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.
The document summarizes a collaborative workshop between faculty, librarians, and instructional technologists. It discusses introducing faculty to library and technology services to support effective assignment design. Presenters discussed assignments beyond research papers and using learning styles/technologies like websites and Voicethread. They covered databases, primary sources, citations, and Web 2.0 tools. Feedback indicated an overview of challenges and services was helpful but presenters could have been better prepared for questions and covered less information due to time constraints.
The document discusses changes to the Library and Learning Commons (LLC) at Florida State College at Jacksonville. Key points include:
- The LLC now combines library services, tutoring, study spaces, instructional areas and technology into a single location.
- Services in the new LLC include individual/group tutoring, library materials, workshops, computers and multimedia resources.
- Changes from the previous setup include more study and tutoring areas, an increased number of computer stations, and additional technology and instructional resources.
- Challenges of merging different services into a single space include student confusion over the combined areas and managing multiple service points and computer reservations.
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.
1) The document provides a list of 10 top technology resources for substitute teachers, including the School District of Philadelphia Help Desk, websites with free printable materials like worksheets and posters, video hosting sites with educational videos, and the district's online curriculum and student information system.
2) It also lists additional educational technology resources like podcasts, online encyclopedias, and websites with online activities and lesson plans.
3) The Educational Technology Group within the School District of Philadelphia is available for technology support and training.
Hank Horkoff discusses how Web 2.0 tools can address problems with traditional language learning. Praxis Language uses customization, collaboration, and multiple channels through podcasts, mobile devices, and computers to provide personalized learning. For individual students, it breaks down the learning process into consuming materials, reviewing, practicing, and reinforcing with assessments and teacher support. For enterprises, it offers industry-specific and custom media, social collaboration, course management, and 24/7 support across learning platforms and mobile devices.
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.
The document summarizes a collaborative workshop between faculty, librarians, and instructional technologists. It discusses introducing faculty to library and technology services to support effective assignment design. Presenters discussed assignments beyond research papers and using learning styles/technologies like websites and Voicethread. They covered databases, primary sources, citations, and Web 2.0 tools. Feedback indicated an overview of challenges and services was helpful but presenters could have been better prepared for questions and covered less information due to time constraints.
The document discusses changes to the Library and Learning Commons (LLC) at Florida State College at Jacksonville. Key points include:
- The LLC now combines library services, tutoring, study spaces, instructional areas and technology into a single location.
- Services in the new LLC include individual/group tutoring, library materials, workshops, computers and multimedia resources.
- Changes from the previous setup include more study and tutoring areas, an increased number of computer stations, and additional technology and instructional resources.
- Challenges of merging different services into a single space include student confusion over the combined areas and managing multiple service points and computer reservations.
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.
1) The document provides a list of 10 top technology resources for substitute teachers, including the School District of Philadelphia Help Desk, websites with free printable materials like worksheets and posters, video hosting sites with educational videos, and the district's online curriculum and student information system.
2) It also lists additional educational technology resources like podcasts, online encyclopedias, and websites with online activities and lesson plans.
3) The Educational Technology Group within the School District of Philadelphia is available for technology support and training.
Hank Horkoff discusses how Web 2.0 tools can address problems with traditional language learning. Praxis Language uses customization, collaboration, and multiple channels through podcasts, mobile devices, and computers to provide personalized learning. For individual students, it breaks down the learning process into consuming materials, reviewing, practicing, and reinforcing with assessments and teacher support. For enterprises, it offers industry-specific and custom media, social collaboration, course management, and 24/7 support across learning platforms and mobile devices.
This presentation introduces e-resources and discusses their advantages and disadvantages. The presenter, Kusturie Moodley, is an Acquisitions & Electronic Resources Librarian who has worked with e-resources since 2006. E-resources include e-journals, databases, e-books, and more. They provide up-to-date information conveniently but also have disadvantages like technical barriers and costs. The presentation covers the lifecycle of e-resources, copyright issues, and open access resources.
this defines the importance of e-resource, types of e-resources in libraries, advantages/ disadvantages of e-resources discuss the selection, acquisition of e-resources in libraries.
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.
Making it Work...Taking the Frustration Out of Course ReservesJune Power
The document discusses the benefits of using an electronic course reserves management system over a traditional paper-based system. The key benefits mentioned include improved tracking and communication for faculty requests, the ability to clone classes and avoid refilling out forms each semester, and easier student access through a single online menu. The system also allows for better statistics collection and communication between library departments to improve services.
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.
What is your Technology Load? TESL Ontario 2009John Allan
This document provides an overview of a workshop that allows participants to identify the various technology-related tasks required by their jobs. It introduces 16 categories of digital responsibility and has participants complete a rubric to determine their individual "technology load". The document also discusses potential coping strategies for technology overload.
This document discusses the pros and cons of using open educational resources (OER). Some of the key benefits mentioned are that OER provide universal access to free and up-to-date learning materials, help lower costs, and allow for collaborative development of resources from around the world. However, barriers to using OER include issues with access to technology, a lack of interactive resources that appeal to different learning styles, and potential lack of student motivation in an online environment without sufficient support. Faculty may also be hesitant to adopt OER due to textbook requirements or questions about source credibility.
The document discusses the needs of distance education populations and how libraries can meet those needs. It identifies that distance students and faculty are often unaware of library resources and services. It also finds that they have difficulty using library systems and conducting research. The document recommends that libraries provide awareness of services, reference assistance, instruction and training, and interlibrary loan/document delivery services to address these needs. It provides examples of solutions tailored to different user profiles, such as targeted marketing, online tutorials, and embedded librarians.
LMS/CMS integration at three universities was examined. Key findings included: 1) initially faculty uploaded existing content like syllabi and notes, with limited uploads of video/audio; 2) integrating advanced collaborative tools was challenging due to faculty needing new technical and pedagogical skills which increased workload; 3) student activity data showed access levels and material types but faculty interpretations varied. Additional common findings were technology challenges for faculty, using the LMS for assessment/grades, increased communication, effects on class attendance, selection of integrated tools being demand-driven by students, increased faculty workload, and differences for novice versus experienced ICT users with novices feeling overwhelmed.
Going beyond traditional e-learning methods to create a more collaborative le...Sean Dowling
Traditional e-learning methods are being replaced by more collaborative learning experiences that utilize new technologies and web-based tools. While technology adoption in education has increased, simply using new tools is not enough - pedagogical models must engage students on a deeper level. Educators are exploring constructivist and collaborative approaches like MOOCs, digital scholarship, badges, geo-learning, learning analytics, and seamless learning to develop 21st century skills and redefine learning through crowd sourcing and maker culture. Barriers to this change include teacher insecurity with new approaches and outdated curricula.
The document discusses the Accelerated Learning Through Interaction (ALTI) project. ALTI aims to develop a technical infrastructure to support the flipped classroom model. It does this by addressing challenges of the interactive classroom and providing tools like in-class voting, peer review, and tracking student work. The goal is to enhance learning through interaction while maintaining control in an electronic classroom environment.
This document discusses the roles of librarians in managing electronic resources, the advantages and challenges of electronic resources, and best practices from the University of Science Malaysia (USM) library and the National Archive of Australia. It outlines that librarians now take on roles like system builders who create resources for interaction, educators who guide users, and consultants who provide fast answers to users' questions. Electronic resources provide benefits like 24/7 access and storage in one place, but challenges include new technologies, copyright issues, and ensuring digital collections are up-to-date. Best practices include developing staff skills, focusing on purposes and outcomes, and taking action as soon as possible to transition to digital.
This document discusses the technology integration in a 7th grade language arts classroom in an urban Title I school that did not meet AYP requirements last year. The classroom has approximately 28 students per class from various racial/ethnic backgrounds. Most students passed the CRCT English/Language Arts and Reading sections. The classroom uses a co-teaching model with one general education teacher and one special education teacher, with about 9 special education students. Technology is used daily to support state objectives related to research, including using online resources and instructional databases for student research projects, creating PowerPoint presentations to summarize findings, and presenting using ceiling-mounted projectors. The technology integration has improved student engagement and retention of objectives compared to less hands-on
Online materials for the school library power pointckdozier
The document discusses various online materials that can be used in school libraries. It describes how databases have evolved from early systems to include periodical databases with bibliographic citations and full text. While online periodical databases provide advantages like ease of searching and full text access, they also have disadvantages such as high costs and potential downtime. The document provides guidance on making decisions to purchase database subscriptions and also discusses e-journals, e-books, the invisible web, and examples of good online materials and resources like Google Scholar and Google Earth.
The document discusses learning outcomes and online teaching at Franciscan University. It outlines the university's four CORE goals for its undergraduate program and notes that program goals are specific to each program of study. It also discusses key aspects of online learning like asynchronous learning and digital natives/immigrants. The rest of the document provides guidance on online course design, delivery using a learning management system (LMS) like Blackboard, teacher time management, and checklists for ensuring online courses meet the same standards and outcomes as onsite courses.
Technologies that cover a wide range of profiency levels are: ESL ReadingSmart, Tell Me More, interactive storybooks, hand-held devices, and TrackStar. Examples of telecommunication used to create an audience and purpose are: Skype, Moodle, and Google Docs. ESL classrooms are preparing students into mainstream classes in English by using multimedia tools, productivity tools, instructional software, and devices. Interactive storybooks, handheld devices, language labs, and podcasts provide authentic materials and/or experiences for ESL or FL students.
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.
This presentation introduces e-resources and discusses their advantages and disadvantages. The presenter, Kusturie Moodley, is an Acquisitions & Electronic Resources Librarian who has worked with e-resources since 2006. E-resources include e-journals, databases, e-books, and more. They provide up-to-date information conveniently but also have disadvantages like technical barriers and costs. The presentation covers the lifecycle of e-resources, copyright issues, and open access resources.
this defines the importance of e-resource, types of e-resources in libraries, advantages/ disadvantages of e-resources discuss the selection, acquisition of e-resources in libraries.
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.
Making it Work...Taking the Frustration Out of Course ReservesJune Power
The document discusses the benefits of using an electronic course reserves management system over a traditional paper-based system. The key benefits mentioned include improved tracking and communication for faculty requests, the ability to clone classes and avoid refilling out forms each semester, and easier student access through a single online menu. The system also allows for better statistics collection and communication between library departments to improve services.
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.
What is your Technology Load? TESL Ontario 2009John Allan
This document provides an overview of a workshop that allows participants to identify the various technology-related tasks required by their jobs. It introduces 16 categories of digital responsibility and has participants complete a rubric to determine their individual "technology load". The document also discusses potential coping strategies for technology overload.
This document discusses the pros and cons of using open educational resources (OER). Some of the key benefits mentioned are that OER provide universal access to free and up-to-date learning materials, help lower costs, and allow for collaborative development of resources from around the world. However, barriers to using OER include issues with access to technology, a lack of interactive resources that appeal to different learning styles, and potential lack of student motivation in an online environment without sufficient support. Faculty may also be hesitant to adopt OER due to textbook requirements or questions about source credibility.
The document discusses the needs of distance education populations and how libraries can meet those needs. It identifies that distance students and faculty are often unaware of library resources and services. It also finds that they have difficulty using library systems and conducting research. The document recommends that libraries provide awareness of services, reference assistance, instruction and training, and interlibrary loan/document delivery services to address these needs. It provides examples of solutions tailored to different user profiles, such as targeted marketing, online tutorials, and embedded librarians.
LMS/CMS integration at three universities was examined. Key findings included: 1) initially faculty uploaded existing content like syllabi and notes, with limited uploads of video/audio; 2) integrating advanced collaborative tools was challenging due to faculty needing new technical and pedagogical skills which increased workload; 3) student activity data showed access levels and material types but faculty interpretations varied. Additional common findings were technology challenges for faculty, using the LMS for assessment/grades, increased communication, effects on class attendance, selection of integrated tools being demand-driven by students, increased faculty workload, and differences for novice versus experienced ICT users with novices feeling overwhelmed.
Going beyond traditional e-learning methods to create a more collaborative le...Sean Dowling
Traditional e-learning methods are being replaced by more collaborative learning experiences that utilize new technologies and web-based tools. While technology adoption in education has increased, simply using new tools is not enough - pedagogical models must engage students on a deeper level. Educators are exploring constructivist and collaborative approaches like MOOCs, digital scholarship, badges, geo-learning, learning analytics, and seamless learning to develop 21st century skills and redefine learning through crowd sourcing and maker culture. Barriers to this change include teacher insecurity with new approaches and outdated curricula.
The document discusses the Accelerated Learning Through Interaction (ALTI) project. ALTI aims to develop a technical infrastructure to support the flipped classroom model. It does this by addressing challenges of the interactive classroom and providing tools like in-class voting, peer review, and tracking student work. The goal is to enhance learning through interaction while maintaining control in an electronic classroom environment.
This document discusses the roles of librarians in managing electronic resources, the advantages and challenges of electronic resources, and best practices from the University of Science Malaysia (USM) library and the National Archive of Australia. It outlines that librarians now take on roles like system builders who create resources for interaction, educators who guide users, and consultants who provide fast answers to users' questions. Electronic resources provide benefits like 24/7 access and storage in one place, but challenges include new technologies, copyright issues, and ensuring digital collections are up-to-date. Best practices include developing staff skills, focusing on purposes and outcomes, and taking action as soon as possible to transition to digital.
This document discusses the technology integration in a 7th grade language arts classroom in an urban Title I school that did not meet AYP requirements last year. The classroom has approximately 28 students per class from various racial/ethnic backgrounds. Most students passed the CRCT English/Language Arts and Reading sections. The classroom uses a co-teaching model with one general education teacher and one special education teacher, with about 9 special education students. Technology is used daily to support state objectives related to research, including using online resources and instructional databases for student research projects, creating PowerPoint presentations to summarize findings, and presenting using ceiling-mounted projectors. The technology integration has improved student engagement and retention of objectives compared to less hands-on
Online materials for the school library power pointckdozier
The document discusses various online materials that can be used in school libraries. It describes how databases have evolved from early systems to include periodical databases with bibliographic citations and full text. While online periodical databases provide advantages like ease of searching and full text access, they also have disadvantages such as high costs and potential downtime. The document provides guidance on making decisions to purchase database subscriptions and also discusses e-journals, e-books, the invisible web, and examples of good online materials and resources like Google Scholar and Google Earth.
The document discusses learning outcomes and online teaching at Franciscan University. It outlines the university's four CORE goals for its undergraduate program and notes that program goals are specific to each program of study. It also discusses key aspects of online learning like asynchronous learning and digital natives/immigrants. The rest of the document provides guidance on online course design, delivery using a learning management system (LMS) like Blackboard, teacher time management, and checklists for ensuring online courses meet the same standards and outcomes as onsite courses.
Technologies that cover a wide range of profiency levels are: ESL ReadingSmart, Tell Me More, interactive storybooks, hand-held devices, and TrackStar. Examples of telecommunication used to create an audience and purpose are: Skype, Moodle, and Google Docs. ESL classrooms are preparing students into mainstream classes in English by using multimedia tools, productivity tools, instructional software, and devices. Interactive storybooks, handheld devices, language labs, and podcasts provide authentic materials and/or experiences for ESL or FL students.
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.
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 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
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.
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.
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.
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
Fueling AI with Great Data with Airbyte WebinarZilliz
This talk will focus on how to collect data from a variety of sources, leveraging this data for RAG and other GenAI use cases, and finally charting your course to productionalization.
In the realm of cybersecurity, offensive security practices act as a critical shield. By simulating real-world attacks in a controlled environment, these techniques expose vulnerabilities before malicious actors can exploit them. This proactive approach allows manufacturers to identify and fix weaknesses, significantly enhancing system security.
This presentation delves into the development of a system designed to mimic Galileo's Open Service signal using software-defined radio (SDR) technology. We'll begin with a foundational overview of both Global Navigation Satellite Systems (GNSS) and the intricacies of digital signal processing.
The presentation culminates in a live demonstration. We'll showcase the manipulation of Galileo's Open Service pilot signal, simulating an attack on various software and hardware systems. This practical demonstration serves to highlight the potential consequences of unaddressed vulnerabilities, emphasizing the importance of offensive security practices in safeguarding critical infrastructure.
Building Production Ready Search Pipelines with Spark and MilvusZilliz
Spark is the widely used ETL tool for processing, indexing and ingesting data to serving stack for search. Milvus is the production-ready open-source vector database. In this talk we will show how to use Spark to process unstructured data to extract vector representations, and push the vectors to Milvus vector database for search serving.
Introduction of Cybersecurity with OSS at Code Europe 2024Hiroshi SHIBATA
I develop the Ruby programming language, RubyGems, and Bundler, which are package managers for Ruby. Today, I will introduce how to enhance the security of your application using open-source software (OSS) examples from Ruby and RubyGems.
The first topic is CVE (Common Vulnerabilities and Exposures). I have published CVEs many times. But what exactly is a CVE? I'll provide a basic understanding of CVEs and explain how to detect and handle vulnerabilities in OSS.
Next, let's discuss package managers. Package managers play a critical role in the OSS ecosystem. I'll explain how to manage library dependencies in your application.
I'll share insights into how the Ruby and RubyGems core team works to keep our ecosystem safe. By the end of this talk, you'll have a better understanding of how to safeguard your code.
What is an RPA CoE? Session 1 – CoE VisionDianaGray10
In the first session, we will review the organization's vision and how this has an impact on the COE Structure.
Topics covered:
• The role of a steering committee
• How do the organization’s priorities determine CoE Structure?
Speaker:
Chris Bolin, Senior Intelligent Automation Architect Anika Systems
zkStudyClub - LatticeFold: A Lattice-based Folding Scheme and its Application...Alex Pruden
Folding is a recent technique for building efficient recursive SNARKs. Several elegant folding protocols have been proposed, such as Nova, Supernova, Hypernova, Protostar, and others. However, all of them rely on an additively homomorphic commitment scheme based on discrete log, and are therefore not post-quantum secure. In this work we present LatticeFold, the first lattice-based folding protocol based on the Module SIS problem. This folding protocol naturally leads to an efficient recursive lattice-based SNARK and an efficient PCD scheme. LatticeFold supports folding low-degree relations, such as R1CS, as well as high-degree relations, such as CCS. The key challenge is to construct a secure folding protocol that works with the Ajtai commitment scheme. The difficulty, is ensuring that extracted witnesses are low norm through many rounds of folding. We present a novel technique using the sumcheck protocol to ensure that extracted witnesses are always low norm no matter how many rounds of folding are used. Our evaluation of the final proof system suggests that it is as performant as Hypernova, while providing post-quantum security.
Paper Link: https://eprint.iacr.org/2024/257
Freshworks Rethinks NoSQL for Rapid Scaling & Cost-EfficiencyScyllaDB
Freshworks creates AI-boosted business software that helps employees work more efficiently and effectively. Managing data across multiple RDBMS and NoSQL databases was already a challenge at their current scale. To prepare for 10X growth, they knew it was time to rethink their database strategy. Learn how they architected a solution that would simplify scaling while keeping costs under control.
5th LF Energy Power Grid Model Meet-up SlidesDanBrown980551
5th Power Grid Model Meet-up
It is with great pleasure that we extend to you an invitation to the 5th Power Grid Model Meet-up, scheduled for 6th June 2024. This event will adopt a hybrid format, allowing participants to join us either through an online Mircosoft Teams session or in person at TU/e located at Den Dolech 2, Eindhoven, Netherlands. The meet-up will be hosted by Eindhoven University of Technology (TU/e), a research university specializing in engineering science & technology.
Power Grid Model
The global energy transition is placing new and unprecedented demands on Distribution System Operators (DSOs). Alongside upgrades to grid capacity, processes such as digitization, capacity optimization, and congestion management are becoming vital for delivering reliable services.
Power Grid Model is an open source project from Linux Foundation Energy and provides a calculation engine that is increasingly essential for DSOs. It offers a standards-based foundation enabling real-time power systems analysis, simulations of electrical power grids, and sophisticated what-if analysis. In addition, it enables in-depth studies and analysis of the electrical power grid’s behavior and performance. This comprehensive model incorporates essential factors such as power generation capacity, electrical losses, voltage levels, power flows, and system stability.
Power Grid Model is currently being applied in a wide variety of use cases, including grid planning, expansion, reliability, and congestion studies. It can also help in analyzing the impact of renewable energy integration, assessing the effects of disturbances or faults, and developing strategies for grid control and optimization.
What to expect
For the upcoming meetup we are organizing, we have an exciting lineup of activities planned:
-Insightful presentations covering two practical applications of the Power Grid Model.
-An update on the latest advancements in Power Grid -Model technology during the first and second quarters of 2024.
-An interactive brainstorming session to discuss and propose new feature requests.
-An opportunity to connect with fellow Power Grid Model enthusiasts and users.
Generating privacy-protected synthetic data using Secludy and MilvusZilliz
During this demo, the founders of Secludy will demonstrate how their system utilizes Milvus to store and manipulate embeddings for generating privacy-protected synthetic data. Their approach not only maintains the confidentiality of the original data but also enhances the utility and scalability of LLMs under privacy constraints. Attendees, including machine learning engineers, data scientists, and data managers, will witness first-hand how Secludy's integration with Milvus empowers organizations to harness the power of LLMs securely and efficiently.
Driving Business Innovation: Latest Generative AI Advancements & Success StorySafe Software
Are you ready to revolutionize how you handle data? Join us for a webinar where we’ll bring you up to speed with the latest advancements in Generative AI technology and discover how leveraging FME with tools from giants like Google Gemini, Amazon, and Microsoft OpenAI can supercharge your workflow efficiency.
During the hour, we’ll take you through:
Guest Speaker Segment with Hannah Barrington: Dive into the world of dynamic real estate marketing with Hannah, the Marketing Manager at Workspace Group. Hear firsthand how their team generates engaging descriptions for thousands of office units by integrating diverse data sources—from PDF floorplans to web pages—using FME transformers, like OpenAIVisionConnector and AnthropicVisionConnector. This use case will show you how GenAI can streamline content creation for marketing across the board.
Ollama Use Case: Learn how Scenario Specialist Dmitri Bagh has utilized Ollama within FME to input data, create custom models, and enhance security protocols. This segment will include demos to illustrate the full capabilities of FME in AI-driven processes.
Custom AI Models: Discover how to leverage FME to build personalized AI models using your data. Whether it’s populating a model with local data for added security or integrating public AI tools, find out how FME facilitates a versatile and secure approach to AI.
We’ll wrap up with a live Q&A session where you can engage with our experts on your specific use cases, and learn more about optimizing your data workflows with AI.
This webinar is ideal for professionals seeking to harness the power of AI within their data management systems while ensuring high levels of customization and security. Whether you're a novice or an expert, gain actionable insights and strategies to elevate your data processes. Join us to see how FME and AI can revolutionize how you work with data!
How to Interpret Trends in the Kalyan Rajdhani Mix Chart.pdfChart Kalyan
A Mix Chart displays historical data of numbers in a graphical or tabular form. The Kalyan Rajdhani Mix Chart specifically shows the results of a sequence of numbers over different periods.
Dandelion Hashtable: beyond billion requests per second on a commodity serverAntonios Katsarakis
This slide deck presents DLHT, a concurrent in-memory hashtable. Despite efforts to optimize hashtables, that go as far as sacrificing core functionality, state-of-the-art designs still incur multiple memory accesses per request and block request processing in three cases. First, most hashtables block while waiting for data to be retrieved from memory. Second, open-addressing designs, which represent the current state-of-the-art, either cannot free index slots on deletes or must block all requests to do so. Third, index resizes block every request until all objects are copied to the new index. Defying folklore wisdom, DLHT forgoes open-addressing and adopts a fully-featured and memory-aware closed-addressing design based on bounded cache-line-chaining. This design offers lock-free index operations and deletes that free slots instantly, (2) completes most requests with a single memory access, (3) utilizes software prefetching to hide memory latencies, and (4) employs a novel non-blocking and parallel resizing. In a commodity server and a memory-resident workload, DLHT surpasses 1.6B requests per second and provides 3.5x (12x) the throughput of the state-of-the-art closed-addressing (open-addressing) resizable hashtable on Gets (Deletes).
Best 20 SEO Techniques To Improve Website Visibility In SERPPixlogix Infotech
Boost your website's visibility with proven SEO techniques! Our latest blog dives into essential strategies to enhance your online presence, increase traffic, and rank higher on search engines. From keyword optimization to quality content creation, learn how to make your site stand out in the crowded digital landscape. Discover actionable tips and expert insights to elevate your SEO game.
Your One-Stop Shop for Python Success: Top 10 US Python Development Providersakankshawande
Simplify your search for a reliable Python development partner! This list presents the top 10 trusted US providers offering comprehensive Python development services, ensuring your project's success from conception to completion.
GraphRAG for LifeSciences Hands-On with the Clinical Knowledge Graph
Bda accessible digital resources
1. The Accessible Resources Pilot Project Independent use of technology and accessible e-texts. E.A. Draffan University of Southampton Funding DCSF 2009/2010
2.
3.
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