A basic guide for adding accessibility to handouts, video presenations, and audio recordings using assitive technology readable text, alternative text and captioning.
The role of dubbing in foreign language learningAtlas Uned
This document discusses the potential role of dubbing in foreign language learning. It proposes using dubbing as an innovative way to enhance oral skills like fluency, pronunciation, and speech speed. Short video clips could be dubbed by students in pairs or groups, with tasks including warm-up, dubbing, and follow-up activities. Previous research suggests dubbing can improve listening, speaking, vocabulary, and autonomous learning. An experiment was conducted with English students, having them dub and subtitle videos both collaboratively and individually. Students reported improvements in oral and written skills from these audiovisual translation tasks. The document concludes dubbing has much to offer language learning and can involve real-world skills when shared online.
Audiovisual Translation for Foreign Language Learning: New Multimodal ApproachesStavroula Sokoli
This presentation focuses on the use of Audiovisual Translation in foreign language learning and it presents ClipFlair, a web platform specifically designed for this purpose.
Language teachers often resort to video to present their students with linguistic and cultural aspects of communication in their context. Since learning-by-doing is generally considered more effective than learning-by-viewing, they try to find active tasks for their learners, such as note-taking, answering questions, summarizing or discussing the video with peers. Familiar Audiovisual Translation modalities, such as subtitling and dubbing, can be used in this context as multimodal resources that can account for a very active and motivating educational framework.
ClipFlair proposes an authentic way of working with audiovisual material which results in a product, valuable in its own right: a subtitled or dubbed clip. Learners are asked to add to the clip their own subtitles, captions for the Deaf and Hard-of-Hearing, annotations or intertitles. Alternatively, they can record their voice to simulate foreign film dubbing, voice-over, free commentary, or audio description for the blind. Clips can be short video or audio files, including documentaries, film scenes, news pieces, animations and songs.
Safari Montage Training August 2010 provides teachers access to a database of educational DVDs and videos from home or school without buffering issues. Teachers can login using their first and last name without spaces as the username and "sharks1" as the password to search and stream video content by topic or keyword. Search results include details like closed captions and available teacher guides. Videos can be played individually or added to playlists to bookmark portions that can be shared with other teachers. The document recommends downloading a media player and checking speakers are set up to get started viewing content.
This document discusses best practices for technical writing. It recommends using active voice, strong verbs, and clear explanations of technical terms. Lists and tables are suggested over paragraphs with multiple topics. Images and simple language can help ensure documentation is easy to understand. Technical writing aims to concisely yet clearly transfer knowledge to various audiences.
A first approach to audiovisual translationmpons333
This document outlines a collaborative project for students to work in groups to translate, subtitle, and dub a video from a Spanish/Catalan TV show into English. The objectives are to learn about audiovisual translation strategies, practice language skills, and interact with foreign students. The plan includes lessons on translation techniques, tools for subtitling and dubbing, applying these skills to translate a video, and providing feedback. Students will be assessed based on their translated video, blog posts, questionnaires, peer evaluations, and attitude.
Choosing the English That’s Right for You: Simplified Technical English and O...Scott Abel
Presented at Documentation and Training East 2008 (October 29-November 1, 2008) by Brenda Huettner and Alison Huettner.
Simplified Technical English (STE) is a success story for the aerospace industry. Will a simplified English work for your industry as well? This session explores the rationale behind simplified languages, their advantages and their perennial challenges. It surveys controlled languages from their beginnings to the offerings in today’s marketplace. The session will also cover the questions you need to ask to determine what’s right for your situation. Do you need to simplify? Can you adapt an existing language or lexicon? Or should you define your own set of rules and phrases? Where should you begin? What effort would be required?
Comprender textos en inglés en forma escrita yTDS SENA
El SENA ahora requerirá que los aprendices demuestren conocimiento básico de inglés. Los estudiantes deberán comprender textos escritos y auditivos en inglés y producir documentos escritos y orales en inglés de manera básica. Aquellos que ya tengan conocimiento de inglés pueden demostrarlo con una prueba o certificado. El programa busca darles a los estudiantes una ventaja competitiva que resulte en mejores oportunidades laborales.
The role of dubbing in foreign language learningAtlas Uned
This document discusses the potential role of dubbing in foreign language learning. It proposes using dubbing as an innovative way to enhance oral skills like fluency, pronunciation, and speech speed. Short video clips could be dubbed by students in pairs or groups, with tasks including warm-up, dubbing, and follow-up activities. Previous research suggests dubbing can improve listening, speaking, vocabulary, and autonomous learning. An experiment was conducted with English students, having them dub and subtitle videos both collaboratively and individually. Students reported improvements in oral and written skills from these audiovisual translation tasks. The document concludes dubbing has much to offer language learning and can involve real-world skills when shared online.
Audiovisual Translation for Foreign Language Learning: New Multimodal ApproachesStavroula Sokoli
This presentation focuses on the use of Audiovisual Translation in foreign language learning and it presents ClipFlair, a web platform specifically designed for this purpose.
Language teachers often resort to video to present their students with linguistic and cultural aspects of communication in their context. Since learning-by-doing is generally considered more effective than learning-by-viewing, they try to find active tasks for their learners, such as note-taking, answering questions, summarizing or discussing the video with peers. Familiar Audiovisual Translation modalities, such as subtitling and dubbing, can be used in this context as multimodal resources that can account for a very active and motivating educational framework.
ClipFlair proposes an authentic way of working with audiovisual material which results in a product, valuable in its own right: a subtitled or dubbed clip. Learners are asked to add to the clip their own subtitles, captions for the Deaf and Hard-of-Hearing, annotations or intertitles. Alternatively, they can record their voice to simulate foreign film dubbing, voice-over, free commentary, or audio description for the blind. Clips can be short video or audio files, including documentaries, film scenes, news pieces, animations and songs.
Safari Montage Training August 2010 provides teachers access to a database of educational DVDs and videos from home or school without buffering issues. Teachers can login using their first and last name without spaces as the username and "sharks1" as the password to search and stream video content by topic or keyword. Search results include details like closed captions and available teacher guides. Videos can be played individually or added to playlists to bookmark portions that can be shared with other teachers. The document recommends downloading a media player and checking speakers are set up to get started viewing content.
This document discusses best practices for technical writing. It recommends using active voice, strong verbs, and clear explanations of technical terms. Lists and tables are suggested over paragraphs with multiple topics. Images and simple language can help ensure documentation is easy to understand. Technical writing aims to concisely yet clearly transfer knowledge to various audiences.
A first approach to audiovisual translationmpons333
This document outlines a collaborative project for students to work in groups to translate, subtitle, and dub a video from a Spanish/Catalan TV show into English. The objectives are to learn about audiovisual translation strategies, practice language skills, and interact with foreign students. The plan includes lessons on translation techniques, tools for subtitling and dubbing, applying these skills to translate a video, and providing feedback. Students will be assessed based on their translated video, blog posts, questionnaires, peer evaluations, and attitude.
Choosing the English That’s Right for You: Simplified Technical English and O...Scott Abel
Presented at Documentation and Training East 2008 (October 29-November 1, 2008) by Brenda Huettner and Alison Huettner.
Simplified Technical English (STE) is a success story for the aerospace industry. Will a simplified English work for your industry as well? This session explores the rationale behind simplified languages, their advantages and their perennial challenges. It surveys controlled languages from their beginnings to the offerings in today’s marketplace. The session will also cover the questions you need to ask to determine what’s right for your situation. Do you need to simplify? Can you adapt an existing language or lexicon? Or should you define your own set of rules and phrases? Where should you begin? What effort would be required?
Comprender textos en inglés en forma escrita yTDS SENA
El SENA ahora requerirá que los aprendices demuestren conocimiento básico de inglés. Los estudiantes deberán comprender textos escritos y auditivos en inglés y producir documentos escritos y orales en inglés de manera básica. Aquellos que ya tengan conocimiento de inglés pueden demostrarlo con una prueba o certificado. El programa busca darles a los estudiantes una ventaja competitiva que resulte en mejores oportunidades laborales.
Este documento presenta una guía de aprendizaje para el desarrollo de la competencia de inglés en aprendices del SENA. La guía incluye actividades para fortalecer las habilidades de comprensión lectora, vocabulario y comunicación en inglés para temas personales y técnicos. Las actividades se enfocan en la presentación personal, preguntas sí/no, palabras interrogativas, partes de una computadora y nuevas tecnologías. El objetivo es que los aprendices mejoren su competencia en inglés como complemento a su
Este documento presenta lineamientos para la construcción y aplicación de pruebas orales y de ejecución. Explica que las pruebas orales miden habilidades como la expresión oral y dominio del lenguaje, mientras que las pruebas de ejecución miden destrezas psicomotoras. Describe los pasos para preparar, aplicar y calificar ambos tipos de pruebas, incluyendo objetivos, ítems, instrumentos de evaluación, y asegurar la validez y confiabilidad de los resultados.
Este documento proporciona instrucciones para administrar exámenes orales de manera efectiva. Explica que las pruebas orales permiten evaluar aprendizajes complejos y habilidades comunicativas, pero también presentan desventajas como falta de objetividad. Recomienda preparar con anticipación un banco de preguntas clasificadas con sus respuestas modelo para ampliar el repertorio y mejorar la objetividad de la evaluación.
This document contains instructions for identifying grammatical errors in multiple sets of text. The first and last lines of each text sample are correct, and there is one error per line that must be underlined and corrected with a single word. No changes can be made that alter the meaning of the sentences. Answers are provided in separate sections for 5 sets of questions testing error identification skills.
Here are some suggestions for teaching techniques:
- Demonstration - Model the activity yourself first to clearly show students what to do. This helps avoid confusion over instructions.
- Scaffolding - Break tasks into smaller steps and provide support, like modeling, prompting, feedback along the way until students can do it independently.
- Think-pair-share - Have students first think individually, then discuss in pairs before sharing with the class. This encourages all to participate.
- Visuals - Use images, diagrams, gestures to reinforce vocabulary and concepts. Seeing and doing helps learning.
- Varied activities - Incorporate a range of activities like games, songs, projects to keep lessons engaging. Changing modes of instruction
Este documento presenta los resultados de dos evaluaciones sobre factores de riesgo ocupacionales y prevención de factores de riesgo que completó Ximena Campo. La primera evaluación sobre factores de riesgo consistió en 12 preguntas y obtuvo una puntuación de 83%. La segunda evaluación sobre prevención de factores de riesgo tuvo 10 preguntas y obtuvo una puntuación más baja de 40%. El documento proporciona comentarios y retroalimentación sobre las respuestas de cada pregunta.
Este documento presenta un instrumento de evaluación para un curso de Auxiliar en Salud. Contiene 17 preguntas de selección múltiple sobre conceptos básicos de salud ocupacional e higiene y seguridad en el trabajo, incluyendo factores de riesgo, accidentes laborales, enfermedades profesionales, y procedimientos para la prevención y atención de emergencias.
Preguntas y respuestas del taller de salud ocupacionalangelayulieth1996
El documento contiene preguntas y respuestas sobre conceptos clave de salud ocupacional. Define riesgo como la ocurrencia de un suceso negativo y peligro como la posibilidad de sufrir un accidente o enfermedad. Explica que la ergonomía estudia el diseño de lugares de trabajo y tareas acordes a las capacidades humanas, mientras que la antropometría y biomecánica se enfocan en las medidas y movimientos del cuerpo. Además, presenta definiciones de salud ocupacional, enfermedad lab
Este documento presenta un examen sobre conceptos relacionados con la salud ocupacional y la seguridad industrial. Consta de 33 preguntas de selección múltiple sobre temas como factores de riesgo, accidentes de trabajo, salud ocupacional, seguridad industrial, entre otros. El examen fue realizado por Angie Melissa Barahona Méndez para la competencia de fomentar prácticas seguras y saludables en los ambientes de trabajo, impartida por Dolly Elizabeth Valbuena Silva en el Centro de Gestión de Mercados, Logística y Tec
Preguntas de Encuesta y Entrevista- Seguridad IndustrialGerardo Corpus
El documento presenta una encuesta y entrevista relacionadas con la seguridad industrial dirigida a empleados de la Universidad Politécnica de San Luis Potosí. La encuesta contiene 9 preguntas sobre temas como las normas de seguridad, capacitaciones, equipo de protección y la importancia dada a la seguridad por la empresa. La entrevista explora objetos de seguridad usados, accidentes comunes, protocolos, zonas de riesgo y la importancia del conocimiento de las medidas de seguridad de la empresa.
El documento presenta una serie de oraciones en inglés y su traducción al español sobre temas como presentaciones, familia, objetos, hábitos y preferencias. Incluye preguntas y respuestas cortas sobre estos temas. Además, proporciona listas de vocabulario sobre meses, nacionalidades, asignaturas escolares y animales.
The document provides guidelines for promoting inclusive and non-discriminatory language in educational materials published by the Ecuadorian Ministry of Education. It aims to combat sexism and promote gender equality. To achieve this, the Ministry recommends using gender-neutral words like "people" instead of "men" and "teaching staff" instead of "teachers". When neutral terms do not exist, the masculine form will be used generically to refer to both women and men. This practice is recommended by the Royal Spanish Academy and aims to avoid wordiness while allowing collective groups to be referred to using masculine grammar. The document is signed by the President of Ecuador and education officials.
Inclusive E-Learning good practice becoming general practiceStaff Development
The document summarizes resources from the TechDis workshop on inclusive e-learning and good practices for accessibility. It provides examples of funding opportunities for technologies that promote inclusion, such as podcasting and tactile diagrams. It also lists free and open-source assistive technologies and simulations that can help understand disabilities. Overall, the document aims to promote holistic and accessible approaches to e-learning.
This document provides best practices for creating screencasts in libraries. It recommends organizing a working group to develop standards, choose screencasting software, and review tutorials. Some standards suggested include creating a consistent intro/exit slide, including the creator's name and date. Content should be targeted to the audience, kept short, made interactive and accessible. Marketing tutorials on the website and embedding in course systems is advised. Files should be well organized and updated periodically.
This is a series of Capacity Building documents that was prepared by the Sudanese Youth Leadership Development Program.
هذه مجموعة من المقالات في مجالات تدريبية متعددة مناسبة للجمعيات الطوعية تم تطويرها بين عامي 2003-2008 للبرنامج السوداني لإعداد القيادات الشبابية
This document summarizes a presentation by Dan Emery and Ryan Shandley of TransPerfect on designing e-learning content for localization and multilingual audiences. TransPerfect is the world's largest provider of language services, specializing in multilingual e-learning solutions. The presentation covers localization best practices, common content creation mistakes to avoid, and cost-effective localization strategies. It emphasizes using consistent terminology, involving in-country teams, and testing localized content in the target environment.
Caption.Ed Pro - Information for DSA AssessorsCareScribe
Caption.Ed Pro is an AI-powered captioning and note-taking tool designed to support students with their studies. It provides highly accurate, real-time captions for live or recorded media in 12 languages with subject-specific dictionaries. Students can take notes, annotate information, record video and audio, download transcripts, and access captions on mobile. Users praise how it helps them understand lectures better, especially for non-native English speakers. The document provides information on recommending Caption.Ed Pro to students who need captioning software for online study materials.
TextAloud and Speak It! are text-to-speech software programs that can be useful for students with disabilities. TextAloud converts text from Word, emails, web pages and PDFs into natural sounding speech that can be listened to or saved as audio files. Speak It! is a Mac text-to-speech app that can be used on iPad, iPhone and Mac and allows users to copy and paste text, save files, adjust speech settings. These programs provide independence for students with reading disabilities and can help with classroom work, homework, and developing technology skills needed for the future workforce.
The document discusses the features and capabilities of presentation software. It describes how presentations can be used as communication tools for demonstrations, lectures, speeches and reports. The software allows users to customize presentations with text, photos, charts and animations to emphasize ideas and simplify complex information. It also provides options for collaborating remotely, presenting from any device, engaging audiences with questions, and rehearsing with a presenter view.
Este documento presenta una guía de aprendizaje para el desarrollo de la competencia de inglés en aprendices del SENA. La guía incluye actividades para fortalecer las habilidades de comprensión lectora, vocabulario y comunicación en inglés para temas personales y técnicos. Las actividades se enfocan en la presentación personal, preguntas sí/no, palabras interrogativas, partes de una computadora y nuevas tecnologías. El objetivo es que los aprendices mejoren su competencia en inglés como complemento a su
Este documento presenta lineamientos para la construcción y aplicación de pruebas orales y de ejecución. Explica que las pruebas orales miden habilidades como la expresión oral y dominio del lenguaje, mientras que las pruebas de ejecución miden destrezas psicomotoras. Describe los pasos para preparar, aplicar y calificar ambos tipos de pruebas, incluyendo objetivos, ítems, instrumentos de evaluación, y asegurar la validez y confiabilidad de los resultados.
Este documento proporciona instrucciones para administrar exámenes orales de manera efectiva. Explica que las pruebas orales permiten evaluar aprendizajes complejos y habilidades comunicativas, pero también presentan desventajas como falta de objetividad. Recomienda preparar con anticipación un banco de preguntas clasificadas con sus respuestas modelo para ampliar el repertorio y mejorar la objetividad de la evaluación.
This document contains instructions for identifying grammatical errors in multiple sets of text. The first and last lines of each text sample are correct, and there is one error per line that must be underlined and corrected with a single word. No changes can be made that alter the meaning of the sentences. Answers are provided in separate sections for 5 sets of questions testing error identification skills.
Here are some suggestions for teaching techniques:
- Demonstration - Model the activity yourself first to clearly show students what to do. This helps avoid confusion over instructions.
- Scaffolding - Break tasks into smaller steps and provide support, like modeling, prompting, feedback along the way until students can do it independently.
- Think-pair-share - Have students first think individually, then discuss in pairs before sharing with the class. This encourages all to participate.
- Visuals - Use images, diagrams, gestures to reinforce vocabulary and concepts. Seeing and doing helps learning.
- Varied activities - Incorporate a range of activities like games, songs, projects to keep lessons engaging. Changing modes of instruction
Este documento presenta los resultados de dos evaluaciones sobre factores de riesgo ocupacionales y prevención de factores de riesgo que completó Ximena Campo. La primera evaluación sobre factores de riesgo consistió en 12 preguntas y obtuvo una puntuación de 83%. La segunda evaluación sobre prevención de factores de riesgo tuvo 10 preguntas y obtuvo una puntuación más baja de 40%. El documento proporciona comentarios y retroalimentación sobre las respuestas de cada pregunta.
Este documento presenta un instrumento de evaluación para un curso de Auxiliar en Salud. Contiene 17 preguntas de selección múltiple sobre conceptos básicos de salud ocupacional e higiene y seguridad en el trabajo, incluyendo factores de riesgo, accidentes laborales, enfermedades profesionales, y procedimientos para la prevención y atención de emergencias.
Preguntas y respuestas del taller de salud ocupacionalangelayulieth1996
El documento contiene preguntas y respuestas sobre conceptos clave de salud ocupacional. Define riesgo como la ocurrencia de un suceso negativo y peligro como la posibilidad de sufrir un accidente o enfermedad. Explica que la ergonomía estudia el diseño de lugares de trabajo y tareas acordes a las capacidades humanas, mientras que la antropometría y biomecánica se enfocan en las medidas y movimientos del cuerpo. Además, presenta definiciones de salud ocupacional, enfermedad lab
Este documento presenta un examen sobre conceptos relacionados con la salud ocupacional y la seguridad industrial. Consta de 33 preguntas de selección múltiple sobre temas como factores de riesgo, accidentes de trabajo, salud ocupacional, seguridad industrial, entre otros. El examen fue realizado por Angie Melissa Barahona Méndez para la competencia de fomentar prácticas seguras y saludables en los ambientes de trabajo, impartida por Dolly Elizabeth Valbuena Silva en el Centro de Gestión de Mercados, Logística y Tec
Preguntas de Encuesta y Entrevista- Seguridad IndustrialGerardo Corpus
El documento presenta una encuesta y entrevista relacionadas con la seguridad industrial dirigida a empleados de la Universidad Politécnica de San Luis Potosí. La encuesta contiene 9 preguntas sobre temas como las normas de seguridad, capacitaciones, equipo de protección y la importancia dada a la seguridad por la empresa. La entrevista explora objetos de seguridad usados, accidentes comunes, protocolos, zonas de riesgo y la importancia del conocimiento de las medidas de seguridad de la empresa.
El documento presenta una serie de oraciones en inglés y su traducción al español sobre temas como presentaciones, familia, objetos, hábitos y preferencias. Incluye preguntas y respuestas cortas sobre estos temas. Además, proporciona listas de vocabulario sobre meses, nacionalidades, asignaturas escolares y animales.
The document provides guidelines for promoting inclusive and non-discriminatory language in educational materials published by the Ecuadorian Ministry of Education. It aims to combat sexism and promote gender equality. To achieve this, the Ministry recommends using gender-neutral words like "people" instead of "men" and "teaching staff" instead of "teachers". When neutral terms do not exist, the masculine form will be used generically to refer to both women and men. This practice is recommended by the Royal Spanish Academy and aims to avoid wordiness while allowing collective groups to be referred to using masculine grammar. The document is signed by the President of Ecuador and education officials.
Inclusive E-Learning good practice becoming general practiceStaff Development
The document summarizes resources from the TechDis workshop on inclusive e-learning and good practices for accessibility. It provides examples of funding opportunities for technologies that promote inclusion, such as podcasting and tactile diagrams. It also lists free and open-source assistive technologies and simulations that can help understand disabilities. Overall, the document aims to promote holistic and accessible approaches to e-learning.
This document provides best practices for creating screencasts in libraries. It recommends organizing a working group to develop standards, choose screencasting software, and review tutorials. Some standards suggested include creating a consistent intro/exit slide, including the creator's name and date. Content should be targeted to the audience, kept short, made interactive and accessible. Marketing tutorials on the website and embedding in course systems is advised. Files should be well organized and updated periodically.
This is a series of Capacity Building documents that was prepared by the Sudanese Youth Leadership Development Program.
هذه مجموعة من المقالات في مجالات تدريبية متعددة مناسبة للجمعيات الطوعية تم تطويرها بين عامي 2003-2008 للبرنامج السوداني لإعداد القيادات الشبابية
This document summarizes a presentation by Dan Emery and Ryan Shandley of TransPerfect on designing e-learning content for localization and multilingual audiences. TransPerfect is the world's largest provider of language services, specializing in multilingual e-learning solutions. The presentation covers localization best practices, common content creation mistakes to avoid, and cost-effective localization strategies. It emphasizes using consistent terminology, involving in-country teams, and testing localized content in the target environment.
Caption.Ed Pro - Information for DSA AssessorsCareScribe
Caption.Ed Pro is an AI-powered captioning and note-taking tool designed to support students with their studies. It provides highly accurate, real-time captions for live or recorded media in 12 languages with subject-specific dictionaries. Students can take notes, annotate information, record video and audio, download transcripts, and access captions on mobile. Users praise how it helps them understand lectures better, especially for non-native English speakers. The document provides information on recommending Caption.Ed Pro to students who need captioning software for online study materials.
TextAloud and Speak It! are text-to-speech software programs that can be useful for students with disabilities. TextAloud converts text from Word, emails, web pages and PDFs into natural sounding speech that can be listened to or saved as audio files. Speak It! is a Mac text-to-speech app that can be used on iPad, iPhone and Mac and allows users to copy and paste text, save files, adjust speech settings. These programs provide independence for students with reading disabilities and can help with classroom work, homework, and developing technology skills needed for the future workforce.
The document discusses the features and capabilities of presentation software. It describes how presentations can be used as communication tools for demonstrations, lectures, speeches and reports. The software allows users to customize presentations with text, photos, charts and animations to emphasize ideas and simplify complex information. It also provides options for collaborating remotely, presenting from any device, engaging audiences with questions, and rehearsing with a presenter view.
The document provides guidance on script writing for e-content. It suggests keeping scripts conversational by using "we", "you", and "us" and reading scripts out loud. Scripts should be concise, leave out unnecessary jargon, use vivid imagery to engage learners, and understand the target audience. Proper planning before writing is also recommended to structure scripts effectively and avoid missing information.
TextAloud and Speak It! are text-to-speech software programs that can be helpful for students with disabilities. TextAloud converts text from documents, emails, web pages and PDFs into natural sounding speech that can be listened to or saved as audio files. Speak It! is a similar program for Mac that allows users to copy and paste text and save or share the audio files. These programs can help students with reading disabilities feel more independent and assist them in classroom lessons, homework, and developing job skills by allowing them to listen to written materials.
During my employment, a teammate and I worked together to put together a presentation on how managing accessibility can benefit the D2L online environment for all who use it. This presentation was given at the 2015 MSU Making Learning Accessible Conference.
1. The document introduces the AccessApps USB which contains various applications to support learning such as OpenOffice, mind mapping software, text-to-speech tools, visual support tools, accessible browsers, keyboard alternatives, and multimedia tools.
2. It provides brief descriptions of some of the applications on the USB, including how OpenOffice can save files in Word-compatible formats, how mind mapping and sticky note software work, what text-to-speech and visual support tools do, and examples of accessible browsers and alternative input methods.
3. The document encourages users to try out some of the applications like VuBar, OpenOffice, and mind mapping software to experience how they can support learning.
Explore new ways to locate and use educational podcasts to enhance teaching and learning by integrating them in the classroom. Obtain instructional step-by-step guides for creating podcast and student examples for practical use.
This SlideShareshares the need for translating and localizing training programs and also the steps involved in an effective e-learning course translation process.
How Do We Structure Our Framwork For Interentionsdmloch
The document discusses principles and examples for structuring interventions to support recognition, strategic, and affective learning. It provides multiple examples of tools and software that can: 1) provide flexible models of skilled performance and feedback to support strategic learning; 2) offer choices of content, tools, challenge levels and context to support affective learning; and 3) highlight features, use multiple media formats and represent material in different ways to support recognition learning. The document also discusses digital text resources and text-to-speech applications that can make text more accessible.
Master eLearning Translation in 7 Simple Stepssaikumarmba2023
Invest in your learners' success and global connection by translating eLearning content. Our seven-step guide streamlines the process, showcasing your commitment to inclusivity. Apply these practices to deliver content that resonates worldwide, creating an engaging and effective learning experience for all.
Podcasting and slidecasting can be useful tools for disseminating teaching materials and research. Podcasting involves distributing multimedia files for playback on mobile devices or computers, while slidecasting combines an audio podcast with slideshow presentations. These tools allow instructors to record and share lectures, presentations, and other materials more broadly. Creating podcasts and slidecasts requires a microphone, audio editing software, and a platform like Slideshare for hosting the synchronized audio and visual content. Licenses like Creative Commons allow creators to choose how others can use and share their materials.
Similar to Adding Accessibility to multimedia instruction -text version (20)
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
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.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Adding Accessibility to multimedia instruction -text version
1. Adding Accessibility to Multimedia Instruction
Robert Monge
Instruction
Western Oregon University
E-mail monger@wou.edu
Website: www.wou.edu/~monger
3. Handouts – Best Practices
Assistive
+ Technology
Readable
Text = Accessible
+ = Accessible
+ = Accessible
Adding assistive technology readable text handouts to video
and audio presentations will make them accessible to more
students
4. Handouts—Best Practices
Assistive
Easy way to post
+ Technology
Readable
Text = content online
5. Handouts—Best Practices
Handouts should begin with a list of the sections or
topics the handout will cover
The following handout will cover the following:
• The Structure of a Handout
• Using Heading Tags
• Selecting a Font and Using Text
• Using Color
• Using Alternate Text for Images
• Saving as a PDF
• Adapted from the Following Sources
6. Handouts—Best Practices
Using Heading Tags
Your handout should be structured using a hierarchy.
Title for page and handout titles
Heading 1 for major sections
Normal for content
Heading 2 and Heading 3 for subsections
7. Handouts—Best Practices
Word provides an easy way to set up a document by using the
Styles feature in the top tool bar. When you use Word Styles,
the heading structure will remain intact if you save as a web
page or convert to a PDF document
8. Handouts—Best Practices
It is important to use readable fonts. Different computers will
have different font options, but here are a few common
readable fonts: Arial, Tahoma, Veranda, Calibri
This sentence is written in Calibri
This sentence is written in Ariel
This sentence is written in Tahoma
This sentence is written in Veranda
9. Handouts—Best Practices
Real Text vs. Text within Graphics:
You should use real text instead of text within
graphics.
This is an example of real text
10. Handouts—Best Practices
If use color, don’t rely on color to convey the meaning
alone.
Example: Color vs. Black and White
While color helps identify the lines: Yellow line, Red Line,
Blue Line, etc… the colors can’t convey meaning alone.
11. Handouts—Best Practices
Add Alternative Text to images
The descriptive text should:
Contain the same content and
function as presented in the
image
Be written as succinctly as
appropriate
Not be redundant
Not include words and phrases
such as “image of” or “graphic
of”
13. Videos—Best Practices
Captioning Terms
Closed Captioning is when the captioning is recorded on
a different track from the audio and visual tracks. It can
be toggled on and off as needed.
Open Captioning is when the captioning is recorded on
the same track as the audio and visual tracks. It cannot
be turned off.
14. Videos—Best Practices
Goals of Captioning
Captioning should provide synchronized, equal, and accessible
content. Captions should be accurate, consistent, clear, and
readable.
15. Videos—Best Practices
Start with a Script
It is easier to caption education videos if you start with a script.
It will save you time in the captioning process and will make it
easier to create a handout or post a transcript.
16. Videos—Best Practices
A readable sans serif font should be used. Common sans serif
fonts are: Arial, Tahoma, and Veranda
This is Veranda – A sans serif font
This is Times New Roman – A serif font
18. Videos—Best Practices
Music
Music should be captioned in brackets with music icons.
If there are lyrics, capture the lyrics word-for-word and
introduce artist and song if possible.
19. Videos—Best Practices
Sound Effects
Sound effects should be captioned if it is needed to understand
and/or enjoy the video. Put description of sound effects in
brackets and include onomatopoeia if possible.
20. Videos—Best Practices
Transcripts and Handouts – Provide a transcript for all
videos. You may post uncaptioned and captioned
videos to give students choices.
Example: Virtual Library Tour
Virtual Library Tour --PDF Handout
22. Adapted from the Following Sources
Alternative Text Basics
http://webaim.org/techniques/alttext/#basics
Fonts
http://webaim.org/techniques/fonts/
Designing for Screen Reader Compatibility
http://webaim.org/techniques/screenreader/#headings
Best Practices in Making a Word 2007 Document Accessible
http://www.csulb.edu/lats/itss/design/accessword07.html
23. Adapted from the Following Sources
Trimet Rail System Map
http://trimet.org/maps/railsystem.html
Artificial Intelligence: Can Smart Machines Replace Humans? CQ
Researcher Volume 21 Issue 16 2011.
Power Point Accessibility
http://webaim.org/techniques/powerpoint/
Captioning Key—Described and Captioned Media Program
http://www.dcmp.org/captioningkey/index.html
24. Adapted from the Following Sources
Web Captioning Overview
http://webaim.org/techniques/captions/
Grammar Girl – Quick and Dirty Tips for Better Writing
http://grammar.quickanddirtytips.com/
25. Please feel free to contact me if you have
questions.
Robert Monge
Instruction
Western Oregon University
E-mail monger@wou.edu
Website: www.wou.edu/~monger