Presented at the #D2LConnection at SAIT on March 9, 2018 by Michael Hughes of ReadSpeaker.
How to Deploy & Support a Universal Design for Learning Strategy with TTS Technology within D2L’s Learning Environment.
Enhancing the Learning Experience with ReadspeakerD2L Barry
The document discusses how ReadSpeaker technology helps students and educators by enhancing the learning experience. It describes how text-to-speech (TTS) supports principles of Universal Design for Learning (UDL) by providing multiple means of representation and engagement with content. ReadSpeaker offers TTS solutions like Enterprise Highlighting and DocReader that integrate with learning management systems and allow content to be accessed auditorily. This helps a wide range of learners and allows content to reach more people.
Implementer grant technology camp january 9, 2012 final blueJulie Gahimer
This document discusses using Web 2.0 tools to address teaching challenges. It begins with an introduction that notes students understand information has changed and teachers must adapt. Several questions in higher education are then listed related to participatory learning, technology use, and online collaboration. Potential Web 2.0 tools are then matched to levels of Bloom's Digital Taxonomy, including Delicious for remembering, Animoto for understanding, and Voicethread for creating. The document concludes by stating teachers should have fun exploring new tools.
10 Tips for Building an Accessible Online Course3Play Media
In this webinar Janet Sylvia, Web Accessibility Consultant, will provide 10 Tips for building an accessible online course. This presentation is for anyone involved in the web-based delivery of academic classes, continuing education, employee training, professional development or other programs. How do you ensure your online course is equally accessible for people with and without disabilities?
The document discusses how the iPod Touch can be beneficial to all learners but essential to some, specifically those with disabilities. It provides examples of apps that allow for accommodations like text-to-speech, speech-to-text, and remote control of devices to increase accessibility. The document argues that universal design in education can empower independent learning and collaboration for both students and teachers.
The document discusses emerging trends in librarianship and higher education. It notes that the abundance of online resources is challenging traditional roles of educators and libraries. Libraries must consider their unique value in providing sense-making and credibility assessment of information. Emerging technologies like MOOCs, learning analytics, and 3D printing will continue to impact higher education. Libraries need to focus on user needs, manage both physical and digital collections, and leverage technologies like the cloud to remain relevant gateways for managing information.
The document discusses how technology has changed the way students learn and how they process information. It contrasts "digital natives," who have grown up with technology and are fluent in the digital language, with "digital immigrants" who have adopted digital skills later in life. Additionally, it examines how cellphones can potentially be used as instructional tools in the classroom to support and strengthen learning if used appropriately.
New literacy in a digital environment involves more than just reading and writing and includes skills like internet surfing, emailing, blogging, and editing/posting photos and videos. As technology changes how people access and share information, the roles of both teachers and students must shift - teachers act more as facilitators and collaborators who guide student learning, while students become active producers of knowledge who can take responsibility for their own learning through collaborative projects.
Enhancing the Learning Experience with ReadspeakerD2L Barry
The document discusses how ReadSpeaker technology helps students and educators by enhancing the learning experience. It describes how text-to-speech (TTS) supports principles of Universal Design for Learning (UDL) by providing multiple means of representation and engagement with content. ReadSpeaker offers TTS solutions like Enterprise Highlighting and DocReader that integrate with learning management systems and allow content to be accessed auditorily. This helps a wide range of learners and allows content to reach more people.
Implementer grant technology camp january 9, 2012 final blueJulie Gahimer
This document discusses using Web 2.0 tools to address teaching challenges. It begins with an introduction that notes students understand information has changed and teachers must adapt. Several questions in higher education are then listed related to participatory learning, technology use, and online collaboration. Potential Web 2.0 tools are then matched to levels of Bloom's Digital Taxonomy, including Delicious for remembering, Animoto for understanding, and Voicethread for creating. The document concludes by stating teachers should have fun exploring new tools.
10 Tips for Building an Accessible Online Course3Play Media
In this webinar Janet Sylvia, Web Accessibility Consultant, will provide 10 Tips for building an accessible online course. This presentation is for anyone involved in the web-based delivery of academic classes, continuing education, employee training, professional development or other programs. How do you ensure your online course is equally accessible for people with and without disabilities?
The document discusses how the iPod Touch can be beneficial to all learners but essential to some, specifically those with disabilities. It provides examples of apps that allow for accommodations like text-to-speech, speech-to-text, and remote control of devices to increase accessibility. The document argues that universal design in education can empower independent learning and collaboration for both students and teachers.
The document discusses emerging trends in librarianship and higher education. It notes that the abundance of online resources is challenging traditional roles of educators and libraries. Libraries must consider their unique value in providing sense-making and credibility assessment of information. Emerging technologies like MOOCs, learning analytics, and 3D printing will continue to impact higher education. Libraries need to focus on user needs, manage both physical and digital collections, and leverage technologies like the cloud to remain relevant gateways for managing information.
The document discusses how technology has changed the way students learn and how they process information. It contrasts "digital natives," who have grown up with technology and are fluent in the digital language, with "digital immigrants" who have adopted digital skills later in life. Additionally, it examines how cellphones can potentially be used as instructional tools in the classroom to support and strengthen learning if used appropriately.
New literacy in a digital environment involves more than just reading and writing and includes skills like internet surfing, emailing, blogging, and editing/posting photos and videos. As technology changes how people access and share information, the roles of both teachers and students must shift - teachers act more as facilitators and collaborators who guide student learning, while students become active producers of knowledge who can take responsibility for their own learning through collaborative projects.
The effect of multimodal learning models on language teaching and learningYu-Zhen Liu
This document discusses the effects of multimodal learning models on language teaching and learning. It begins by introducing multimedia learning and how information and communication technologies have changed the ways we think and communicate. It then discusses principles of multimedia learning, including that combining words and pictures leads to better learning than words alone, and focused attention is important. The document also explores concepts like CALL, multimodality in language learning, and how multimodal models can positively impact the teaching and learning processes.
The document discusses information literacy, which is defined as the skills needed to find and use information, including understanding how libraries are organized, familiarity with information formats and search tools, and commonly used research techniques. It explains that information literacy skills are important for life and help people reach conclusions, make choices, and communicate effectively by helping to sift through large amounts of information. The document also discusses related concepts like information competence, inquiry-based learning, lifelong learning, and 21st century skills.
The presentation discusses emerging literacies and argues that school curriculum mus tbe revised to teach students to manage information, make meaning from multimodal text and represent knowledge and information. The session also introduces an idea of social networking literacy.
Millennium learners: implications for higher educationDerek Wenmoth
The document discusses the increasing role of technology in education, noting that students demand more access to their own devices and communication tools as well as unlimited internet access. It also examines how online learning is growing rapidly in higher education in the United States, with nearly a third of all college students now taking at least one online course. Several key issues facing online education are identified, including what will define content in the future, whether online learning should fit existing culture or create new models, and who will control the learning process.
The practical benefits to why everyone should care about digital literacy (i.e. learning to use computers, tablets, mobile devices, Internet and other technology). See the animated version on YouTube (http://youtu.be/FoKuvjh7UIc).
This document discusses ebook accessibility. It covers the definition of print disability and why ebook accessibility is important. It describes the time and money required to make ebooks accessible in formats like DAISY, MOBI, and PDF. Higher education facilities and publishers sometimes have conflicts providing accessible ebooks. Libraries can help raise awareness and provide assistive technologies, but their ability to convert inaccessible ebooks is unclear under copyright law.
An introduction to the Information Literacy Framework and Portal for health information. Presented by Eilean Craig and Rob Westwood at the CILIPS Centenary Conference Scottish Health Information NEtwork seminar which took place 4 Jun 2008.
This document discusses the evolution of the World Wide Web from Web 1.0 to the current Web 2.0 and the developing Web 3.0 and Web 4.0. It also provides strategies and tools for engaging K-12 students in online learning, including encouraging listening, speaking, reading and writing skills through various applications and websites. Additionally, it offers suggestions for preparing students for self-paced and collaborative learning in the digital age.
The marriage between language and digital literacies in the 21st centuryRichard Brummer
The document discusses the importance of digital literacy in education in the 21st century. It summarizes two articles about mobile learning and the US Department of Education's Future Ready initiative. The initiative aims to ensure 99% of students have broadband access and access to digital resources. It outlines seven tenets for schools to implement, including providing digital tools and content for personalized learning. The articles argue the focus should be on what students can do with mobile technology through verbs like communicate and collaborate, rather than just the devices themselves. An ideal learning experience is described as social, untethered, and digitally rich.
The document provides information about a group project done by 14 students for a course on Language Learning and Language Use. The project involved using various web-based modalities like blogs, Ustream, and Skype for language teaching. It discusses the theories, objectives, content and activities for using these tools. The summary highlights the key modalities used, the objectives of facilitating experiential learning and greater interaction, and that it was done in partial fulfillment of course requirements.
Digital media and technology are ubiquitous in the lives of today's youth ("Gen M" and "Gen Z"). Nearly all youth use cell phones, laptops, and the internet, with many engaging in social networking, online shopping, and digital remixing. Educators must help youth develop new 21st century literacies and skills for collaborative learning using digital and cross-cultural approaches. Curricula are emerging that leverage youths' engagement with digital media to explore issues of power and messaging in a standards-aligned but non-neutral way through tools like video, storytelling, and documentary. Digital technologies can bridge cultural relationships, though ensuring youth remain connected to their own cultures remains important.
This document discusses how technology can be used to improve reading instruction and engagement for digital native students. It outlines how multimedia technologies can address the multiple intelligences identified by Howard Gardner and describes various ways technology can help teach the five crucial components of reading identified by the National Reading Panel: phonemic awareness, phonics, vocabulary, fluency, and comprehension. Examples of websites and software are provided for each reading component to illustrate how technology can scaffold and support students in developing their reading abilities.
This document discusses encouraging academic integrity in online learning. It explores common ways that students cheat, such as plagiarism, dishonest collaboration, and extreme cheating using technology. It also provides suggestions for designing "un-cheatable" tasks that allow students to demonstrate their knowledge through alternative assessments and addressing different learning styles. These include using audio discussions, visual concept maps, reflective forums, and kinesthetic multi-media products. The document emphasizes designing relevant and choice-based assessments for online students.
New literacies and Transformative Learning EnvironmentsCITE
Professor Ola ERSTAD, Institute for Educational Research, University of Oslo, Norway
http://citers2013.cite.hku.hk/en/keynotes.htm
---------------------------
Author(s) bear(s) the responsibility in case of any infringement of the Intellectual Property Rights of third parties.
---------------------------
CITE was notified by the author(s) that if the presentation slides contain any personal particulars, records and personal data (as defined in the Personal Data (Privacy) Ordinance) such as names, email addresses, photos of students, etc, the author(s) have/has obtained the corresponding person's consent.
This resource provides teachers with guidance on integrating information literacy and ICT into classroom instruction. It outlines the key stages of an information process model: immersion and ignition, wondering and questioning, planning and search strategy, discovering and interpreting, creating and communicating, and celebrating and evaluating. At each stage, examples are given of how teachers can incorporate various digital tools and resources to support students' learning. The overall goal is to help teachers make stronger connections between teaching information literacy skills and the use of educational technology.
The document discusses digital literacy and its importance in education. It defines digital literacy as the ability to understand and use information from various digital sources in an ethical manner. It highlights how technology and digital tools can enhance learning by allowing collaboration, problem solving, and sharing of knowledge. The document advocates embracing technology and digital literacy to extend our own knowledge through hands-on and proactive learning approaches.
Readspeaker Presentation at 2016 Brightspace Southern Ontario ConnectionD2L Barry
How to Deploy & Support a Universal Design for Learning Strategy w/TTS Technology within D2L's Learning Environment. Readspeaker with Michal Hughes. St. Catharines, Ontario. November 18, 2016.
The effect of multimodal learning models on language teaching and learningYu-Zhen Liu
This document discusses the effects of multimodal learning models on language teaching and learning. It begins by introducing multimedia learning and how information and communication technologies have changed the ways we think and communicate. It then discusses principles of multimedia learning, including that combining words and pictures leads to better learning than words alone, and focused attention is important. The document also explores concepts like CALL, multimodality in language learning, and how multimodal models can positively impact the teaching and learning processes.
The document discusses information literacy, which is defined as the skills needed to find and use information, including understanding how libraries are organized, familiarity with information formats and search tools, and commonly used research techniques. It explains that information literacy skills are important for life and help people reach conclusions, make choices, and communicate effectively by helping to sift through large amounts of information. The document also discusses related concepts like information competence, inquiry-based learning, lifelong learning, and 21st century skills.
The presentation discusses emerging literacies and argues that school curriculum mus tbe revised to teach students to manage information, make meaning from multimodal text and represent knowledge and information. The session also introduces an idea of social networking literacy.
Millennium learners: implications for higher educationDerek Wenmoth
The document discusses the increasing role of technology in education, noting that students demand more access to their own devices and communication tools as well as unlimited internet access. It also examines how online learning is growing rapidly in higher education in the United States, with nearly a third of all college students now taking at least one online course. Several key issues facing online education are identified, including what will define content in the future, whether online learning should fit existing culture or create new models, and who will control the learning process.
The practical benefits to why everyone should care about digital literacy (i.e. learning to use computers, tablets, mobile devices, Internet and other technology). See the animated version on YouTube (http://youtu.be/FoKuvjh7UIc).
This document discusses ebook accessibility. It covers the definition of print disability and why ebook accessibility is important. It describes the time and money required to make ebooks accessible in formats like DAISY, MOBI, and PDF. Higher education facilities and publishers sometimes have conflicts providing accessible ebooks. Libraries can help raise awareness and provide assistive technologies, but their ability to convert inaccessible ebooks is unclear under copyright law.
An introduction to the Information Literacy Framework and Portal for health information. Presented by Eilean Craig and Rob Westwood at the CILIPS Centenary Conference Scottish Health Information NEtwork seminar which took place 4 Jun 2008.
This document discusses the evolution of the World Wide Web from Web 1.0 to the current Web 2.0 and the developing Web 3.0 and Web 4.0. It also provides strategies and tools for engaging K-12 students in online learning, including encouraging listening, speaking, reading and writing skills through various applications and websites. Additionally, it offers suggestions for preparing students for self-paced and collaborative learning in the digital age.
The marriage between language and digital literacies in the 21st centuryRichard Brummer
The document discusses the importance of digital literacy in education in the 21st century. It summarizes two articles about mobile learning and the US Department of Education's Future Ready initiative. The initiative aims to ensure 99% of students have broadband access and access to digital resources. It outlines seven tenets for schools to implement, including providing digital tools and content for personalized learning. The articles argue the focus should be on what students can do with mobile technology through verbs like communicate and collaborate, rather than just the devices themselves. An ideal learning experience is described as social, untethered, and digitally rich.
The document provides information about a group project done by 14 students for a course on Language Learning and Language Use. The project involved using various web-based modalities like blogs, Ustream, and Skype for language teaching. It discusses the theories, objectives, content and activities for using these tools. The summary highlights the key modalities used, the objectives of facilitating experiential learning and greater interaction, and that it was done in partial fulfillment of course requirements.
Digital media and technology are ubiquitous in the lives of today's youth ("Gen M" and "Gen Z"). Nearly all youth use cell phones, laptops, and the internet, with many engaging in social networking, online shopping, and digital remixing. Educators must help youth develop new 21st century literacies and skills for collaborative learning using digital and cross-cultural approaches. Curricula are emerging that leverage youths' engagement with digital media to explore issues of power and messaging in a standards-aligned but non-neutral way through tools like video, storytelling, and documentary. Digital technologies can bridge cultural relationships, though ensuring youth remain connected to their own cultures remains important.
This document discusses how technology can be used to improve reading instruction and engagement for digital native students. It outlines how multimedia technologies can address the multiple intelligences identified by Howard Gardner and describes various ways technology can help teach the five crucial components of reading identified by the National Reading Panel: phonemic awareness, phonics, vocabulary, fluency, and comprehension. Examples of websites and software are provided for each reading component to illustrate how technology can scaffold and support students in developing their reading abilities.
This document discusses encouraging academic integrity in online learning. It explores common ways that students cheat, such as plagiarism, dishonest collaboration, and extreme cheating using technology. It also provides suggestions for designing "un-cheatable" tasks that allow students to demonstrate their knowledge through alternative assessments and addressing different learning styles. These include using audio discussions, visual concept maps, reflective forums, and kinesthetic multi-media products. The document emphasizes designing relevant and choice-based assessments for online students.
New literacies and Transformative Learning EnvironmentsCITE
Professor Ola ERSTAD, Institute for Educational Research, University of Oslo, Norway
http://citers2013.cite.hku.hk/en/keynotes.htm
---------------------------
Author(s) bear(s) the responsibility in case of any infringement of the Intellectual Property Rights of third parties.
---------------------------
CITE was notified by the author(s) that if the presentation slides contain any personal particulars, records and personal data (as defined in the Personal Data (Privacy) Ordinance) such as names, email addresses, photos of students, etc, the author(s) have/has obtained the corresponding person's consent.
This resource provides teachers with guidance on integrating information literacy and ICT into classroom instruction. It outlines the key stages of an information process model: immersion and ignition, wondering and questioning, planning and search strategy, discovering and interpreting, creating and communicating, and celebrating and evaluating. At each stage, examples are given of how teachers can incorporate various digital tools and resources to support students' learning. The overall goal is to help teachers make stronger connections between teaching information literacy skills and the use of educational technology.
The document discusses digital literacy and its importance in education. It defines digital literacy as the ability to understand and use information from various digital sources in an ethical manner. It highlights how technology and digital tools can enhance learning by allowing collaboration, problem solving, and sharing of knowledge. The document advocates embracing technology and digital literacy to extend our own knowledge through hands-on and proactive learning approaches.
Readspeaker Presentation at 2016 Brightspace Southern Ontario ConnectionD2L Barry
How to Deploy & Support a Universal Design for Learning Strategy w/TTS Technology within D2L's Learning Environment. Readspeaker with Michal Hughes. St. Catharines, Ontario. November 18, 2016.
Forging a new path in Montreal: Universal Design in higher educationAndrea Miller-Nesbitt
This document discusses universal design in higher education, specifically at McGill University. It begins with defining universal design and its principles, as well as universal design for learning. It then provides context on the increasing prevalence of students with disabilities in Canada and Quebec. Several initiatives at McGill to promote universal design are described, including a project to create an online toolkit for faculty. Suggestions from the project for improving accessibility in areas like the learning environment, technology, and libraries are summarized. The presentation concludes by emphasizing universal design benefits all students and creates more inclusive learning environments.
Designing Accessible Cyberlearning: Recommendations & Lessons Learned3Play Media
This webinar shares recommendations for how cyberlearning researchers can address accessibility issues in their research and for how instructors and designers can employ accessible technology and pedagogy in their practice.
Readspeaker Presentation at 2018 D2L Connection: Nova ScotiaD2L Barry
ow to Easily Deploy and Support a Universal Design for Learning Strategy with the ReadSpeaker Learning Tools in Brightspace by D2L; Michael Hughes, ReadSpeaker
Universal Design for Learning (UDL) aims to make curriculum accessible to all students by providing multiple means of representation, expression, and engagement. It originated from universal design in architecture which retrofitted buildings to accommodate people with disabilities. UDL recognizes that students learn in different ways and provides flexible options to present information, allow students to demonstrate knowledge, and sustain interest and motivation. UDL is supported by brain research showing individual differences in learning networks and is implemented through technology which can customize learning experiences.
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.
Universal Design for Learning Presentationmrebecchini
Universal Design for Learning (UDL) aims to make learning accessible to all students by providing multiple, flexible methods for presentation of content, student expression, and student engagement. UDL is supported by brain research showing learning is distributed across recognition, strategic, and affective networks, which vary between individuals. UDL principles include presenting content through various formats, allowing choice in how students demonstrate understanding, and providing options to engage students. Technology supports UDL by making content versatile, transformable, networked and able to be marked. The CAST organization provides resources for implementing UDL including lesson planning tools.
The document discusses diversity, culturally responsive teaching, assistive technology, and instructional strategies. It provides information on ISTE standards for using technology in education, key factors of culturally responsive teaching including understanding students' cultures and prior knowledge. Assistive technology is defined as tools that increase functional capabilities for those with disabilities. Examples of high-tech, mid-tech, and low-tech assistive technologies are given. Commonly available assistive technologies and uses of assistive technology in literacy are also outlined. The document provides a game plan for teachers to set goals in learning about instructional technologies to support personalized instruction.
Universal Design for Learning (UDL) aims to make curricula accessible and appropriate for all students by providing multiple means of representation, expression, and engagement. This is achieved through the use of flexible curriculum materials and assistive technologies. UDL breaks down barriers for diverse learners by offering alternatives that address different learning styles, abilities, and disabilities. Assistive technologies play a role in UDL by helping to overcome specific barriers individual students face in order to access and participate in the learning environment. Both UDL and assistive technologies strive to ensure all students, including those with disabilities, have access, can participate, and progress in their education.
Tips About Accessibility for Online Learning Instructors3Play Media
Learn what is reasonable for instructors and online course designers to know in order to begin designing courses that are welcoming to, accessible to, and inclusive of all students and instructors, including those with disabilities.
This document discusses how to ensure online learning is effective for all learners. It notes that students now spend over 7 hours per day using media, which is significant for online teachers designing engaging lessons. It emphasizes that all students have a right to learn, and outlines challenges of meeting diverse student needs. The document recommends differentiated instruction online through varied content representation and student engagement. It also stresses the importance of accessibility, individual supports, and designing courses for specific learner profiles to meet exceptional student needs.
This document provides an overview of Universal Design for Learning (UDL), a framework for ensuring access and equity in education. It discusses UDL's foundations in universal design principles and brain research. The document explains the three networks in the brain and how UDL addresses each through multiple means of representation, engagement, and action/expression. It highlights how technology can support UDL and discusses benefits for all learners. Resources from CAST, the leading organization in UDL, are also referenced.
The document discusses Universal Design for Learning (UDL), which is a framework for designing curricula to enable all students to gain knowledge and skills regardless of individual differences. UDL aims to provide multiple means of representation, expression, and engagement by utilizing various methods, materials and assessments. It was created based on research showing that students have different learning styles, abilities, cultures and backgrounds. The three principles of UDL are to provide multiple ways of presentation, expression and engagement. The document provides examples of how technology can support UDL and notes its potential benefits for increasing student achievement.
Access to intellectual resources without barriers means to give everyone the opportunity to partecipate in every type of environment (phisycal and learning)
Digital Natives: How to Engage the 21st Centuryaccording2kat
This is the PowerPoint to a presentation I gave at the Ohio Association for Health, Physical Education, Recreation and Dance (OAHPERD)'s 84th Annual Convention. It includes current terms of digital technology and how to integrate new and relevant technology avenues into health and physical education classrooms. Such avenues include but are not limited to social media, podcasts, blogs, and more!
This presentation about Universal Design Learning will help viewers gain a better perspective behind what it truly is. Users will also gain knowledge about technology resources that support UDL.
Presentation by Greg O'Connor (Teacher/Education Services Manager) at the Accessing the Future Conference in the Hunter Valley, NSW, Australia - December 2011.
UDL is a framework that aims to remove barriers to learning by providing multiple means of representation, expression, and engagement. It involves making the physical environment accessible and using technology to present information in different ways to meet diverse learning styles. The three principles of UDL are providing multiple means of representation, expression, and engagement. UDL builds flexibility into the curriculum and gives students choice to increase motivation and learning.
Similar to D2L Connection: Alberta - Readspeaker Breakout Session (20)
SNHU HEaRT Program - D2L Excellence AwardBarry Dahl
Short presentation by Stacey Rosenberg of SNHU about their D2L Excellence Award winning program titled Higher Education and Real-world Training (HEaRT)
D2L Connection: Alberta 2018 - Action Research - Jennefer RousseauBarry Dahl
Presented at SAIT on March 9, 2018 by Jennefer Rousseau of Bow Valley College.
Action Research: Tinkering with Universal Design Ideas
Description: At Bow Valley College, School instructors are encouraged to use universal design for learning practices in their class. Jennefer Rousseau, an advocate for UDL, was eager to use the D2L discussion board as a means to implement “rotating notetaking”. In an epic fail, Jennefer decided to use action research to customize a UDL idea to meet the needs of her specific learners. Come listen to her journey and perhaps even influence her research.
Ten Bright Ideas to Make your Brightspace Courses More Accessible to Students...Barry Dahl
February 2018 version, with notes, Barry Dahl.
Presented at D2L Connection: 2018 Ontario Edition at Sheridan College. March 2, 2018. Guest presenter: Brielle Harrison of D2L.
Brightspace Webinar - Feb 13, 2018 - Evaluating Quality of Online TeachingBarry Dahl
Two useful documents will be shared in this webinar. The first is a five-part Pre-Evaluation Worksheet. The second document is a five-category rubric for evaluating teaching performance of online instructors. These documents are sharable and editable. Use these documents to start or build upon your existing online faculty evaluation process.
Effective Practices in the Online Delivery of Developmental EducationBarry Dahl
This document discusses effective practices for delivering developmental education courses online. It begins by outlining a discussion where an expert claimed completion rates for online developmental courses were much lower than face-to-face courses. However, data from Lake Superior College showed comparable completion rates and passing grades between online and face-to-face developmental courses. The document then lists effective practices for online developmental education, including strong instructor presence, clear expectations, emphasis on time flexibility, timely feedback, early alert systems, online orientations, tutoring, mentors, examples, self-assessment, and frequent assignments. It concludes by discussing alternatives like MOOCs, competency-based models, and personalized learning.
Jekyll Island off the coast of Georgia offers beautiful beaches, wildlife, and history. The Jekyll Island Club founded in 1886 was a vacation spot for wealthy families like the Rockefellers and Vanderbilts. Majestic live oak trees covered in Spanish moss and resurrection ferns can be seen throughout the island. A unique attraction is Driftwood Beach known as the Elephant Graveyard for its formations of driftwood scattered along the shore. Visitors can enjoy fresh local seafood like a Low Country Boil of shrimp, potatoes, and sausage eaten on the docks near the historic Jekyll Island Club.
eLearning A to Z - MidSouth Distance Learning Conference 2013Barry Dahl
The document discusses perspectives on online learning from both supporters ("e-learning zealots") and critics ("e-learning atheists"). E-learning zealots tout the benefits of online learning without evidence, often starting sentences with stories of individual students. E-learning atheists are skeptical of online education and believe it cannot replace traditional college experiences. The document also examines arguments about the flexibility and quality of online learning.
Mandatory Web Accessibility Training for Online FacultyBarry Dahl
This document outlines the need for mandatory web accessibility training for online faculty. It discusses how accessibility supports inclusion for people with disabilities and is recognized as a basic human right. Examples of accessibility include alternative text, navigation via keyboard, captions, and color choices that don't hinder users. The document recommends knowledge training in web accessibility be required and suggests using existing online training resources and creating a Desire2Learn course with assessments to provide this training.
1) Studies have found that students are slightly more likely to fail or withdraw from online courses compared to face-to-face courses at community colleges. However, comparisons of completion rates need to account for differences in student demographics and other factors.
2) Expectations for online course completion rates should consider differences in student populations, instructor experience, and course lengths. Shorter online courses may help address interruptions in students' lives from family or work issues.
3) Improving support systems, early intervention, orientation, and professional development can help increase online completion rates. The goal should be enabling student success rather than comparing raw completion statistics between online and face-to-face courses.
Are We Amusing Ourselves to Death? OCICU ConferenceBarry Dahl
This document summarizes a presentation given using clicker technology. It discusses various demographic questions answered by the audience through clickers, including gender, age, technology use, and social media habits. Several quotes and perspectives are presented on topics like education, entertainment, and the impact of emerging technologies.
This document provides information and suggestions for customizing course home pages and personalizing the learning experience for students in Brightspace. It discusses using widgets, layout options, and replace strings to create a more engaging and relevant home page. It also explains how instructors can utilize intelligent agents to automatically send reminders or messages to students based on defined criteria like lack of login or course activity.
The document provides guidance on building effective home pages in the D2L learning environment. It recommends considering students' needs and wants like course information, materials, and updates. It suggests maximizing the home page with a news section, important dates, content and resource links, and RSS feeds. The document also outlines layout options and using custom web pages as home pages.
Dr. Linda Baer - D2L Keynote Asia-Pac Conference - 9/15/12Barry Dahl
The document discusses several topics related to higher education:
1. It discusses the completion challenge facing higher education institutions, including low completion rates, the need to better align K-12 and postsecondary education to support college readiness, and the need for adults to have opportunities to return to college.
2. It discusses the capacity challenge, including the need to build organizational capacity, attract talent and develop skills, increase collaboration, and shift institutional culture.
3. It discusses the funding challenge facing higher education institutions, including state budget cuts and the rising costs of college leading to increased student debt.
4. It discusses the innovation challenge, including the need to move beyond isolated "islands of innovation" and overcome
Intelligent agents in Desire2Learn can automate notifications when certain criteria are met, such as a student not logging in or entering a course. The agents check for predefined criteria on a set schedule and send customized emails to specified recipients. Examples include sending reminders to students who are inactive or messages with encouragement and resource links after poor performance. While agents increase communication, their use requires effective management to avoid over-messaging students.
Governors Sate U - Are We Amusing Ourselves to Death?Barry Dahl
Postman argued that television had become the primary medium of communication and shaped public discourse in a way that prioritized entertainment over substance. He believed television encouraged passive consumption of information rather than active engagement. While new technologies like the internet could potentially encourage more creativity and interaction, there was also a risk they could further distract and amuse people without adding real value. Postman's final message was that emerging technologies should be evaluated based on whether they enrich public discourse or simply aim to amuse and distract.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.
D2L Connection: Alberta - Readspeaker Breakout Session
1. March 2018
SAIT, Calgary AB
Good for Everyone
Necessary for Some:
Make Learning More Equitable
& execute on many
UDL Guidelines by Providing
Automatic On-demand Audio
in your Brightspace by D2L
Michael Hughes
ReadSpeaker
Newmarket, ON
@ServeLeadChange
2. Agenda
▪ How do these Connect? Universal Design for Learning, User
Experience & Text-to-Speech? (UDL, UX & TTS)
▪ First of all, why do this? Who benefits?
▪ Universal Design for Learning (UDL):
• It’s about Creating & Delivering Equitable Learning Experiences!
▪ Text to speech (TTS) technology, UDL & accessibility
▪ Who is ReadSpeaker?
▪ UDL and UX in Brightspace: ReadSpeaker’s already built-in,
ready to go! Let’s check it out together
▪ Questions and discussion
3. Canada’s Global News:
Global News’ text-to-speech converter aims to help Canadians access the Internet - National | Globalnews.ca
Government of Northwest Territories, Department of Health & Social Services
http://www.hss.gov.nt.ca/en/services/community-wellness-initiatives
But first, a demo or two
4. How do these all connect?
UDL, UX & the Social Model of Disability
5. Universal Design for Learning:
“The Myth of the Average Learner”
▪ The most consistent finding to emerge
from the interdisciplinary study of
learning is that when it comes to
learning, natural variability is the rule,
not the exception.
▪ What is perhaps most important to
understand about learner variability is
not that it exists, but that not all of it
is random.
▪ Because some variability is systematic,
you can design for it in advance.
▪ This approach is called Universal Design
for Learning (UDL).
Source: udloncampus.CAST.org
6. UDL: Make the Opportunity to Choose to Listen
as Barrier-Free as possible!
UDL flips the model of
assistive technologies by
offering benefits of digital
technologies to all students,
allowing them to choose
the digital tools that fit
them best.
6
7. Universal Design for Learning (UDL)
& the Social Model of Disability
▪ Key Idea: “environments and practices can equally enable or
disable individuals.
▪ “UDL moves the focus away from individual characteristics to the
environment’s own ability to widen or restrict access”.*
▪ “UDL then should be “seen as the procedural translation and
application of the social model of disability, and not as a
stand-alone technique of access”.*
* Fovet, Jarrett, Mole and Syncox,
McGill University, 2014
8. Canada & Ontario:
Educational Attainment & Disabilities in PSE
▪ As can be seen in the chart here, while a
higher share of people have
postsecondary credentials, the gap
between those with disabilities and
those without has not closed over time.
▪ Canadian sources suggest proportions
of the student population with
disabilities range from 5% to 15%, with
universities and college proportions
significantly different
▪ McCloy and DeClou’s 2013 report
provides a quite comprehensive view to
the Ontario situation, and to a lesser
extent, that of Canada as a whole.
McCloy, U. and DeClou, L. (2013).
Disability in Ontario: Postsecondary education participation rates, student experience and
labour market outcomes. Toronto: Higher Education Quality Council of Ontario.
9. UX: General Principles
• User is the Center
• UX is Holistic
• Great UX is Invisible
• UX is a Lifecycle
• Context is King
• Give User the Control
• UX is a Conversation
• Great UX is Simple
Ying Jiang | UX Designer
GingerStudio.com
10. User experience (U/X): Why simplicity matters, or
Taking charge of making it better for your students
▪ Universal design principles point to
design that makes it easy to choose to
listen “in the moment of need”
▪ This also supports user autonomy and
self-efficacy
▪ Over the years, best practices have
improved, and
we know more about how to drive
higher engagement
11. Examine user experience (UX) to reduce/eliminate
barriers to usability and findability
“We already have <insert name of good AT software>.
What is gained by using ReadSpeaker in our LMS and website?”
Good question. To decide to use something, the user must first
know it is available to be used.
Finding accessibility features is often pretty hard
▪ Presumes that the student will plan ahead and has continual
access to their own or staff computer support skills
And, it’s not a 90%+ Windows world anymore; there are multiple
support needs, and Bring Your Own Device (BYOD) to consider
▪ Platforms (PC’s, Chromebooks, Smartphones, Tablets, and more)
▪ Operating systems (Windows XP – 7 – 8 – 10 etc, Macintosh,
Chrome O/S, iOS, Android, Linux and more
▪ Browsers (Firefox, Chrome, Safari, Internet Explorer, Opera, and
many more)
That’s where
ReadSpeaker helps
– across all platforms,
in an obvious and
consistent way –
ready, on-demand…
Just press the
Listen button!
13. Ontario Ministry of Education: What Works, 2011
“The Voice of Text-to-Speech Technology”
“Research Tells Us
• Children who fall behind as readers read
less; this, in turn, can increase the skills
gap between struggling readers and their
peers.
• Self-efficacy – belief in oneself as a
reader – is half the battle in helping
students learn to read.
• Choice – in what to read, when to read
and how to read – acts as a powerful
motivator for all students and especially
for those who struggle with reading.
• Text-to-speech technology facilitates
student choice, differentiation and self-
advocacy.”
Dr. Michelann Parr, Schulich School of Education
14. The Reader as Navigator,
& Where TTS Helps The Learner*
The Map Reader The Purposeful Traveller The Captain The Chartmaker
Recognizes and uses a variety of
word solving strategies**
Selects texts and reads in a way that
permits travel to different times and
different places for different purposes.
Establishes a purpose for navigating a
text.
Recognizes reading as a
transaction among reader, author,and
reading community.
Draws on a repertoire of known
words and symbols and continually
develops a reading vocabulary that
allows navigation of a variety of
texts.
Is anchored in comprehension by
knowledge of a variety of text features
(e.g., story, poem, information).
Recognizes that the journey — the
purpose of reading — is the destination.
Explores, extends, and revises ideas,
information, and perspectives in texts in
order to help others travel
to different times and different places for
different purposes.
Recognizes and navigates
language conventions (e.g., sentence
structure, punctuation
Adjusts sails (reading strategies and
reading rate) to match the text
form and the purpose of travelling
through the text.
Recognizes that reading always involves
travelling through a text in search for
meaning.
Engages in critical thinking, critical
consciousness, critical literacy/ inquiry in
order to facilitate future voyages.
Recognizes and uses visual information as
a guide to comprehension.
Recognizes the author’s voice in a text. Knows and sails through a variety of
comprehension strategies
Recognizes points of view,
omissions, and multiple perspectives of
travellers and texts they encounter
along the way.
** (including awareness of letter–
sound relationships or decoding,
word analysis, syntax clues, and
context clues).
Travels successfully through a text
by thinking metacognitively,
connecting to previous voyages, and
making meaning.
Checks in and self-monitors while
reading, recognizing when the route to
comprehension breaks down and adjusts
sails to restore it.
Responds to texts in a variety of ways,
discovering new worlds and charting new
course.
Sustains travel through text and
comprehension, and maintains interest
over an extended time.
Responds to texts in a variety of
ways, adjusting sails when
necessary.
Excerpted from: Parr, M., & Campbell, T. (2012). Classroom Literacy Essentials: Weaving Theory into Practice for Successful
Instruction in Reading, Writing, and Talk. Toronto, ON: Pembroke Publishers (p. 66), as presented by Dr. M. Parr to International Reading Association conference
15. Who benefits when you speech-enable your
websites, documents and learning systems?
16. Who benefits?
Several Groups of People, and Schools themselves!
▪ Busy learners who like to multitask or listen on the go.
▪ People – students, instructors & community - with reading
impairments, including dyslexia.
▪ People with concentration difficulties.
▪ People with cognitive impairments.
▪ People who are non-native speakers of the language in which they
are studying
▪ People with visual impairments.
17. Who benefits? People who value being mobile
▪ Busy people who can save time by
listening to important content while
they’re on the go – on transit, say, or at
the gym
▪ ReadSpeaker is device-independent, so it
works on mobile devices like smartphones
and tablets, as well as computers, and is
not tied to any particular browser
▪ Better yet – the “download as mp3”
feature means students can – and do! –
choose to simply listen off-line as well
18. Literacy Levels in Canada:
More Canadians struggle with reading than most people realize
Source: Government of Canada,
http://www4.hrsdc.gc.ca/.3ndic.1t.4r@-eng.jsp?iid=31
• Most recent international OECD
survey (2012):
• Since 53% of Canadians with some
post-secondary education achieved
Level 3 literacy level (equivalent to
high-school graduate), that means..
• Even 47% of Canadian adults with
some post-secondary education were
below adequate levels of literacy!
• Look to the right: some 27% of adults
with degrees also struggle with even
moderately complex written English
19. Who benefits? Students with certain disabilities
▪ Students with learning disabilities –
whether they have been approved
for special needs services or not
▪ Learners with reading impairments,
including dyslexia.
▪ Learners with concentration
difficulties, even if temporary or
situational
▪ Students with visual impairments
20. Who benefits? People whose English or French skills
may be passable, but perhaps not fast
▪ One example group are some
international students
▪ Learners who are non-native speakers of
the language in which they are studying
▪ Students can be more efficient in their
studying – and save time in not having
to re-read as often -- by taking
advantage of bimodal reading
21. Who benefits? If Retaining and Graduating Students
matters, then Everybody Benefits!
▪ 2014 Canadian study recommends enhancing course self-efficacy to
increase student success
▪ “Findings on the Course Self-Efficacy Scale suggest that enhancing one’s belief that
one can effectively research a term paper, do well on exams, manage time
effectively, take good class notes, keep up-to-date with school work, and
understand the material in textbooks may improve academic performance and
increase the likelihood of graduation….
▪ “Findings on the CEQ School Environment measure suggest that campus
IT departments can help by ensuring that information on campus web sites is
accessible and by providing adequate assistive technologies in the diverse
computer labs on campus. Training on computer technologies both on and off
campus, and ensuring the availability of course materials (alternate formats)
can also facilitate success.”
Fichten, CS et al, 2014. College and university students with disabilities:
“Modifiable”…factors related to grades and graduation
Journal of Postsecondary Education and Disability, 27 (3), p. 286
22. Why Not Deliver on UDL in class (located wherever)
via your virtual learning environment (VLE)?
▪ UDL is an important approach to reaching and enabling
students by providing multiple ways to learn and demonstrate
learning
▪ ReadSpeaker has built integrations with the world’s leading
VLE’s such as (Moodle, Desire2Learn, Blackboard, Canvas, and
more ) to provide one key way to deliver alternate ways to
learn…you might call it “automatic on-demand audio”
▪ UX: keeping the user interface simple and effortless --
available in the moment of need -- matters. It drives
engagement and usage
24. Premier Provider of Text-to-Speech Technology
ReadSpeakerdevelops
text-to-speech technologies and
services to interpret and audibly read
text in a synthetic yet naturalized,
human sounding voice, entirely
managed on its own proprietary
technology infrastructure
5,000+
Websites and
Mobile Apps
40+
Languages
150+
Voices
26. ▪ ReadSpeaker was the first company to provide online text-to-speech
solutions in 1999.
▪ ReadSpeaker can provide the widest choice of synthetic voices in the
market.
▪ ReadSpeaker is the only global TTS platform that builds its own high-
quality voices.
▪ We control the total delivery chain from the TTS voice engine to the
end-user and back
▪ Our extensive linguistics department takes care of pronunciation
corrections based on client feedback, at various levels
The ReadSpeaker Voice Quality difference
27. Technology Advantage: Our End-to-End Platform
Means You Get the Best Quality Voices
ReadSpeaker’s end-to-end platform control
allows for real-time adjustments, which leads
to better quality voices & user experience
ReadSpeaker
Enterprise
Platform
Enterprise
Highlighting
docReader
TextAid
Web API’s
Production
services
Third-Party
Providers
rSpeak
ReadSpeaker’s
Proprietary
Voice Engine
TTS Packaging
Speech Server
SDK’s
SAPI OEM
Product
Offerings
Web Reading
Learning
Licensing/
Applications
Platform
Technology
Markets
Served
Suppliers
(Voices)
30. What do I have to do to turn this on in our D2L?
How do we get started?
Here’s the 1 page guide from D2L:
▪ 1. Get a ReadSpeaker customer ID
▪ 2. Enter this ID in Config Variable
Browser in Admin Tools in
Brightspace
▪ 3. In Organization Tools, switch
ReadSpeaker to “ON”.
You’re done!
31. ReadSpeaker for Brightspace:
Overviews and Video Tours
Video Overview: ReadSpeaker for Brightspace
Video overview: ReadSpeaker docReader in Brightspace
Video Overview - ReadSpeaker TextAid LTI for D2L: Quizzes & More
32. In a word, YES!
ReadSpeaker offers a wide variety of solutions & toolsets
▪ Generally our streaming solutions (like the integrated
ReadSpeaker for Brightspace) come with a one-
time setup fee and an annual service fee that includes
all upgrades and maintenance.
▪ For educational institutions, ReadSpeaker’s pricing
brackets are structured by the number of students
ReadSpeaker TextAid is priced separately and can be
individual or institutional/managed in your LMS.
Our Production and TTS Licensing offerings are generally
based on consumption and a wide range of use case
models
Is it affordable?
How do ReadSpeaker Pricing Models Work?
ReadSpeaker
for Learning Management Systems Standard Pricing
Tiers*
1 -500
501-1000
1001-2000
2001-5,000
5,001-8,999
9,000-15,999
16,000-31,999
32,000-54,999
55,000-72,000
72000 +
* Typically full-time equivalent (FTE) students
33. STRATEGY
UBIQUITOUS ANY Where ANY Time ANY Content
Compatible with all
browsers and devices
Device-independent
45 plug-ins for CMS/LMS
Expert development team
Any Device
99.92+% uptime
Scalable for 10,000+
customers
Customers can and do
have millions of listens
per day
Online & offline
Web pages, online
documents and forms,
apps, digital books,
eLearning materials,
devices, and more
34. STRATEGY
VOICESPECIALISTS
Powerful TTS The Best Voices Linguists
More than 40 languages and
150 of the best voices on the
market
We build our own voices
Pronunciation fine-tuning
and corrections based on
feedback (names, acronyms,
special words…)
Multi-layer pronunciation
correction per language, voice,
client
Customizable dictionaries
Web-based services have no
capacity limit compromises
Our linguists are experienced
scientists with global experience
Improvements at various levels
from engine to dictionaries and
library
25% of the team’s time is spend
on R&D