The document discusses accessibility of online content at The Open University. It notes that 17.1% of the university's students have a disability. Common disabilities impacting online learning include mental health issues, fatigue/pain, learning difficulties, mobility issues, and sight or hearing impairments. The university works to make its online module content, library resources, and databases accessible through clear formatting, screen reader compatibility, captions, and flexibility. However, some content like PDFs, images, videos and tables can present problems. The university works with publishers and provides conversion services to improve accessibility when possible. The challenges of ensuring content is accessible before purchase are also discussed.
Kate Vasili and Ruth Houghton - Supporting students at Middlesex University: ...sherif user group
Middlesex University provides support services for students with disabilities and works to create an inclusive environment. The document outlines the university's efforts to support students with visual impairments, hearing impairments, dyslexia, and general disabilities. It describes the services and equipment previously available as well as legal changes around disability support. Recent cost cutting resulted in changes to disability support services at the university. The document details current support services and the university's work to improve accessibility of facilities, technology, resources, and information for students with disabilities.
The document discusses the EU4ALL project which aims to develop an open architecture of services to support lifelong learning for all learners. It outlines two scenarios of a student named David accessing and being provided customized educational content and assistive technologies. It then provides overviews of the EU4ALL framework, content personalization, e-services, research directions, and concludes that the framework can help institutions improve accessibility through personalized content and support services using different systems and technologies.
OER refers to teaching, learning, and research resources that are freely available or have an open license allowing reuse. OERs include full courses, materials, modules, textbooks, videos, and other tools. They provide benefits like lower costs for students, less prep time for teachers, and access to teaching ideas. However, not all subjects or courses have quality OER content available, some resources rely on temporary grant funding, and users need to understand licensing. Overall, OERs are a valuable tool for educators by potentially saving time and allowing focus on other areas.
Open educational resources (OER) are educational materials that are freely available online for anyone to use, share, and adapt. OER can help address challenges in higher education by increasing access and reducing costs. There are many potential benefits to using OER, including increasing visibility for departments and institutions, improving pedagogy, and extending the reach of educational materials globally. However, adoption of OER faces constraints such as lack of awareness, technical barriers, and concerns about quality and copyright. Creating a culture of openness along with addressing technical, financial, legal, and individual factors can help increase use of OER.
The Triple A (AAA) of OER: Accessibility, Availability, and AffordabilityJeremy Anderson
Session presented at NERCOMP 2019 on the intersectionality of OER and UDL for promoting highly accessible and available learning experiences for diverse learners. Panelists included Kelsey Hall, Lance Eaton, Kevin Corcoran, and Jeremy Anderson.
This orientation document provides information to adjunct faculty on student support resources, faculty accommodations, and new learning directions. It outlines the office space, technology access, and facilities available to adjunct faculty. It also details initiatives to increase the use of iPads and online content in general education courses along with continuing effective course documentation. Adjunct faculty from an Army proving ground will join classes via Skype. Contact information is provided for an academic support program called The Scholars Academy located in the Old Industrial Arts building.
Open educational resources (oer) power pointrobinec
Open educational resources (OER) are teaching and learning materials that are freely available online for anyone to use, adapt and share. OER include full courses, textbooks, modules, videos and other materials. There are several advantages to using OER, such as reducing costs for students, increasing accessibility of educational resources worldwide, and allowing for customization and incorporation of updated content. However, some disadvantages include the effort required to evaluate and validate large volumes of OER materials, lack of funds to support ongoing updates and maintenance, and potential issues with attribution, copyright and access to technology for disadvantaged students.
Kate Vasili and Ruth Houghton - Supporting students at Middlesex University: ...sherif user group
Middlesex University provides support services for students with disabilities and works to create an inclusive environment. The document outlines the university's efforts to support students with visual impairments, hearing impairments, dyslexia, and general disabilities. It describes the services and equipment previously available as well as legal changes around disability support. Recent cost cutting resulted in changes to disability support services at the university. The document details current support services and the university's work to improve accessibility of facilities, technology, resources, and information for students with disabilities.
The document discusses the EU4ALL project which aims to develop an open architecture of services to support lifelong learning for all learners. It outlines two scenarios of a student named David accessing and being provided customized educational content and assistive technologies. It then provides overviews of the EU4ALL framework, content personalization, e-services, research directions, and concludes that the framework can help institutions improve accessibility through personalized content and support services using different systems and technologies.
OER refers to teaching, learning, and research resources that are freely available or have an open license allowing reuse. OERs include full courses, materials, modules, textbooks, videos, and other tools. They provide benefits like lower costs for students, less prep time for teachers, and access to teaching ideas. However, not all subjects or courses have quality OER content available, some resources rely on temporary grant funding, and users need to understand licensing. Overall, OERs are a valuable tool for educators by potentially saving time and allowing focus on other areas.
Open educational resources (OER) are educational materials that are freely available online for anyone to use, share, and adapt. OER can help address challenges in higher education by increasing access and reducing costs. There are many potential benefits to using OER, including increasing visibility for departments and institutions, improving pedagogy, and extending the reach of educational materials globally. However, adoption of OER faces constraints such as lack of awareness, technical barriers, and concerns about quality and copyright. Creating a culture of openness along with addressing technical, financial, legal, and individual factors can help increase use of OER.
The Triple A (AAA) of OER: Accessibility, Availability, and AffordabilityJeremy Anderson
Session presented at NERCOMP 2019 on the intersectionality of OER and UDL for promoting highly accessible and available learning experiences for diverse learners. Panelists included Kelsey Hall, Lance Eaton, Kevin Corcoran, and Jeremy Anderson.
This orientation document provides information to adjunct faculty on student support resources, faculty accommodations, and new learning directions. It outlines the office space, technology access, and facilities available to adjunct faculty. It also details initiatives to increase the use of iPads and online content in general education courses along with continuing effective course documentation. Adjunct faculty from an Army proving ground will join classes via Skype. Contact information is provided for an academic support program called The Scholars Academy located in the Old Industrial Arts building.
Open educational resources (oer) power pointrobinec
Open educational resources (OER) are teaching and learning materials that are freely available online for anyone to use, adapt and share. OER include full courses, textbooks, modules, videos and other materials. There are several advantages to using OER, such as reducing costs for students, increasing accessibility of educational resources worldwide, and allowing for customization and incorporation of updated content. However, some disadvantages include the effort required to evaluate and validate large volumes of OER materials, lack of funds to support ongoing updates and maintenance, and potential issues with attribution, copyright and access to technology for disadvantaged students.
Open Educational Resources (OER) provide benefits such as making education more affordable and accessible to those without funds or access to traditional schools. OER also offers a broader range of educational materials for instructors. However, OER faces challenges like lacking the thorough peer review of traditional textbooks, requiring time to develop content from various sources, and potentially offering outdated content if not properly maintained. Some students also may not have access to technology needed for OER materials.
Open Educational Resources: Advantages & DisadvantagesTraci Taylor
Open educational resources (OERs) are teaching and learning materials that can be freely used and reused without permission. OERs are available in the public domain or have an open license allowing reuse as long as the creator is attributed. Examples of OERs include textbooks, courses, images, and videos. OERs provide access to educational resources for free, saving students money while allowing universal access to education. However, the quality of OERs can be harder to determine and concerns exist regarding long-term funding and access to necessary equipment.
The document discusses various open educational resource (OER) projects from around the world. It lists initiatives and repositories of OER materials from countries and organizations including OER Africa, Afghanistan's 'Darakht-e danesh' program, POERUP, the OpenCourseWare Consortium, and organizations from Indonesia, Japan, Thailand, Pakistan, Sri Lanka, India and more. It also discusses the Commonwealth Educational Media Centre for Asia's role and various Indian OER programs and repositories including the National Repository of OERs, NPTEL, and WikiEducator India.
Types of Open Educational Resources (OER)Ankuran Dutta
The document outlines different types of open educational resources (OER). It discusses OER in terms of the media they use (such as text, images, audio, video), their quality (self-published, peer-reviewed), authorship (individual, collaborative), how they are presented (slides, e-content), licensing (Creative Commons, public domain), and their nature/format (reading materials, course modules). The goal of the document is to provide an overview of the different categories that can be used to classify OER.
This workshop aims to provide an understanding of open educational resources (OERs) which are teaching, learning, and research materials that are freely available or have an open license. OERs include learning content, tools, and intellectual property licenses. There are benefits to both users and creators of OERs such as increased access to educational resources, reduced costs, and increased visibility. Examples of OER repositories discussed are MIT OpenCourseWare, OpenLearn from The Open University, and The LabSpace. Staff are encouraged to think about how they might incorporate or create their own OERs.
OER provides teaching materials that are freely available and can be reused or modified. Some key benefits are saving costs, helping students learn and retain information, allowing collaboration on best practices, and providing quality resources for all. However, there are also challenges like the time needed to find and implement OER, maintaining resources over time, understanding licensing options, preparing adjunct faculty, and ensuring proper attribution when using digital materials. The document provides an overview of open educational resources including their definition, benefits, and challenges.
A presentation by Dr. Sanjaya Mishra ,Education Specialist, eLearning, COL,Canada and Principal Investigator, ROER4D Project at the Workshop on OER for Development supported by IDRC, Canada
Open Educational Resources (OER) are teaching, learning, and research materials that are freely available online for anyone to use. Some key benefits of OER include increasing access to education by lowering costs for students, and allowing collaboration between instructors. However, there are also challenges such as maintaining high quality, finding desired materials, motivating sharing between instructors, and addressing language barriers or outdated technologies.
Open Education Resources (OER) provide many free educational benefits but also present some challenges. OER offer free college lectures, tutorials, and peer evaluations of course materials from around the world. However, some students may find it difficult to navigate the large amount of information or lack consistent access to a computer and internet, which are needed to use OER. Additionally, not all students are aware that OER exist or comfortable asking for help using them. While OER remove economic barriers to education, access and digital navigation remain challenges for some.
Converting to Open Resource Texts - American Honors Faculty Conference 2016American Honors
By Ann Gerrity, Kilgore College
Instructor - Speech
Co-presenter: Shital Chheda
American Honors Instructional Designer
Visit facultyconference.americanhonors.org
OER in Technical Colleges: Opportunities and BarriersPearlDeSure
Briefly describes the potential benefits and opportunities of adopting OER on an institutional level, as well as the potential barriers that may be found at technical colleges.
OER (Open Educational Resources) can provide benefits like reducing student costs and supporting success by ensuring all students have access to materials, but also presents challenges. Adopting OER requires understanding licensing, taking time to adapt materials, providing professional development for instructors, and ensuring equity and lack of cultural barriers in the curriculum. However, OER allows for more quality choices and fast circulation of information while showcasing faculty talent to a wide audience.
Open Educational Resources (OER) are freely available educational materials that can be used without copyright restrictions. OERs come in many formats including textbooks, videos, and games. They cover a wide range of subjects from K-12 to higher education. Some key benefits of OER include free access and use, cost savings, easy updating of materials, and opportunities for customization. However, OER also present some challenges such as difficulty selecting high-quality materials from the vast options, ensuring acceptable academic rigor, and lack of availability for some specialized topics. Overall, while still new, OER are expected to become increasingly important educational resources.
This document summarizes a presentation about blogs and wikis at Wake Forest University. It discusses how the university library is hosting blogs and wikis and playing an instructional role in introducing emerging technologies. Librarians are using their skills to archive, index, and preserve content in these new collaborative platforms. They work with faculty to incorporate blogs and wikis into courses and provide training and support to students.
The document introduces Jamie Mutch and their responsibilities as an IT Facilitator for the Department of Education, which includes assisting with assistive technologies for students. It then provides examples of different types of assistive technologies that can help students with learning disabilities or those struggling academically in areas like reading, writing, typing. These include text-to-speech, voice recognition, word prediction software, and adapted hardware. The process for accessing assistive technologies through the Department of Education is also summarized.
Edge Hill University developed InfoZone, a blended induction resource on their virtual learning environment (VLE) WebCT, to provide equitable access to information literacy skills for all students. InfoZone contains interactive modules on using campus resources, the library catalog, and academic support services. It aims to introduce students to WebCT and develop lifelong information literacy through guided activities, videos, and quizzes. InfoZone is delivered both online and in hands-on sessions to support all students, including those studying off-campus or remotely.
Assistive technology refers to devices and services that help individuals with disabilities in areas like seeing, communication, listening, and remembering. It is an umbrella term that includes assistive, adaptive, and rehabilitative devices, as well as the process of selecting, locating, and using them. Laws like the Assistive Technology Act provide for services to help individuals select, acquire, and use assistive technology. Various disabilities may require assistive technology, such as hearing impairments, vision impairments, learning impairments, and physical impairments. Examples of assistive technology used in classrooms include listening devices, alternative keyboards, audio books, and electronic math worksheets.
information literacy open educational resources. author: philip russellPhilip Russell
CoPILOT (Community of Practice for Information Literacy Online Teaching) workshop on Open Educational Resources (OERs) at Glasgow Caledonian University, Glasgow, Scotland. Invited Speaker, February 12th 2014.
Alistair McNaught - Rough diamond or fool's gold? E-content as an accessibili...sherif user group
This document discusses the accessibility of e-books and identifies challenges. It examines factors like e-book format, delivery platforms, assistive technologies, and user needs that impact accessibility. The document provides examples of how e-books can be made more navigable or allow text reflowing. It suggests that publishers should understand accessibility issues, provide guidance on strengths and weaknesses, and advocate for more accessible e-book options. Overall, the document analyzes e-book accessibility and offers recommendations to improve access for users.
Gopal Dutta - Collaboration is the key: working as part of a team to organise...sherif user group
The document summarizes a presentation about collaborating on an audit of ebook accessibility. Key points:
- A team from several universities worked together to audit the accessibility of ebooks on 44 platforms from 65 publishers and 280 ebooks.
- Ebooks can potentially be more accessible than print for those with impairments, but many current ebooks have issues like lack of text reflow or screen reader compatibility.
- The audit examined questions like available formats, text reflow ability, screen reader compatibility, and adherence to accessibility guidelines.
- The results will help libraries ensure resources are accessible as required and improve usability for all readers. Conducting the audit required significant coordination between the distributed team members.
Open Educational Resources (OER) provide benefits such as making education more affordable and accessible to those without funds or access to traditional schools. OER also offers a broader range of educational materials for instructors. However, OER faces challenges like lacking the thorough peer review of traditional textbooks, requiring time to develop content from various sources, and potentially offering outdated content if not properly maintained. Some students also may not have access to technology needed for OER materials.
Open Educational Resources: Advantages & DisadvantagesTraci Taylor
Open educational resources (OERs) are teaching and learning materials that can be freely used and reused without permission. OERs are available in the public domain or have an open license allowing reuse as long as the creator is attributed. Examples of OERs include textbooks, courses, images, and videos. OERs provide access to educational resources for free, saving students money while allowing universal access to education. However, the quality of OERs can be harder to determine and concerns exist regarding long-term funding and access to necessary equipment.
The document discusses various open educational resource (OER) projects from around the world. It lists initiatives and repositories of OER materials from countries and organizations including OER Africa, Afghanistan's 'Darakht-e danesh' program, POERUP, the OpenCourseWare Consortium, and organizations from Indonesia, Japan, Thailand, Pakistan, Sri Lanka, India and more. It also discusses the Commonwealth Educational Media Centre for Asia's role and various Indian OER programs and repositories including the National Repository of OERs, NPTEL, and WikiEducator India.
Types of Open Educational Resources (OER)Ankuran Dutta
The document outlines different types of open educational resources (OER). It discusses OER in terms of the media they use (such as text, images, audio, video), their quality (self-published, peer-reviewed), authorship (individual, collaborative), how they are presented (slides, e-content), licensing (Creative Commons, public domain), and their nature/format (reading materials, course modules). The goal of the document is to provide an overview of the different categories that can be used to classify OER.
This workshop aims to provide an understanding of open educational resources (OERs) which are teaching, learning, and research materials that are freely available or have an open license. OERs include learning content, tools, and intellectual property licenses. There are benefits to both users and creators of OERs such as increased access to educational resources, reduced costs, and increased visibility. Examples of OER repositories discussed are MIT OpenCourseWare, OpenLearn from The Open University, and The LabSpace. Staff are encouraged to think about how they might incorporate or create their own OERs.
OER provides teaching materials that are freely available and can be reused or modified. Some key benefits are saving costs, helping students learn and retain information, allowing collaboration on best practices, and providing quality resources for all. However, there are also challenges like the time needed to find and implement OER, maintaining resources over time, understanding licensing options, preparing adjunct faculty, and ensuring proper attribution when using digital materials. The document provides an overview of open educational resources including their definition, benefits, and challenges.
A presentation by Dr. Sanjaya Mishra ,Education Specialist, eLearning, COL,Canada and Principal Investigator, ROER4D Project at the Workshop on OER for Development supported by IDRC, Canada
Open Educational Resources (OER) are teaching, learning, and research materials that are freely available online for anyone to use. Some key benefits of OER include increasing access to education by lowering costs for students, and allowing collaboration between instructors. However, there are also challenges such as maintaining high quality, finding desired materials, motivating sharing between instructors, and addressing language barriers or outdated technologies.
Open Education Resources (OER) provide many free educational benefits but also present some challenges. OER offer free college lectures, tutorials, and peer evaluations of course materials from around the world. However, some students may find it difficult to navigate the large amount of information or lack consistent access to a computer and internet, which are needed to use OER. Additionally, not all students are aware that OER exist or comfortable asking for help using them. While OER remove economic barriers to education, access and digital navigation remain challenges for some.
Converting to Open Resource Texts - American Honors Faculty Conference 2016American Honors
By Ann Gerrity, Kilgore College
Instructor - Speech
Co-presenter: Shital Chheda
American Honors Instructional Designer
Visit facultyconference.americanhonors.org
OER in Technical Colleges: Opportunities and BarriersPearlDeSure
Briefly describes the potential benefits and opportunities of adopting OER on an institutional level, as well as the potential barriers that may be found at technical colleges.
OER (Open Educational Resources) can provide benefits like reducing student costs and supporting success by ensuring all students have access to materials, but also presents challenges. Adopting OER requires understanding licensing, taking time to adapt materials, providing professional development for instructors, and ensuring equity and lack of cultural barriers in the curriculum. However, OER allows for more quality choices and fast circulation of information while showcasing faculty talent to a wide audience.
Open Educational Resources (OER) are freely available educational materials that can be used without copyright restrictions. OERs come in many formats including textbooks, videos, and games. They cover a wide range of subjects from K-12 to higher education. Some key benefits of OER include free access and use, cost savings, easy updating of materials, and opportunities for customization. However, OER also present some challenges such as difficulty selecting high-quality materials from the vast options, ensuring acceptable academic rigor, and lack of availability for some specialized topics. Overall, while still new, OER are expected to become increasingly important educational resources.
This document summarizes a presentation about blogs and wikis at Wake Forest University. It discusses how the university library is hosting blogs and wikis and playing an instructional role in introducing emerging technologies. Librarians are using their skills to archive, index, and preserve content in these new collaborative platforms. They work with faculty to incorporate blogs and wikis into courses and provide training and support to students.
The document introduces Jamie Mutch and their responsibilities as an IT Facilitator for the Department of Education, which includes assisting with assistive technologies for students. It then provides examples of different types of assistive technologies that can help students with learning disabilities or those struggling academically in areas like reading, writing, typing. These include text-to-speech, voice recognition, word prediction software, and adapted hardware. The process for accessing assistive technologies through the Department of Education is also summarized.
Edge Hill University developed InfoZone, a blended induction resource on their virtual learning environment (VLE) WebCT, to provide equitable access to information literacy skills for all students. InfoZone contains interactive modules on using campus resources, the library catalog, and academic support services. It aims to introduce students to WebCT and develop lifelong information literacy through guided activities, videos, and quizzes. InfoZone is delivered both online and in hands-on sessions to support all students, including those studying off-campus or remotely.
Assistive technology refers to devices and services that help individuals with disabilities in areas like seeing, communication, listening, and remembering. It is an umbrella term that includes assistive, adaptive, and rehabilitative devices, as well as the process of selecting, locating, and using them. Laws like the Assistive Technology Act provide for services to help individuals select, acquire, and use assistive technology. Various disabilities may require assistive technology, such as hearing impairments, vision impairments, learning impairments, and physical impairments. Examples of assistive technology used in classrooms include listening devices, alternative keyboards, audio books, and electronic math worksheets.
information literacy open educational resources. author: philip russellPhilip Russell
CoPILOT (Community of Practice for Information Literacy Online Teaching) workshop on Open Educational Resources (OERs) at Glasgow Caledonian University, Glasgow, Scotland. Invited Speaker, February 12th 2014.
Alistair McNaught - Rough diamond or fool's gold? E-content as an accessibili...sherif user group
This document discusses the accessibility of e-books and identifies challenges. It examines factors like e-book format, delivery platforms, assistive technologies, and user needs that impact accessibility. The document provides examples of how e-books can be made more navigable or allow text reflowing. It suggests that publishers should understand accessibility issues, provide guidance on strengths and weaknesses, and advocate for more accessible e-book options. Overall, the document analyzes e-book accessibility and offers recommendations to improve access for users.
Gopal Dutta - Collaboration is the key: working as part of a team to organise...sherif user group
The document summarizes a presentation about collaborating on an audit of ebook accessibility. Key points:
- A team from several universities worked together to audit the accessibility of ebooks on 44 platforms from 65 publishers and 280 ebooks.
- Ebooks can potentially be more accessible than print for those with impairments, but many current ebooks have issues like lack of text reflow or screen reader compatibility.
- The audit examined questions like available formats, text reflow ability, screen reader compatibility, and adherence to accessibility guidelines.
- The results will help libraries ensure resources are accessible as required and improve usability for all readers. Conducting the audit required significant coordination between the distributed team members.
Linked Data at the Open University: From Technical Challenges to Organization...Mathieu d'Aquin
The document discusses how the Knowledge Media Institute at the Open University in the UK has developed a linked data platform, called data.open.ac.uk, to provide open access to various types of data from across the university, including course information, research publications, podcasts, videos, and more. It describes some of the technical and organizational challenges in developing the platform, and highlights how it has enabled new uses of the university's data and inspired innovation both within the university and more broadly in open education.
Discover The Top 10 Types Of Colleagues Around YouAnkur Tandon
The best part being with different colleagues is we learn a lot from them. Good or bad, sooner or later, better or best, we learn something unique from the different personalities working with and around us at our workplace. Read more interesting content, at www.thecareermuse.co.in - We intend to inform and inspire recruiters, job seekers and anyone with an interest in the workplace and HR technology.
Hope you enjoyed reading the Infographic.
Feel free to share your feedback with us at @CareerBuilderIn
Each month, join us as we highlight and discuss hot topics ranging from the future of higher education to wearable technology, best productivity hacks and secrets to hiring top talent. Upload your SlideShares, and share your expertise with the world!
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SlideShares that inform, inspire and educate attract the most views. Beyond that, ideas for what you can upload are limitless. We’ve selected a few popular examples to get your creative juices flowing.
How to Make Awesome SlideShares: Tips & TricksSlideShare
Turbocharge your online presence with SlideShare. We provide the best tips and tricks for succeeding on SlideShare. Get ideas for what to upload, tips for designing your deck and more.
SlideShare is a global platform for sharing presentations, infographics, videos and documents. It has over 18 million pieces of professional content uploaded by experts like Eric Schmidt and Guy Kawasaki. The document provides tips for setting up an account on SlideShare, uploading content, optimizing it for searchability, and sharing it on social media to build an audience and reputation as a subject matter expert.
Providing accessible content can be a costly and timeconsuming
activity for individual libraries who have a legal and
ethical duty to support their students who have disabilities. As
access to online content has grown and funding for support
diminished, libraries are increasingly looking to the benefits
of using their collective effort to assess accessibility of thirdparty
content and then work with publishers and other suppliers
to find solutions. The session will set the scene and provide
some case studies from UK universities that show how we
are supporting students with disabilities in their use of library
content. Libraries have been working individually and collectively
to raise the topic of accessibility with publishers and vendors,
many of whom have engaged with their
customers. In some cases quite simple changes to
publisher platforms can produce effective changes. In others
a much greater investment is needed. The speakers will use
their own experience to outline this topic which we hope will be
relevant to librarians, publishers, system vendors and others.
This document provides an overview of assistive technology tools that can help with reading instruction and support. It discusses the five skills of reading identified by the National Reading Panel: phonemic awareness, phonics, fluency, vocabulary, and comprehension. It describes instructional apps and programs that target each of these skills. It also outlines compensatory tools for reading, including alternate text formats, text-to-speech software, audiobooks, and adapted books. It emphasizes selecting the right tools to scaffold reading success and meet students' individual needs.
Presentation on accessible educational materials. Online resources available at fdlrs2015.wikispaces.com
Developed by the Technology & Learning Connections Team, a part of Florida's MTSS Projects.
Open Education Week 2013 Webinar: March 11, 4:00 pm GMT
The presenters will discuss factors which act as barriers and enablers regarding the creation and reuse of accessible teaching resources focusing on approaches of educators towards accessibility issues in the context of OER. Pedagogical, technical, and policy-based strategies to design, create and deliver OER/OCW learning experiences that can be used by the broadest range of learners will be shared.
Website: http://oerconsortium.org
Webinar language: English
Webinar recording: TBA
Speakers
Una Daly
MA, Community College Outreach, OpenCourseWare Consortium
Dr Anna Gruszczynska
Sheffield Hallam University, England
Prof. Jutta Treviranus
Director, Inclusive Design Research Centre, OCAD University, Canada
Basically this presentation is part of Education ,science and technology.in this presentation E-Learning,ICT agenda,and advantage and disadvantage of E-Learning is discussed.
"This Place is Awesome!": Service, Planning and Program at the Center for Sci...Kelly Barrick
This presentation describes the planning and services of a hybrid library and Yale IT enterprise. Presented with Themba Flowers, Co-Director of the Center for Science and Social Science Information, Yale University at the 2013 Nercomp Conference.
Sloan-C Merlot 12: OER and Accessibility Higher Education Status and IssuesUna Daly
Gerry Hanley, Merlot; Una Daly, Open Courseware Consortium; and Mark Riccobono, National Federation for the Blind present on the importance of designing in accessibility for OER producers and consumers.
This document discusses strategies for including learners with disabilities in distance education. It examines the accessibility of learning management systems like Blackboard and an open-source alternative called ATUTOR. It also explores complimentary technologies like text-to-speech, screen reading, and screen enlargement software that can enhance accessibility. Synchronous conferencing tools and software for cognitive disabilities are also summarized. The document advocates for the development of web-based tools to improve accessibility and lower barriers to technology for all learners.
Use of mobile technology in teaching in lowRowan Wagner
The document discusses using mobile technology in low-resource educational settings. It notes challenges like limited spaces with technology/power, overfilled classes, and inability to provide a variety of audio/visual learning materials. Creating mobile content that students can download addresses these issues by reducing costs, allowing reuse of content, and enabling learning outside the classroom. The document suggests teachers can then utilize this mobile content more flexibly in their instruction, such as introducing blended learning models.
This presentation focuses on the need for assistive technology and other resources to support students with mild learning disabilities in reading, writing, auditory processing, and ADHD. It recommends using universal design for learning principles and Gardner's theory of multiple intelligences to incorporate flexible materials, teaching methods, and assessments. Specific assistive technologies are suggested to aid students with auditory disabilities, ADHD, and mild learning disabilities impacting reading and writing. Formative assessments and continual evaluation of instruction are also emphasized to meet the diverse needs of all students.
This document discusses assistive technology tools that can enhance the educational experience for students with special needs. It defines assistive technology as any tool that helps students with disabilities function and learn. Examples of low-tech to high-tech assistive tools are provided, such as communication boards, adjustable workstations, and text-to-speech software. The document specifically highlights how SMART Boards and audio loops can aid students with disabilities like hearing impairments, dyslexia, and ADHD.
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 daunting 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 additional challenges. Examples of helpful technology include web resources, graphic organizers, word processors with text-to-speech capabilities, and eBooks, which allow customization of fonts, zooming, and highlighting to benefit diverse learners.
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.
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E-learning refers to online learning facilitated through information communication technologies. It allows learning to occur anytime and anywhere through electronic resources. E-learning has grown due to increased demand for flexible education opportunities and the need to reduce costs. It offers benefits like personalized learning, improved retention, and environmental sustainability. While e-learning has drawbacks like low motivation and isolation, it comes in asynchronous, synchronous, fixed, and adaptive formats and can be used for teaching, online courses, training, and more.
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.
Open educational resources (OERs) are freely available teaching and learning materials that can be reused, modified, and shared. OERs offer several benefits such as reducing student costs by replacing traditional textbooks, allowing for quick updates and improvements, and providing scalable and accessible learning materials to students worldwide. However, some challenges to OERs include lack of incentives for continued creation, insufficient training for educators, potential language barriers, requiring internet access and technological capabilities, and missing the human interaction of in-person classes.
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Geraldine Huzar - The Open University and accessibly learning
1. The Open University and
accessible learning
ShERIF event 24th February 2017
Geri Huzar
2. The Open University
• Distance learning institution
• 127,937 students (November 2016)
• Disabled students 21,934 (17.1%)
3. Category Number Impact for online content…
Mental health 9383 • Flexibility, alternatives
Fatigue/pain 6449 • Flexibility, alternatives
Learning
difficulty
5700 • Clear fonts and colours
• Compatibility with text reader
• Support for own settings
Unseen 5341 • Flexibility, alternatives
Mobility 4291 • Physical access
Other 3006 • Flexibility, alternatives
Manual skills 2182 • Keyboard access
• Compatibility with voice recognition
Sight 1462 • Clear fonts and colours
• Compatibility with screenreader and magnifier
• Support for own settings
Hearing 1348 • Captions/transcripts
Autism 1102 • Flexibility, alternatives
Speech 452 • Support with spoken tasks or alternative
Total 40716
5. 85
highly skilled
professional and
support staff
102,000
visits to the OU Library
website and
70,000visits
to Library Search per
month
600databases,
135,000
ejournals/magazines &
over
200,000
ebooks*
1st
The OU Library
helpdesk was the first
UK HE to provide a
24/7 webchat service,
in which we continue to
lead the way
5.4
million
downloads from Open
Research Online. The
Open University's
open access repository
of research
publications
34,000
people connecting with
@OULibrary through
social media
Library Services: at a glance
85%
surveyed in the 2016
National Student
Survey agree library
resources and services
are good enough for
their needs
6. Proactive accessibility
• Academic Liaison Librarian supports module team in
choosing accessible content or making reasonable
adjustments
• Test accessibility of databases and feedback to
publishers on platform and sample content
• Database accessibility tips for students
• Test accessibility of individual ebooks, journal articles
and videos
7. Accessibility requirements
• Accessibility requirements for database platforms and
full text standards publishers version
–Library Services has specific responsibility for:-
• Anticipating the needs of disabled students
• Ensuring students with a disability are able to
achieve digital and information literacy skills
learning outcomes
• OU web accessibility guidelines
–“….to make the most of the internet whatever their
ability or disability.”
8. Some problems with content
• PDF
–Image, read across columns,
• Tables
–Image
• Videos and audio
–Subtitles, transcript, media player
• Figures
Pixabay
9. Liaising with publishers
• Worked with individual publishers
• Come to the OU, so can demonstrate problems to them
Pixabay
11. Challenges
• Providing content that will be accessible to as many
students as possible
• Can’t try before you buy
• Interpreting the law, i.e. commercial availability of
material in a more accessible format
• Keeping up to date with database testing
• Non standard notation: maths, science
Pixabay
Fiona Bowtell presenting for her but Geri is here to answer questions.
Useful to start off giving you some statistics about the Open University and accessibility , for context.
The OU teaches through its own unique method of distance learning, called ‘supported open learning' and it is the largest academic institution in the UK
more than 1,100 full-time academic staff
nearly 6,000 tutors
more than 3,500 support staff
As at November 2016, there nearly 128,000 students studying with the OU. Includes undergraduate and postgraduate.
Of those studying almost 22,000 or 17.1% had declared a disability. There has been a gradual annual increase in the proportion of students with a registered disability. It was 14.4% in 2014 and 15.7% in 2015.
OU provides training to staff about writing accessible content for the web and this is one of the slides used in the presentation.
It shows the different categories of disability at the OU and how many students there are in each category. Some students fit into more than one category.
For each category it shows what adjustments need to be considered to make online content more accessible. Some adjustments benefit more than one disability. For example clear fonts and colour would help people with learning difficulties such as dyslexia and those with sight difficulties too.
Academics write module material, which is delivered to students online using Moodle. Ensuring the content is accessible will be factored in during the production process.
Some modules may also provide students with a textbook, as part of their module material. This is often provided in print and also as an ebook on the VitalSource platform. Other modules require students to buy books. The Materials Procurement Department, which is not part of the Library liaises with publishers to obtain PDFs to provide accessible versions. This can be challenging for older editions.
Modules also refer students to third party material, much of which is provided by the Library. Students will be directed to specific articles and books which are essential to their studies and are increasingly expected to carry out independent research as they progress in their studies
(impossible to be precise because there are lots of ebook type formats and titles that are buried in databases such as C18th Collections online)
To provide an introduction to the OU Library, here are some interesting statistics which give an idea of the scale of our interaction with students.
For example we provide access to approximately 135,000 ejournals and more than 200,000 books. Each month we have 102,000 visits to the OU Library website and 70,000 visits to Library Search.
I’ll talk about proactive accessibility first.
Academic Liaison Librarians are allocated to a module team and as part of their role they support the academics by suggesting which library resources are suitable for incusion. This includes providing guidance on the accessibility of a resource and help with making any reasonable adjustments needed where material is found to be inaccessible.
Although libraries use federated search systems to locate content, some material cannot be found that way, so students need to search individual databases. Databases also offer additional functionality for more in depth searching. Therefore we test the accessibility of databases students are required to use in a module. Testing covers whether the colours can be changed and text enlarged and also keyboard only and screen reader access.
The focus is on ensuring students can do a basic and advanced search and access search results as well as testing how accessible a sample of the full text is. The results are passed to publishers, which I will talk more about. Testing results inform our acquisitions policy, for example we took the decision to stop buying books from one eBook platform as it had accessibility problems.
Where there are problems, accessibility tips are provided on the library website, both with the link to the database and in a separate section for disabled students. The tips may include the fact that the full text is inaccessible or how to refine your search etc if it isn’t obvious.
Where students are directed to access individual ebooks, journal articles and videos, we test their accessibility. If material is found to be inaccessible we then work with the rights holder to address issues.
When we send our testing feedback to publishers we also provide our accessibility requirements, as guidance. This includes a list of different disabilities and what adjustments to material is needed for each one. The requirements are based on OU guidance.
The OU Accessibility guidelines have been created to help enable computer users to make the most of the internet whatever their ability or disability. The guidelines are based on the W3C’s Web Content Accessibility Guidelines 2.0 and common accessibility issues that are identified in OU accessibility testing.
I won’t cover ebook content issues, as they are being discussed by other speakers.
The accessibility of PDFs greatly varies from a scanned image to one that has been tagged for accessibility, so providing structure for screen readers to navigate round them.
Historical content, such as newspapers is often made available as a scanned image which cannot be read by a screen reader. Other problems in PDFs can be where text is provided in columns and a screen readers reads across rather than down each column and also individual words may be misread.
In HTML, tables can be created to be accessible to a screen reader, but sometimes they are pasted in as images instead and so are inaccessible.
Transcripts are needed for audio content and video content needs transcripts and subtitles or captions. These may be missing or the media player used to play the content is not accessible. For example the play, stop, pause buttons may not be labelled so a screen reader can’t differentiate between them or a keyboard user may not be able to tab between them.
Figures such as graphs and charts may need a description if the surrounding text does not adequately convey their meaning.
We’ve liaised with individual publishers to help improve accessibility of platforms and content. For example some have come to the OU for account meetings, we’ve taken the opportunity to demonstrate accessibility issues to them. It is powerful to show exactly why a screen reader or keyboard user will have a problem with an aspect of a platform or full text.
Publishers do need to keep accessibility in mind when they are making small updates to their platform and not just when they are launching a major change. For example the addition of social media widgets has caused accessibility problems with at least two databases, where keyboard only users were not able to tab past them. Another example is where screen reader and keyboard only users were able to get through the process of creating an account , so they could get journal content and search alerts, right up to the point that they pressed the ‘Create’ button which was not accessible without a mouse.
In addition to improving the accessibility of resources, it is also important to help students to develop their confidence in using them.
Students sometimes find they have difficulties accessing resources whilst doing independent research, at these times they can contact the Library Helpdesk in a variety of different ways. We are a member of QuestionPoint cooperative, which provides 24 hour cover, so there is someone to take details of a query even in the middle of the night and then forward it to the Library Helpdesk. We also provide other support, this includes providing tips on the most effective way to navigate resources to screen readers users over the telephone.
One way students can make material more accessible independently ,is the online, automated conversion service SensusAccess which can convert material into different formats. For example a PDF to Word, Braille or MP3. It deals well with text in a PDF that would otherwise be inaccessible to a screen reader user because it is an image, but can’t make tables or non-standard notation such as maths and science more accessible than they already are. It is great for simple and urgent conversions, if there is no time to make a more structured document. One student feedback saying it was brilliant and that previously they had asked their 13 year old son to read long journal articles to them.
If a student comes across inaccessible library material and needs a table to be made more accessible or a description for a figure these need to be done manually.
Where a student has a disability which means they are unable to search Library subscription resources, we do provide a supported literature searching service.
Examples of some of our challeges:
One of our challenges is to provide content which will be as accessible as possible to all our students. We have control over the accessibility of what we produce, but the increasing use of third party content with variable accessibility is a challenge.
When a module team want to integrate a book which we don’t already have access to, we aren’t able to test the accessibility of the book before we purchase it. If it is on an existing platform, which is likely, we will know how accessible that is, but not the book itself.
There is a legal obligation to check whether material is commercially available in a more accessible format before converting it. How far you extend that search, how much you pay for the commercial version and who pays are problematic. We recently were asked to pay again for access to a book we already had a subscription to on an aggregator platform. The publisher offered to make it available on a different platform at a cost.
Keeping up to date with testing databases is a challenge, especially when there are frequent updates to platforms. A crowd sourced approach provided by the Ebook accessibility Audit is a great way to raise awareness on a national level.
Making maths and science notation accessible remains a challenge.
We have been making content accessible to disabled students for a number of years and in light of internal and external changes we are taking the opportunity to review our accessibility provision and make appropriate amendments.
Broadcasters (like the BBC, Channel 4 and Sky) must add AD to 20 per cent of their programmes and BBC iPlayer provides them online. The OU is setting up a project to trial providing audio descriptions for essential video content with a particular module. We will also be considering how to do this in the Library.
There’s OU project looking at why some disabled students need print of online material. It isn’t intended to stop disabled students having print, but to see if the OU could do more to support them in their use of online resources. The results of the project will feed into improving the existing guidance on making the most of browser settings etc. These will be provided in our OU Computing Guide. We also need to think about this in the Library to ensure that students make the most of formats such as EPUB.