This document discusses making educational documents accessible for people with print disabilities. It defines print disability and outlines various challenges people may face in accessing printed text due to visual, cognitive, or physical impairments. It then provides solutions for making documents accessible, including using structured documents, modifying text features, creating audio books, using text-to-speech software, and linking text and audio. It emphasizes the importance of these solutions and provides evidence of their benefits. It concludes by discussing implications for learning technology professionals, including expanding their skills, practices, and training to better support users with print disabilities.
Reading on e readers, tablets and phones: Hardware and software for inclusive...Dominik Lukes
This presentation was delivered to EICE 2014 (http://educationinnovation.co.uk) and later as an updated webinar in December 2014.
Watch the recorded presentation here: http://youtu.be/McBuVj3RuCA.
The benefits of using an e-reader go far beyond mere convenience of not having to carry bulky volumes. An e-ink device like the Kindle, a tablet or even just a smartphone, all of these are making a huge difference to many struggling readers. They do it by allowing customisation of the way text is displayed, making it possible to listen while reading or even instead of reading, and not least importantly how much is in front of the reader's eyes at any one moment.
This session will provide a survey of the latest hardware, software as well as the best sources of accessible documents. We will cover the pros and cons of different types of screens, best reading software for the iPad and Android tablets, and best ways of getting your e-books from anywhere onto your device. Finally, we will address ways of making the most out of an e-reading device in the school environment.
Parts of this session were developed for the Load2Learn project and parts during the iLearnRW project.
Reading on e readers, tablets and phones: Hardware and software for inclusive...Dominik Lukes
This presentation was delivered to EICE 2014 (http://educationinnovation.co.uk) and later as an updated webinar in December 2014.
Watch the recorded presentation here: http://youtu.be/McBuVj3RuCA.
The benefits of using an e-reader go far beyond mere convenience of not having to carry bulky volumes. An e-ink device like the Kindle, a tablet or even just a smartphone, all of these are making a huge difference to many struggling readers. They do it by allowing customisation of the way text is displayed, making it possible to listen while reading or even instead of reading, and not least importantly how much is in front of the reader's eyes at any one moment.
This session will provide a survey of the latest hardware, software as well as the best sources of accessible documents. We will cover the pros and cons of different types of screens, best reading software for the iPad and Android tablets, and best ways of getting your e-books from anywhere onto your device. Finally, we will address ways of making the most out of an e-reading device in the school environment.
Parts of this session were developed for the Load2Learn project and parts during the iLearnRW project.
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.
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.
Ghost Voices: Using-Text-to-Speech Technology to Improve the Quality of Learn...D2L Barry
Ghost Voices: Using-Text-to-Speech Technology to Improve the Quality of Learning Online, Sheri Hutchinson and Karen LaPlant – Hennepin Technical College.
Presentation at the Brightspace Minnesota Connection at Normandale Community College on April 14, 2016.
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.
This presentation begins with an overview of the pedagogical advantages of CALL materials, including the use of multimedia to appeal to different learning styles and create an enriched learning environment, the development of learner autonomy through CALL resources that offer learners easier access and greater control, and the provision of materials that are more authentic and relevant to the learner’s needs and interests. Concrete examples of CALL materials are provided to link the theoretical perspectives to practical applications.
Several freely available resources for practicing each of the four skills are examined, and participants are invited to evaluate the effectiveness of these resources by questioning the underlying assumptions implied in them. We also consider some of the strategies that can be used in designing CALL resources, such as the use of context-based prompts in texts to promote the acquisition of effective reading strategies, and the use of a writing program to support the learner through the steps in the process of writing.
Participants are introduced to the materials and activities provided on websites supporting EFL coursebooks and encouraged to consider the usefulness and pedagogical validity of these resources. Finally, we consider the debate over the advantages and disadvantages of using interactive whiteboards, and suggest ways of using them appropriately.
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.
Supporting Teachers to Support Students-Misaligned incentives, Media and Lear...Dominik Lukes
Talk presented at Media and Learning 2022
What is more effective? Supporting teachers to improve their teaching, or students to become more productive in making the most out of the teaching they receive? This is a question many university centres for teaching are grappling with. On the one hand, their remit is to focus on building the skills of their teaching staff. But on the other hand, students often lack skills in dealing with content that are wrongly assumed to be ‘natural’.
This presentation will contrast two guides created to support the use of multimedia: one for academics creating instructional videos and one for students accessing recorded lectures. This comparison will show that the guides show relatively little overlap because the needs of creators and viewers of multimedia may not be perfectly aligned. I will discuss ways in which this disparity could be addressed both individually and institutionally.
Speech Recognition: Art of the possible - DigiFest 2022Dominik Lukes
Presentation introducing a panel discussion on the present and future of speech recognition for lecture capture at Digifest 2022 online fringe on Assistive Technologies: https://www.jisc.ac.uk/events/focus-on-the-future-new-developments-in-accessible-and-assistive-technologies-16-mar-2022
Speech Recognition: Art of the possible - DigiFest 2022Dominik Lukes
Presentation introducing a panel discussion on the present and future of speech recognition for lecture capture at Digifest 2022 online fringe on Assistive Technologies: https://www.jisc.ac.uk/events/focus-on-the-future-new-developments-in-accessible-and-assistive-technologies-16-mar-2022
Open licensing is an accessibility and inclusion feature of OERsDominik Lukes
Lightning talk presented at OER15 in Cardiff.
Much talk about accessibility is focused on removing primary barriers to the content for those with specific needs (perceptual, cognitive or physical). This can be done with a closed license document as much as an open license document provided it is not encumbered with Digital Rights Management restrictions. However, in practice, restrictive licensing comes with other restrictive practices that prevent accessibility. In many countries, it is legal to make accessible copies despite other restrictions but this requires setting their users apart and putting other barriers in their way.
This lightning talk will showcase several case studies demonstrating how closed licensing puts may be compatible with individual accessibility but works against inclusion. I hope that it will provide another argument for the promotion of OERs at all levels of education.
Have the licensing talk early to maximize impactDominik Lukes
Lightning talk presented at OER15 in Cardiff.
The outputs of many collaborative projects often see limited use in the long term because neither partner is quite sure what is permitted. Frequently, the people involved in the creation of content have left their institutions and futher use and distribution of the developed works is in doubt.
Yet, in most projects, the talk about rights and licensing is left till close to the end or is omitted all together. People talk about the value of intellectual property but they never explore the limits unclarities about licensing impose on the potential impact of outputs. It is therefore essential that the licensing discussion is introduced early on in the development of the project.
This talk will present key talking points that have been used in three projects that have led to partners agreeing to licensing some or all of the work developed under the project using open licences. Often resistance to open licenses stems from ignorance and making a clear case for it as well as clearly outlining the options can prevent barriers from ever being formed in the first place.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
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Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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Model Attribute Check Company Auto PropertyCeline George
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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.
3. Load2Learn
online resource of downloadable
curriculum materials for print disabled
learners
provides access to digital books and
images that can be used by learners
with their own technology
being developed by Dyslexia Action and
RNIB, funded by DfE
4. Problem: Print disability
“A print-disabled person is anyone for whom
a visual, cognitive or physical disability
hinders the ability to read print. This
includes all visual impairments, dyslexia,
and any physical disabilities that prevent
the handling of a physical copy of a print
publication.”
CLA License,
http://www.cla.co.uk/data/pdfs/print_disability/cla_guidelines_for_the_pdl_aug10.pdf
5. Print Disability: Perception
Issues
Cannot see text
Can only see text at a certain size
Cannot see certain colours, colour
combinations
Prefers certain contrast
6. Print Disability: Issues with
Processing Text
Difficulties decoding written word
Difficulties finding information in large
chunks of text
Needs special formatting (e.g. Sans
Serif, not-justified, no all caps, no
underline, no italics)
8. Key legal provisions
Make an accessible copy of a
document for a print disabled person
under the CLA PD Licence
Accessible document: large print,
electronic copy, audio version (MP3),
Braille
Unless a suitable commercial
alternative exists
10. Solution: Making text
accessible
1. Structured documents with easy
navigation (Word, PDF)
2. Modification of font colour, font type, font
size, background colour (PDF, Word)
3. Narrated Audio books
4. Text-to-speech: PDF, Wordtalk,
Balbolka, voices, screen reader
5. Audio and text linked (DAISY, WordTalk)
14. Evidence for Audio Books
Boys found audio-reading enjoyable and
their self-confidence as readers improved.
„a marked reduction in the quantity of
errors … when reading independently‟
The boys found audio reading was
relatively effortless yet they perceived that
they were reading books appropriate to
their age and could read „hard words‟ like
their peers (Byrom, 1998, p.5)
15. Audio as spectacles
„some children require spectacles to enable
them to read a book, others may require an
audio tape to enable them to read the same
book‟ (Byrom, 1998, p. 6)
„Today some of these people with dyslexia
even regard the computer as their
equivalent to the glasses of the weak-
sighted‟. (Tank & Frederikson, 2007, p.947)
16. Audio books at home
parents reported that audio-books
appeared to have „a positive influence in
reducing emotional– behavioural
problems‟
and that the use of audio-books within the
home environment appeared to reduce
their child’s sense of frustration and
distractibility attributed to greater ease in
studying. (Milani et al, 2003, p.93)
17. Solution 4: Text to speech
Synthetic voice (Anna, Jess, Brian)
Reader software (Balabolka, WordTalk)
18. Evidence for text to speech
Students took their SQA standard grade
examinations in „Accessible PDF‟ format.
Staff praised: “independence offered by
the electronic format”
Students “all found them easier to use
than a scribe”
“mean score was 8.93 compared with
8.00 for scribes” (Nisbet et al, 2005, p.1)
19. More evidence for text to speech
Text to speech can „relieve the burden
of decoding for struggling readers,
allowing them to focus on
comprehension‟ (Wise, Ring, and
Olson, 2000).
students „could double or triple the
time that they could sustain reading‟
(Elkind et al, 1996, p.160).
20. Solution 5: Text and audio
linked by DAISY
Structured document linking audio and text
Text is highlighted in sync with audio
22. Audio note taking
„By using the note tool, they engaged in new
literacy practices by envisioning new ways
to access their thought processes to
engage in spontaneous, instantaneous
response to the e-books‟ (Larson, 2009, p.
256)
23. Evidence for DAISY
„Research confirms that highlighting text as it
is spoken can help learners pay attention
and remember more’ (cited in Silver-Pacuilla
and Fleischman, 2006, p. 84)
24. DAISY for Dyslexia
DAISY is used by people with dyslexia
in Denmark and other countries.
„Today some of these people with
dyslexia even regard the computer as
their equivalent to the glasses of the
weak-sighted‟. (Tank & Frederikson,
2007, p.947)
26. What it means for day-to-day
work of Learning Technology
professionals?
Skills and knowledge
Expanded practice
User training and advocacy
27. Knowledge and skills
Structured documents
Using PDFs accessibly
Text to speech how and why
Alternative formats like DAISY
Sources of materials in alternative
formats
28. Changed practice
Produce all documents with structure
Model good behavious for staff you
support
Try using documents in different
formats
Advocate for increased accessibility
with users
29. User training: Mini curriculum
Structured documents (save yourself
time and use headings styles!!!!!)
Modification of font size, colour (PDF,
Word)
Keyboard shortcuts
Text to speech: how to create MP3 files
from documents with software and
voices
30. Learn Tools for Print
Accessibility
Microsoft Word (LibreOffice) structured
Adobe Acrobat Accessibility features
Portable Apps (MyStudyBar)
Synthetic voices
Text to speech tools (Balabolka,
WordTalk, Amis)
31. Keyboard Shortcuts
Do you know how to type keyboard shortcuts
correctly?
How many keyboard shortcuts do you know?
32. Text size
Ctrl - Shift - < or >
Ctrl - [ or ]
Styles
Ctrl - Alt - 1, 2, 3
Alt - Shift - arrow keys
Ctrl - PgUp / PgDn
33. Key new terms to remember
Print disability: New term covering
existing disabilities and reflected in
copyright regulation.
Accessible documents: Can be
modified to suit learners‟ needs and can
be converted into alternative formats.
36. #ITR12: Inclusive Technologies
for Reading MOOC
5 hours a week, 22 weeks
Free pilot open to all, 150 signed up already
October 8
Load2Learn.org.uk/training/onlinecourse
37. Collabor8 4 Change in Inclusive
Technologies
Unconference to come and share best
practices
12 October, 6-9pm
TES SEN Show, London
Load2Learn.org.uk/training/c84c