on assistive technologyE.A. Draffan
These slides are from a talk given at the Iansyst 2012 DSA Assessors conference. There are several slides that were asking questions rather than providing answers - the main points were about the shifting sands occurring in IT and AT within Further and Higher Education
This document discusses how technology can help support diversity in the classroom. It notes that students have a variety of learning abilities and needs. While technology may seem frightening to some teachers, many basic technological tools that are already available can help all students, including those with physical impairments, learning disabilities, or who need greater challenges. Examples of helpful technology include web resources, graphic organizers, word processors with text-to-speech capabilities, and eBooks, which allow font changes and zooming. Overall, technology is presented as a solution that can engage students and address the wide variety of needs in today's classrooms.
This document discusses challenges to the theory of the "digital native" student and the need for academic IT support. It summarizes the author's previous research finding mixed IT skill levels among students and challenges to the digital native concept. Current research shows nothing biologically different about digital native brains and that IT interaction is not age-motivated. While employers seek IT skills in graduates, academic IT support varies and may be inadequate. The author created an online dissertation formatting kit to help students develop skills regardless of IT support. The kit includes podcasts, videos and a written guide hosted on an open learning website.
Middle school technology at a school has evolved over the past decade from traditional PC laptops to more durable tablet PCs and netbooks tailored for student use. Wireless access and bandwidth have improved, allowing for greater digital sharing and collaboration between classrooms. Training for students and parents has also expanded to promote safe, balanced, and responsible technology use. Upcoming laptops may integrate tablet and touchscreen capabilities while remaining affordable and sturdy for classroom needs.
Cross cultural study of reading support E.A. Draffan
Two studies about the use of text to speech and technology to aid reading by Mamoru Iwabuchi, Kenryu Nakamura, Maiko Takahashi, Toshihiro Kono, Rumi Hirabayashi (University of Tokyo, Japan), E.A. Draffan (Universitiy of Southampton UK)
Assistive technology to promote learner autonomyE.A. Draffan
1) The document discusses using assistive technology to promote learner autonomy and accessibility in online teaching and learning materials.
2) It addresses common accessibility issues with e-learning applications and websites as well as difficulties for students using assistive technologies.
3) Suggestions are provided for making online content more accessible, including using style sheets, adding page numbers, and creating materials in HTML originally instead of converting them to web format.
Assistive Technology and Associated TrainingE.A. Draffan
This is a workshop presentation at the NADP 2013 Conference. The graphs and information come from a survey of students in receipt of the Disabled Students Allowances 2012 - 841 students answered the survey call and we are extremely grateful for their help.
Student perspectives on assistive technologyE.A. Draffan
These slides are from a talk given at the Iansyst 2012 DSA Assessors conference. There are several slides that were asking questions rather than providing answers - the main points were about the shifting sands occurring in IT and AT within Further and Higher Education
This document discusses how technology can help support diversity in the classroom. It notes that students have a variety of learning abilities and needs. While technology may seem frightening to some teachers, many basic technological tools that are already available can help all students, including those with physical impairments, learning disabilities, or who need greater challenges. Examples of helpful technology include web resources, graphic organizers, word processors with text-to-speech capabilities, and eBooks, which allow font changes and zooming. Overall, technology is presented as a solution that can engage students and address the wide variety of needs in today's classrooms.
This document discusses challenges to the theory of the "digital native" student and the need for academic IT support. It summarizes the author's previous research finding mixed IT skill levels among students and challenges to the digital native concept. Current research shows nothing biologically different about digital native brains and that IT interaction is not age-motivated. While employers seek IT skills in graduates, academic IT support varies and may be inadequate. The author created an online dissertation formatting kit to help students develop skills regardless of IT support. The kit includes podcasts, videos and a written guide hosted on an open learning website.
Middle school technology at a school has evolved over the past decade from traditional PC laptops to more durable tablet PCs and netbooks tailored for student use. Wireless access and bandwidth have improved, allowing for greater digital sharing and collaboration between classrooms. Training for students and parents has also expanded to promote safe, balanced, and responsible technology use. Upcoming laptops may integrate tablet and touchscreen capabilities while remaining affordable and sturdy for classroom needs.
This document discusses various technologies that can help diverse learners, including those with disabilities or who struggle with reading. It describes digital text, audio, digital enhancement, software, visuals, Microsoft Word features, text-to-speech, and video. Digital text can provide cleaned up versions of articles and highlight important information. Audio and text-to-speech allow computers to read text out loud to support those with reading difficulties. Digital enhancement incorporates additional resources like photos, links and definitions. Visuals and software like graphic organizers engage learners and help organize information. Microsoft Word and Read&Write provide supports like summaries, highlighting and adjusting font/color. These technologies help diverse learners access and understand information.
Using Technology to Meet the Needs of Diverse LearnersDonna Murray
The document discusses how technology can be used to meet the needs of diverse learners through differentiated instruction. It describes several digital tools that can provide flexible options for content, process, and product, including digital text, text-to-speech, enhanced text with multimedia, writing support software, visuals like graphics and video, and curricular supports through web and digital tools. These technologies can help students who struggle with reading, writing, comprehension, organization, and more. Free online resources are provided.
Resources To Support Library And Information Specialists Aug 09magsmckay
Resources to support inclusive practice. An overview of freeware assistive and enabling technologies to assist staff and students in schools, colleges and universities.
This document provides strategies for reading digital text. It outlines various strategies that can be used before, during, and after reading, including finding appropriate texts, setting the stage with images, removing distractions, using anticipation guides, scaffolding with graphic organizers, annotating, summarizing, and discussions. The strategies are meant to help students engage more effectively with digital texts.
This document discusses ways that teachers can integrate technology into the classroom, including webquests, podcasts, blogs, and email. Webquests allow students to explore teacher-selected websites to learn about a topic and produce a project. Podcasts provide pre-recorded audio and video content on various topics that can enhance lessons. Blogs give students a place to post their thoughts about class topics. While email can help practice communication skills, its use requires caution and permission. The conclusion states that incorporating these technologies can engage students in more inquiry-based, relevant learning to prepare them for future careers.
Digital Text:
Introduction:
When we think about the text, we have some ideas in our minds
that text is any piece of writing in printed form. The text may be in
the form of papers, slogans and in canvass form.
But when we think about digital text, we say that firstly it is a
technology based written material. It is in coded form. It is a piece
of writing written in coded form found in computer, laptop, mobile
devices and other technological devices.
Definition of Digital Text:
Electronic versions of a written text or words or images that make up
that text is called digital text.(IGI- Global Dictionary).Continue:
Digital Text is delivered on a computer or another electronic devices
to meet the students and teachers’ need .
Now the world has become a global village . It is because of
technology. With the help of technology, we can be in touch with
one another and get communicated using ICT –Information and
communication Technology. Technology has provided us not only a
platform of business communication, but also pedagogical learning
and teaching platform for teachers and students respectively.
Technology has provided us innovation in every field of life. it is in
medical field, pedagogical, etc.
Thus the technology has revolutionized the world. Features of Digital Text:
Text features are parts of text that draw your attention to important
information. Text features in a book may include titles or headings,
subtitles, bold print, bullets, quotations, pictures, maps or diagrams,
captions, and sidebars.
You may see these types of text features in digital text, but you will
also see digital text features.
Digital text features include, hyperlinks, audio, video, interactive
images (photo galleries, maps, diagrams, simulations), pop ups,
interactive questions, and comment/note options.
Continued:
• Hyperlink:
A hyperlink points the reader to additional information in the form of a website or file.
Hyperlinks are usually indicated with a different color or underline.
• Sidebar:
Additional information found on the side or bottom of an article or webpage.
• Pop up:
A pop up is a window that gives the reader more information. In this example, the
pop up defines a word in the text.
This document discusses technology approaches to final projects that are more engaging for students. It provides examples of video, wiki, podcast and timeline projects. Some benefits highlighted are that they foster critical thinking, are more engaging for today's students, and allow students to demonstrate multiple intelligences and creativity. Rubrics and learning objectives are important for assessment. Instructors are encouraged to provide support and options to opt for traditional papers for students less comfortable with technology.
1) The document discusses a pilot course that used Web 2.0 tools like online voice recording, mind mapping, and vocabulary development to promote reading skills among first-year veterinary students.
2) Most students fulfilled the course requirement of commenting on 3 articles, with voice recording being the most popular tool. Mind mapping was the least popular due to its technical difficulty.
3) Student feedback was generally positive about the convenience of voice recording and vocabulary learning, but some felt there was too much homework. Technical challenges remain in making mind mapping and vocabulary tools easier to use.
Learning Centers 2.0:
Enhancing Student Learning With Technology
Lisa D’Adamo-Weinstein & Craig Lamb
SUNY Empire State College
Wikis, iPods, blogs, texting…our students are using technology in
ways that make our heads spin. The purpose of this institute is to
get a handle on these technological innovations to help our students
learn better as they engage with our learning centers.
Focusing on current theories and best practices in enhancing
student learning through technology, attendees will learn about
new advances, engage in activities, and plan how to implement
technology to enhance learning assistance on their campuses.
This institute is appropriate for learning assistance, tutorial
services, and developmental education faculty and staff who develop
curriculum, workshops, and other resources for students.
Craig Lamb is the Director of Academic Support at Empire State College's, Center for Distance Learning. While Craig
is working primarily with students in need of additional academic support services and academic skill development,
and with faculty interested in delivering their courses content and material in more effective ways to increase student
learning, he is becoming more and more interested in the creative uses of new technology to enhance student learning
both within and outside the online class environment.
Lisa D'Adamo-Weinstein is currently the Director of Academic Support at Empire State College's Northeast Center.
Lisa has also taught and coordinated academic assistance and learning support programs at Indiana University's Student
Academic Center, including an academic retention course for at-risk students. She was the Coordinator of Student-Athlete
Academic Support at American University in Washington, D.C. Most recently, she directed the Academic
Excellence Program at the United States Military Academy, West Point for seven years until moving in August 2006 to
the NY State Capital Region. Lisa has published journal articles for The Learning Assistance Review (published by
the National College Learning Center Association—NCLCA) and is co-author of the book Piecing It Together: A Guide to Student Success.
E:\Presentations From Speakers\Jane Secker Google Readerand RssLeo Appleton
The document discusses developing students' information management skills to match the 21st century internet environment. It notes that while students are comfortable with technology ownership and social media, they struggle with skills like critical thinking, referencing, and information management. The LSE aims to help students through training embedded in courses on topics such as RSS feeds, bookmarking resources, and using tools like Google Reader and Delicious. The training materials are intended to help students better manage the large amount of online information available.
This document discusses a project funded by the US Department of Labor called TAACCCT that provides $2 billion over 4 years to increase access to and completion of associate degree programs in engineering technology. It describes how three technical colleges in Georgia (Albany Technical College, Athens Technical College, and Atlanta Technical College) are working together on this consortium to develop integrated strategies using stacked and latticed credentials, transformed instructional delivery, and student support services including a Learning Objects Repository and portal website. The document also discusses trends related to open educational resources, licensing, and how emerging technologies are impacting libraries and their roles.
Updated byot why we took the plunge for inpeaJen LaMaster
The document discusses Brebeuf Jesuit Preparatory School's decision to implement a Bring Your Own Technology (BYOT) program. It notes that the school had sufficient infrastructure and faculty comfort with technology to support BYOT. The IT department was driven by user needs. Benefits of BYOT included increased student access to technology and specialized software. The school addressed BYOT implementation through training programs, clear policies, and open communication between departments. Moving forward, demands on technology will continue rising, requiring assessment of needs, resources, and keeping an open mind about new tools.
The document summarizes a presentation about how learning and teaching practices have shifted from chalkboards to websites with the rise of computer and internet technologies. It discusses how writing tools have evolved from stone to digital formats and how classrooms now use technologies like laptops, projectors and course management software. While technologies provide new opportunities, they also present challenges around distractions, testing, and technical skills that require new pedagogical approaches. The presentation argues that computers have become essential thinking and learning tools requiring teachers to partner with students to effectively incorporate digital technologies.
Effective use of im using technology in teachingJames Paglinawan
The document discusses effective uses of technology in teaching, including computer-assisted instruction, web-based instruction, and use of audio/video. It emphasizes using technology to supplement teaching and engage millennial students, while avoiding overloading slides with text or relying too heavily on presentation software. The final pages provide tips for integrating multimedia, online discussions, and instructional methods into classroom lessons.
The document discusses three emerging technologies used in education: e-portfolios, clickers, and interactive whiteboards. E-portfolios allow students to store work online and access it anywhere. Clickers are student response systems that allow for polling questions in class. Interactive whiteboards are touchscreen boards that connect to a computer and projector, allowing teachers to display notes, websites, and save content. The document explores the uses and benefits of these technologies in the classroom.
The document discusses making textbooks more accessible for students with dyslexia. It notes that dyslexia is often not properly recognized or supported in schools. While technology like text-to-speech is available, alternative textbook formats are rarely offered and students lack mobile access. There is a lack of accessible e-texts and support for personalized technologies. However, students are increasingly using mobile devices on their own to access reading materials and make adjustments to suit their needs. The document advocates for providing assistive technology on all student and teacher computers in schools, as well as expanding access to accessible e-book libraries.
This document discusses technological tools that can help students with disabilities in college classrooms. It describes digital recording devices like Livescribe Smartpens that allow students to record lectures. It also discusses note-taking programs like Evernote and Dropbox that allow students to digitally capture and organize notes. Finally, it addresses ensuring accessibility of documents by using Word over PDFs when possible so screen readers can be used. The goal is for instructors to understand these tools and how they can help maximize students' abilities and participation.
There are many ways that teachers can integrate technology into English and language arts classrooms to enhance student learning. Teachers can use the internet, digital media tools, and common software to create visual aids, improve access to resources like online libraries, review and comment on student work more efficiently, and integrate video clips into presentations. Some specific ways mentioned are having students create digital presentations instead of only printed reports, connecting students to online books, using webquests to research literature themes, using plagiarism detection services, streaming video clips for on-demand viewing, using interactive websites for grammar instruction, creating PowerPoint presentations for notes and student projects, and using word processing software and review features for drafting writing assignments.
This document discusses various technologies that can help diverse learners, including those with disabilities or who struggle with reading. It describes digital text, audio, digital enhancement, software, visuals, Microsoft Word features, text-to-speech, and video. Digital text can provide cleaned up versions of articles and highlight important information. Audio and text-to-speech allow computers to read text out loud to support those with reading difficulties. Digital enhancement incorporates additional resources like photos, links and definitions. Visuals and software like graphic organizers engage learners and help organize information. Microsoft Word and Read&Write provide supports like summaries, highlighting and adjusting font/color. These technologies help diverse learners access and understand information.
Using Technology to Meet the Needs of Diverse LearnersDonna Murray
The document discusses how technology can be used to meet the needs of diverse learners through differentiated instruction. It describes several digital tools that can provide flexible options for content, process, and product, including digital text, text-to-speech, enhanced text with multimedia, writing support software, visuals like graphics and video, and curricular supports through web and digital tools. These technologies can help students who struggle with reading, writing, comprehension, organization, and more. Free online resources are provided.
Resources To Support Library And Information Specialists Aug 09magsmckay
Resources to support inclusive practice. An overview of freeware assistive and enabling technologies to assist staff and students in schools, colleges and universities.
This document provides strategies for reading digital text. It outlines various strategies that can be used before, during, and after reading, including finding appropriate texts, setting the stage with images, removing distractions, using anticipation guides, scaffolding with graphic organizers, annotating, summarizing, and discussions. The strategies are meant to help students engage more effectively with digital texts.
This document discusses ways that teachers can integrate technology into the classroom, including webquests, podcasts, blogs, and email. Webquests allow students to explore teacher-selected websites to learn about a topic and produce a project. Podcasts provide pre-recorded audio and video content on various topics that can enhance lessons. Blogs give students a place to post their thoughts about class topics. While email can help practice communication skills, its use requires caution and permission. The conclusion states that incorporating these technologies can engage students in more inquiry-based, relevant learning to prepare them for future careers.
Digital Text:
Introduction:
When we think about the text, we have some ideas in our minds
that text is any piece of writing in printed form. The text may be in
the form of papers, slogans and in canvass form.
But when we think about digital text, we say that firstly it is a
technology based written material. It is in coded form. It is a piece
of writing written in coded form found in computer, laptop, mobile
devices and other technological devices.
Definition of Digital Text:
Electronic versions of a written text or words or images that make up
that text is called digital text.(IGI- Global Dictionary).Continue:
Digital Text is delivered on a computer or another electronic devices
to meet the students and teachers’ need .
Now the world has become a global village . It is because of
technology. With the help of technology, we can be in touch with
one another and get communicated using ICT –Information and
communication Technology. Technology has provided us not only a
platform of business communication, but also pedagogical learning
and teaching platform for teachers and students respectively.
Technology has provided us innovation in every field of life. it is in
medical field, pedagogical, etc.
Thus the technology has revolutionized the world. Features of Digital Text:
Text features are parts of text that draw your attention to important
information. Text features in a book may include titles or headings,
subtitles, bold print, bullets, quotations, pictures, maps or diagrams,
captions, and sidebars.
You may see these types of text features in digital text, but you will
also see digital text features.
Digital text features include, hyperlinks, audio, video, interactive
images (photo galleries, maps, diagrams, simulations), pop ups,
interactive questions, and comment/note options.
Continued:
• Hyperlink:
A hyperlink points the reader to additional information in the form of a website or file.
Hyperlinks are usually indicated with a different color or underline.
• Sidebar:
Additional information found on the side or bottom of an article or webpage.
• Pop up:
A pop up is a window that gives the reader more information. In this example, the
pop up defines a word in the text.
This document discusses technology approaches to final projects that are more engaging for students. It provides examples of video, wiki, podcast and timeline projects. Some benefits highlighted are that they foster critical thinking, are more engaging for today's students, and allow students to demonstrate multiple intelligences and creativity. Rubrics and learning objectives are important for assessment. Instructors are encouraged to provide support and options to opt for traditional papers for students less comfortable with technology.
1) The document discusses a pilot course that used Web 2.0 tools like online voice recording, mind mapping, and vocabulary development to promote reading skills among first-year veterinary students.
2) Most students fulfilled the course requirement of commenting on 3 articles, with voice recording being the most popular tool. Mind mapping was the least popular due to its technical difficulty.
3) Student feedback was generally positive about the convenience of voice recording and vocabulary learning, but some felt there was too much homework. Technical challenges remain in making mind mapping and vocabulary tools easier to use.
Learning Centers 2.0:
Enhancing Student Learning With Technology
Lisa D’Adamo-Weinstein & Craig Lamb
SUNY Empire State College
Wikis, iPods, blogs, texting…our students are using technology in
ways that make our heads spin. The purpose of this institute is to
get a handle on these technological innovations to help our students
learn better as they engage with our learning centers.
Focusing on current theories and best practices in enhancing
student learning through technology, attendees will learn about
new advances, engage in activities, and plan how to implement
technology to enhance learning assistance on their campuses.
This institute is appropriate for learning assistance, tutorial
services, and developmental education faculty and staff who develop
curriculum, workshops, and other resources for students.
Craig Lamb is the Director of Academic Support at Empire State College's, Center for Distance Learning. While Craig
is working primarily with students in need of additional academic support services and academic skill development,
and with faculty interested in delivering their courses content and material in more effective ways to increase student
learning, he is becoming more and more interested in the creative uses of new technology to enhance student learning
both within and outside the online class environment.
Lisa D'Adamo-Weinstein is currently the Director of Academic Support at Empire State College's Northeast Center.
Lisa has also taught and coordinated academic assistance and learning support programs at Indiana University's Student
Academic Center, including an academic retention course for at-risk students. She was the Coordinator of Student-Athlete
Academic Support at American University in Washington, D.C. Most recently, she directed the Academic
Excellence Program at the United States Military Academy, West Point for seven years until moving in August 2006 to
the NY State Capital Region. Lisa has published journal articles for The Learning Assistance Review (published by
the National College Learning Center Association—NCLCA) and is co-author of the book Piecing It Together: A Guide to Student Success.
E:\Presentations From Speakers\Jane Secker Google Readerand RssLeo Appleton
The document discusses developing students' information management skills to match the 21st century internet environment. It notes that while students are comfortable with technology ownership and social media, they struggle with skills like critical thinking, referencing, and information management. The LSE aims to help students through training embedded in courses on topics such as RSS feeds, bookmarking resources, and using tools like Google Reader and Delicious. The training materials are intended to help students better manage the large amount of online information available.
This document discusses a project funded by the US Department of Labor called TAACCCT that provides $2 billion over 4 years to increase access to and completion of associate degree programs in engineering technology. It describes how three technical colleges in Georgia (Albany Technical College, Athens Technical College, and Atlanta Technical College) are working together on this consortium to develop integrated strategies using stacked and latticed credentials, transformed instructional delivery, and student support services including a Learning Objects Repository and portal website. The document also discusses trends related to open educational resources, licensing, and how emerging technologies are impacting libraries and their roles.
Updated byot why we took the plunge for inpeaJen LaMaster
The document discusses Brebeuf Jesuit Preparatory School's decision to implement a Bring Your Own Technology (BYOT) program. It notes that the school had sufficient infrastructure and faculty comfort with technology to support BYOT. The IT department was driven by user needs. Benefits of BYOT included increased student access to technology and specialized software. The school addressed BYOT implementation through training programs, clear policies, and open communication between departments. Moving forward, demands on technology will continue rising, requiring assessment of needs, resources, and keeping an open mind about new tools.
The document summarizes a presentation about how learning and teaching practices have shifted from chalkboards to websites with the rise of computer and internet technologies. It discusses how writing tools have evolved from stone to digital formats and how classrooms now use technologies like laptops, projectors and course management software. While technologies provide new opportunities, they also present challenges around distractions, testing, and technical skills that require new pedagogical approaches. The presentation argues that computers have become essential thinking and learning tools requiring teachers to partner with students to effectively incorporate digital technologies.
Effective use of im using technology in teachingJames Paglinawan
The document discusses effective uses of technology in teaching, including computer-assisted instruction, web-based instruction, and use of audio/video. It emphasizes using technology to supplement teaching and engage millennial students, while avoiding overloading slides with text or relying too heavily on presentation software. The final pages provide tips for integrating multimedia, online discussions, and instructional methods into classroom lessons.
The document discusses three emerging technologies used in education: e-portfolios, clickers, and interactive whiteboards. E-portfolios allow students to store work online and access it anywhere. Clickers are student response systems that allow for polling questions in class. Interactive whiteboards are touchscreen boards that connect to a computer and projector, allowing teachers to display notes, websites, and save content. The document explores the uses and benefits of these technologies in the classroom.
The document discusses making textbooks more accessible for students with dyslexia. It notes that dyslexia is often not properly recognized or supported in schools. While technology like text-to-speech is available, alternative textbook formats are rarely offered and students lack mobile access. There is a lack of accessible e-texts and support for personalized technologies. However, students are increasingly using mobile devices on their own to access reading materials and make adjustments to suit their needs. The document advocates for providing assistive technology on all student and teacher computers in schools, as well as expanding access to accessible e-book libraries.
This document discusses technological tools that can help students with disabilities in college classrooms. It describes digital recording devices like Livescribe Smartpens that allow students to record lectures. It also discusses note-taking programs like Evernote and Dropbox that allow students to digitally capture and organize notes. Finally, it addresses ensuring accessibility of documents by using Word over PDFs when possible so screen readers can be used. The goal is for instructors to understand these tools and how they can help maximize students' abilities and participation.
There are many ways that teachers can integrate technology into English and language arts classrooms to enhance student learning. Teachers can use the internet, digital media tools, and common software to create visual aids, improve access to resources like online libraries, review and comment on student work more efficiently, and integrate video clips into presentations. Some specific ways mentioned are having students create digital presentations instead of only printed reports, connecting students to online books, using webquests to research literature themes, using plagiarism detection services, streaming video clips for on-demand viewing, using interactive websites for grammar instruction, creating PowerPoint presentations for notes and student projects, and using word processing software and review features for drafting writing assignments.
This document provides an agenda for a workshop on blended learning. It introduces the presenters Tanya Joosten and Amy Mangrich and their relevant experience. It then discusses what blended learning is and poses 10 questions to help redesign a course for blended learning. The rest of the document outlines sample content, activities, and assessments that could be used in an blended course on organizational communication. It provides strategies for integrating online and face-to-face components and assessing student work in a blended format.
Whats Possible With Educational TechnologyAndrew Moore
The document discusses how educational technology can support teaching and learning in higher education. It provides a conceptual framework and outlines several possibilities for technologies, from those currently available to those on the horizon. It cautions that technology alone will not solve problems and must be driven by good educational design. It then explores several technologies and how they can support different aspects of teaching and learning, including reading materials, exploring disciplines, engaging in conversations, practicing skills, and producing work.
Motivating Instructors to use Technology in the Classroom discusses various technologies that can be used to enhance teaching including the internet, instant messaging, chat rooms, PowerPoint, CD-ROMs, email, video conferencing, streaming media, virtual classrooms, and online platforms like Blackboard. It provides examples of how each technology can be implemented in the classroom to engage students and facilitate learning.
The document discusses emerging technologies and their impact on today's students based on a presentation given at an EDUCAUSE leadership conference. It summarizes trends seen in student technology ownership, use of technologies in courses, and student perceptions. Examples of mobile learning initiatives are provided and metrics for evaluating the impact of mobile learning initiatives are discussed.
This document provides an overview of educational technology and its uses in the classroom. It discusses how technology can be used to motivate students, enhance instruction, make student and teacher work more productive, and help students learn important technology skills. Some specific ways technology is used includes interactive learning, visualizing concepts, connecting with others, and self-paced learning. Emerging technologies that could impact education include wireless connectivity, portable devices, and virtual reality systems. The document also outlines different types of educational software and online resources that teachers can utilize.
This document provides an overview of educational technology and its uses in the classroom. It discusses how technology can be used to motivate students, enhance instruction, make student and teacher work more productive, and help students learn important technology skills. Some specific ways technology is used includes interactive lessons, visualizing concepts, connecting with other students, and providing self-paced learning. Emerging technologies that could be used include wireless connectivity, portable devices, and virtual reality systems. The document also outlines different types of software like word processing, spreadsheets, and databases that can benefit students. It concludes with examples of multimedia resources and ways to communicate online through tools like email, chat rooms, and videoconferencing.
Digital Textbooks: Needs Assessment & Implementation on CampusLaura Pasquini
iPads & eReaders: Tips to Implementing Digital Textbooks on Campus
Higher Ed Hero Webinar - July 21, 2011 http://www.higheredhero.com/1QF/0
Shared Google Doc of Resources: http://bit.ly/n5mpy7
This document provides an overview of different technologies that can be used to improve literacy in elementary schools. It discusses how technologies like computers, software programs, eBooks, and online tools can be used to support reading, writing, research, and collaboration. Specific technologies mentioned include word processing, desktop publishing, multimedia compositions, online publishing, email/bulletin boards, search engines, and collaborative online spaces. Presentation, assessment, and scaffolding functions of technologies are described. Podcasting, blogging, and wikis are also introduced as expressive technologies students can use. Potential benefits and examples of implementing these technologies in the classroom are provided.
Role of academic libraries in Open, Distance and e-Learning By Lwande Omondi ...unulwbpartnership
Role of academic libraries in Open, Distance and e-Learning
14TH UN/UNIVERSITY LIBRARIANS MEETING/WORKSHOP - 19TH MAY 2011 AT KCA UNIVERSITY
Lwande Omondi Charles
e-Learning, University of nairobi
The document summarizes a 2011 leadership conference presentation on emerging technologies and their role in learning. It discusses trends like increased access to resources online, expectations for collaborative and mobile work, and cloud-based technologies. Data is presented on technology ownership and use of tools in courses. Examples of mobile learning initiatives are provided, such as apps for medical education. The presentation concludes by emphasizing the need to evaluate new technologies based on their ability to support learning goals and by surveying students and faculty about technology needs and preferences.
This document provides an overview of mobile learning (mLearning) including definitions, benefits of learning with portable technologies, examples of mLearning projects, and issues to consider. It discusses delivering course content and activities to students on mobile devices anywhere and anytime. Projects demonstrated using text messages, audio/video push notifications, lecture podcasts, and location-based reminders. Key benefits included accessibility, review capabilities, and learning in context. Challenges involved content formats, navigation, and ensuring optional, transformative learning experiences.
This document provides an overview of mobile learning (mLearning) including definitions, examples of mLearning research projects, and a discussion of issues. It summarizes mLearning as learning that can occur anywhere and anytime using mobile technologies. It describes projects providing lecture content and review questions via text messages as well as enhanced podcasts of lectures. Key benefits of mLearning discussed are increased flexibility and ability to access content anywhere. Issues raised include ensuring optional use of technologies and balancing formal and informal learning.
Middle school technology at a school has evolved over the past decade from traditional PC laptops to more durable tablet PCs and netbooks tailored for student use. Wireless access, storage, and training have also improved. The school now aims to provide proactive "Wellnology" training to teach students balanced technology habits through discussions, skills instruction, and maintenance topics. Instruction has integrated technology more consistently across subjects, allowing for collaborative writing, research, and multimedia projects. Resources like a parent technology website and tutorial videos help families stay informed of changes.
Middle school technology at a school has evolved over the past decade from traditional PC laptops to more durable tablet PCs and netbooks tailored for student use. Wireless access, storage, and training have also improved. The school now aims to provide proactive "Wellnology" training to teach students balanced technology habits through discussions, skills instruction, and maintenance topics. Instruction has become more collaborative, multimedia-rich, and consistently integrated across subjects compared to a decade ago when innovation was more isolated. Resources like a parent technology website and tutorial videos help families stay informed of changes.
The document summarizes four EU-funded projects conducted by NKI Distance Education/Norwegian School of Information Technology from 2001-2008 exploring mobile learning. The projects aimed to extend flexibility of distance education by making course materials and communication accessible on mobile devices. Testing showed that mobile access increased flexibility for students to study anywhere. While graphical materials were difficult on small screens, interaction and communication generally worked well on both mobile and standard technology. Mobile learning was found to enhance accessibility and flexibility for distance learners.
Enhancing the flexibility of distance education through mobile learningTorstein Rekkedal
Presentation at theThe European Consortium for the learning Organisation, ECLO – 15th International conference
‘Never Stop Asking – The Age of Life Long Learning’, Budapest, May 15th-16th 2008
Reflections on building a Multi-country AAC Implementation Guide.pptxE.A. Draffan
This document outlines the development of a multi-country guide for implementing Augmentative and Alternative Communication (AAC). It describes the rationale for creating the guide due to a lack of experience using AAC in many countries. The guide explores practical aspects of implementing AAC based on a successful intervention in Serbia, Croatia, and Montenegro. It discusses establishing partnerships, selecting culturally appropriate symbols, training professionals, and measuring outcomes to ensure AAC is available and effective for all.
AI supporting AAC Pictographic Symbol Adaptations v1.pptxE.A. Draffan
The document discusses a project using AI to generate pictographic symbols for augmentative and alternative communication (AAC). It aimed to represent concepts that existing symbol sets could not depict, using generative models trained on a small set of visual descriptions. While initial results showed symbols could be created, challenges included lack of consistency. Future plans include expanding the models to improve customization and localization of symbols to support diverse audiences.
AAC Symbols for Everyone, Everywhere.pptxE.A. Draffan
This document discusses improving access to augmentative and alternative communication (AAC) solutions globally. It outlines objectives like making local AAC solutions more available and helping professionals support early inclusion. Barriers include difficulties gathering user information, lack of symbol standardization, and costs. The document then describes the process for implementing AAC, including defining needs, choosing culturally appropriate symbols through voting, capacity building, and long-term support. Case studies from Qatar, Croatia, Serbia and Montenegro show how cultural symbol design improved understanding and accessibility over time.
Global Symbols Carers Guide to Communicating with SymbolsE.A. Draffan
Thanks to the Churchill Fellowship COVID-19 Action Fund (https://www.churchillfellowship.org/our-impact/covid-19) we have developed a set of free resources to help carers build visual aids to support those who have speech and language difficulties in challenging situations, such as the recent pandemic. (https://training.globalsymbols.com/course/index.php?categoryid=12)
*Please download the slides to read the script for trainers in the speaker notes. Hidden symbols on some slides are revealed in presentation mode. A version for printing the revealed symbols is available on the course pages.
Ai and inclusion - Challenges and Benefits for those with disabilities. E.A. Draffan
Description of a series of challenges and benefits related to AI and Inclusion for those with disabilities. Discussion around automating web accessibility checks and supporting augmentative and alternative communication symbol searches with better classification using linked data, image recognition and machine learning.
This document provides an overview of augmentative and alternative communication (AAC). It discusses that communication requires over 150,000 neuromuscular events per second when speaking. People average 140-206 words per minute in communication, while AAC users average 12-50 words per minute. AAC can be used as an addition to speech or as another way of communicating. AAC is used by those with congenital disabilities, acquired brain injuries, or degenerative disorders to teach, rehabilitate, or preserve communication skills. The aim of AAC is to build conversations rather than just count words. Sample AAC assistive technologies are shown, and the benefits of static versus dynamic technologies are discussed. Videos from AAC users explain the
This presentation provides and overview of the system used to encourage AAC users and those working with AAC symbols to decide how acceptable new or adapted symbols for their communication skills and settings.
Open source and free technologies for study skillsE.A. Draffan
The document discusses open source and free technologies that can help with study skills. It provides an overview of creative commons licensing and open educational resources. It then lists and describes various open source, portable, free, phone-based, commercial, and online tools that students can use for tasks like text-to-speech, spell checking, mind mapping, reminders, speech recognition, scanning, dictionaries, calculators, note taking, and references. The document encourages choosing tools based on skills, strategies, and needs and provides additional resources for further information.
Core vocabularies for Bilingual Language Learning and Literacy Skill building...E.A. Draffan
How using symbols in the Arabic and English language not only need to take into account personalisation and localisation issues but also linguistic issues and the core vocabularies needed to encourage literacy skills for those with communication, reading and writing difficulties and language learning.
Arabic Symbol Dictionary for AAC users: Bridging the Cultural, Social and Lin...E.A. Draffan
This document discusses the development of an Arabic symbol dictionary for individuals with communication difficulties in Qatar and the Arab world. It notes that while symbols are increasingly used to aid communication, existing systems are not always culturally or linguistically appropriate for the region. The project aims to create a freely available set of symbols tailored for Arabic users. An advisory group provided input and symbols were evaluated through forums and voting. Initial feedback identified issues with some symbols, which were subsequently improved to better represent words and be more sensitive to local culture. The resulting dictionary aims to balance globalization with personalization and localization of augmentative and alternative communication tools.
The document discusses the STEMReader project, which aims to develop a tool to read aloud math notation to improve accessibility for students with reading difficulties. It notes that while reading assistance is allowed for other subjects, reading symbols is currently not allowed for math exams. The project seeks to create guidelines for reading math aloud and a platform-independent tool integrated with other accessibility software. This would help the many students with dyslexia or visual impairments who struggle with the visual nature of math. The tool is undergoing user testing and aims to launch in May 2016.
Collaboration to enhance digital accessibility E.A. Draffan
This document discusses collaboration to enhance digital accessibility in education. It notes changing student demographics that require more flexible and accessible education. It explores tools to aid accessibility in areas like reading, writing, organization and communication. It advocates asking content creators questions about accessibility. It also discusses approaches like FutureLearn's stepwise content, standards for interoperability, free document checkers, localizing tools, improving web accessibility, open source options, and concludes collaboration can spread knowledge across boundaries to enhance accessibility.
A Participatory Research Approach to develop an Arabic Symbol DictionaryE.A. Draffan
This document outlines a participatory research approach to develop an Arabic symbol dictionary for augmentative and alternative communication (AAC) users in Qatar. Over 60 participants voted on symbol designs created by a graphic designer for inclusion in the dictionary. Initial results found that nouns and verbs made up 50% of the core Arabic vocabulary lists, compared to 20% nouns in English lists. The final dictionary aims to enhance complex Arabic vocabulary and have applicability for second language learning and signage, with the goal of better supporting Arabic AAC users through culturally appropriate symbols.
Arabic Symbol Dictionary Sample Communication BoardsE.A. Draffan
These are a few sample communication boards developed as part of the evaluation process for the Arabic Symbol Dictionary research project funded by the Qatari National Research Fund - Further information is available at access.ecs.soton.ac.uk/blog/symboldictionary
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
1. The Accessible Resources Pilot Project Independent use of technology and accessible e-texts. E.A. Draffan University of Southampton Funding DCSF 2009/2010
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4. Accessible Digital Information Priority Comments 1 Paper – typed notes 2 Scribble around them 2 Paper – PowerPoint slides 5 Scribble around them 3 Electronic notes (MS word) Word docs because I can change them 4 Electronic notes (pdf file) 4 PDF are difficult to change – can’t alter the style 5 Electronic PowerPoint slides 3 Clear points – not too cluttered 6 Electronic PowerPoint slides with embedded video 2 I like videos 7 Electronic PowerPoint slides with narration, embedded questions and explanations 1 Impatica is brilliant. 8 Podcasts – audio only 1 Keep them short and clear with text 9 Podcasts – audio and video 1 Videos are best 10 On line ‘static’ sites e.g. image banks, journal articles 4 These are OK 11 On line ‘collaborative’ sites e.g. Wikipedia 3 I love Wikipedia
8. Project Framework Publisher PDF files MS Word (intermediate format) Students via VLE Convert to preferred format Large print, Talking Book, MP3 or Braille Pupil reads curriculum materials in preferred format Curriculum materials Students Specialist Producers convert complex files only OCR files (if publisher files not available)
The DfE Accessible Resources Pilot Project - independent use of technology and accessible e-texts. "This project was conceived to assess whether the provision of textbooks and teaching materials as electronic files, along with technologies to convert and ‘read’ them, to visually and print impaired pupils and staff in schools and local authorities that support them (‘Specialist Producers’) could provide a new and sustainable model. The project confirms that making teaching materials available to print and visually impaired pupils in an appropriate electronic form along with access technologies to read them can make a difference to their reading, writing, confidence, development and inclusion. The same electronic materials can also provide productivity savings for staff in schools and local authorities. Pupils, with support from staff and trainers, quickly chose the technology and settings that worked best for them and had no problems in accessing a variety of documents including textbooks and school worksheets. Dyslexic pupils benefited most from using text to speech software, both for reading and writing. The software was able to read MS Word documents and accessible web pages directly. 74% changed the settings on their computers, most changing the font size, the colour background or using highlighting of text as it is read out loud. On a scale of 1 to 6 (low to high), 90% of all pupils interviewed rated the value of using a computer for their schoolwork as a 4-6, 48% rated it as 6. 40% of pupils commented that they felt they had improved in their schoolwork. It usually takes between 0.5 and 10 days effort to reproduce a book depending on its complexity and whether scanning is required, but this can increase to around 30 days for the most complex books. This can take anywhere between 3 days and 5 months in elapsed time. Even where PDF files are provided by publishers, significant editing of layout is usually required to produce an accessible version. The provision of the project’s electronic files to specialist producers reduced the time taken to prepare alternative format textbooks by in excess of 90%. In most cases, preparation time was reduced to less than 1 hour."
Trial an approach to providing direct access to textbooks and curriculum materials in the format they need – electronic media, pupil centric Trial an approach to assisting ‘ Specialist Producers ’ to do even more to help meet the needs of the pupils they support Report of evaluation and recommendations for sustainable model and best practices
1 in 8 people have print impairments. (Right to Read Alliance /RNIB 2010 )
Fundamental to effective education for those unable to access the print on paper. It is pan disability, offering as much benefit to visually impaired users as to people with dyslexia and benefiting those with learning difficulties as much as those with mobility and dexterity difficulties; It has significant mainstream potential (e.g. for navigating audio books, podcasts, reports without needing to look at a screen); There are now internationally agreed standards e.g. the widely adopted EPUB standard for commercial publishers is compatible with the DAISY standard for digital talking books. Masao Sekido (president of Kenkyusha), Chairman, Japan Electronic Publishing Association “The Japan Electronic Publishing Association (JEPA) welcomes the release of DAISY Translator and this initiative. JEPA is currently working with the USA’s International Digital Publishing Forum (IDPF) to formulate requirements for Japanese text layout on EPUB, which is steadily becoming the world standard. EPUB and DAISY are very closely related, and we will be working with other Asian countries on standardization, also with a view to packaging vertical text, ruby annotation and other features into DAISY.”
Current lack of textbooks and supporting materials in accessible formats Utilising technology Harnessing the natural desire of children to learn Recognising individual needs ‘ Pupil centric ’ approach Key life skills for a lifelong learning experience "Personal choice when interacting with supportive resources can be highly motivating in itself, resulting in increased engagement with the text and the potential for increased comprehension. Even in the absence of improved comprehension, increased engagement is seen as a desirable outcome because it increases self-confidence and leads to improved attitudes toward reading (Strangman & Dalton, 2005.) And, most important, eliminating student control removes the possibility that students will develop an approach to reading in electronic environments that is personally effective and transferable to new contexts."
Flow diagram - Publisher files and OCR files converted to MS Word – go to students direct or need to be adapted by Specialist Producers – Convert to chosen format and read.
1. Do you need to use Optical Character Recognition to provide accessible PDFs, HTML, Daisy or Braille No 6. Do you need accessible PDF reading? Yes 5. Do you want a reading program that works as tool bar above other applications to read and highlight text and multiple format reading Yes EasyTutor Plus ClaroRead Plus Texthelp Read and Write Gold No 7. Do you need multiple format reading Yes Kurzweil 3000 Read: Outloud No 8. Do just need easy to read navigable Daisy Yes Easy Reader No Word Talk No Adobe Reader for any PDF reading Yes 2. Do you need automated Daisy format No MS Word macro to Daisy Yes 3. Do you need navigable Daisy conversion and reading with chapters and headings Yes 4. Do you need to convert a book - read with braille Yes Easy Converter with Easy Reader Kurzweil 1000 No Easy Producer with EasyReader No Start here
Microsoft Word documents Tagged for accessibility Access software Providing direct access to MS Word files and PDF documents SuperNova, JAWs (Visually impaired students) EasyTutor, TextHelp (Dyslexic students) Alternative format software Creating alternative format versions of MS Word files EasyConverter Students, teachers and specialist producers can create: Large Print DAISY talking books MP3 audio Braille Playback software Providing access to DAISY and MP3 content EasyReader Portable MP3 player