The document discusses the various free resources and support available from Jisc, including tools to make web pages and documents more accessible. It highlights how institutions can use free text-to-speech voices and tools to provide inclusive support for students with disabilities without spending more money. The document provides an overview of the different types of resources available, such as free staff training, 46 resource websites, 33 accessibility tools, and guidance on finding, accessing, and implementing these resources to enhance teaching practices.
Presentation to Boston Public Schools Principals & Headmasters at the 2012 School Leader Institute on selecting technology tools to support diverse learning needs of students.
Presentation to Boston Public Schools Principals & Headmasters at the 2012 School Leader Institute on selecting technology tools to support diverse learning needs of students.
Issues around ebook accessibility and portable devices with apps. Students with literacy difficulties or print impairments being able to access text in a way that suits their needs.
Issues around ebook accessibility and portable devices with apps. Students with literacy difficulties or print impairments being able to access text in a way that suits their needs.
Discover Jisc includes example teaching materials to illustrate and explain effective use of technology for teaching and learning. The partners drew up their own action plan to reflect their practice and to develop the staff within their organisation.
Virtual learning spaces_elt_content_bc_india-secondpolicy-presentation-jasonwestJason West
Virtual learning spaces and creating English language teaching and learning materials for them. This presentation was given at the British Council's Policy 2 Dialogue in Kolkata in November 2008 by Jason West, founder Languages Out There creators of the English Out There English course, the world's first social media
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
9. Making text speak
• All your PCs, Macs and Laptops can
speak web pages, documents, ebooks etc
• With quality English voices
• For no cost
• And your learners can download them for
their personal use.
• www.jisctechdis.ac.uk/voices
02/04/2014 www.jisctechdis.ac.uk 9
10. Free voices work with free
tools like:
• Google Chrome browser
(ChromeSpeak Plugin)
• Clipboard readers like Orato
• Text to MP3 tools like Balabolka
• Inbuilt text to speech like Word 2010
02/04/2014 www.jisctechdis.ac.uk 10
11. Text and more – 1) finding
stuff
02/04/2014 www.jisctechdis.ac.uk 11
• What is it?
• How can I use it?
• What else do I
need to know?
• Do I have access
to it?
12. 2) getting in
02/04/2014 www.jisctechdis.ac.uk 12
Open Athens, Federated Access
Management, Shibboleth and Eduroam?
Can somebody translate?
15. Making everyday practice
more inclusive
02/04/2014 www.jisctechdis.ac.uk 15
• Free staff development
resources.
• Provide better support
without having to spend
more money.
• Provide better
experiences for
everyone.
• Find out about
recommended free tools
and free text to speech
voices to go with them.
Unlocking e-resourcesFinding and using the Aladdin’s cave of free Jisc resources and support
Why bother? ..And what’s it got to do TechDis?Image shows 5 types of resource that can be used for teaching:Text, images, audio, video and interactivities. These five headings are spaced equally around a series of concentric circles. The next 4 slides will plot lines from the middle to the outer circle, the length of the line being proportional to how learners with different disabilities value resources in that format.
VI learners find it easiest to access resources in audio (or well narrated video)
Dyslexic learners benefit from resources in image, audio, video or interactive formats. They don’t cope so well with text resources.
Deaf learners prefer resources that are visually rich (images and video – so long as there’s not too much info conveyed in the narration). Interactivity can also be beneficial.
People with learning difficulties may prefer image, audio, video or interactivities over text resources.
Putting the 4 different graphs together we find it is printed text that is the least favoured resource for many people with disabilities.
Yet when we look at typical teaching resources, printed text in the form of handouts or books often dominate – so disabled learners have their least favourite medium for most of their resources. The Discover Jisc project sought to address this by unearthing the excellent repositories of alternative media that Jisc has paid for and made freely available to the sectors.
All your PCs, Macs and Laptops can speak web pages, documents, ebooksetcWith quality English voices.For no costAnd your learners can download them for their personal use.www.jisctechdis.ac.uk/voices.
Under the Getting started part of the Discover Jisc website (www.jisctechdis.ac.uk/discover_jisc) we point to a range of excellent collections and – for each of them – answer the questions What is it?How can I use it?What else do I need to know?Do I have access to it?
We also explore issues around access – Open Athens, Federated Access Management, Shibboleth and Eduroam?We translate these concepts into plain English explaining what they mean and how you can find out if they apply to your teaching context.
We cover copyright issues to help you understand what you can and can’t legally do with these free resources. In plain English we help make sense of copyright and point to useful resources that can answer any deeper questions that remain.
We describe each of the main Jisc Advisory services and why they can be useful to you. These include:Jisc Digital MediaJisc InfoNetJisc LegalJiscmailJisc NetskillsJisc RSCs Jisc TechDis
Another section of our website emerged from the Discover Jisc project – how to make everyday practice more inclusive: You canhave access to free staff development resources.Provide better support without having to spend more money.Provide better experiences for everyone.Find out about recommended free tools and free text to speech voices to go with them.
Another area of the Discover Jisc site has step by step guides – worked examples – of using technology and Jisc resources to create inclusive teaching and learning across 7 different teaching themes in contexts ranging from work based learning to ACL, AS to Level 1/2. The step by step guides cover background, resources, tools, training and many other themes.
Image of Aladdin’s lamp and caption “It won’t rub itself”
Whilst Jisc might supply an Aladdin’s cave of treasures you need to engage with them to get any benefits. The resources unearthed in the Discover Jisc project include 46 resource sites covering thousands of images, videos, sound clips etc, 17 guidance/advice sources, dozens of downloadable accessibility guides and 33 free tools to use.
Going further – follow the links to www.jisctechdis.ac.uk/discover_jiscwww.jisctechdis.ac.uk/techdis/resourceswww.jisctechdis.ac.uk/voiceshelpdesk@techdis.ac.uk