Description of the creation of an online accessibility or inclusion self-evaluation tool for a variety of roles in education, including library, staff development, learning technology, IT, marketing, disability support and senior management.
The importance of web accessibility: How being inclusive can improve your uni...SMILE
Do you struggle to get those around you to understand what accessibility is all about and what impact it has? You’re not alone. At SMILE, we’re keen to promote that accessibility should be embedded in your organisation’s culture – we don’t believe that it should be seen as a checkbox exercise.
Developing countries, developing experiences: approaches to accessibility for...David Sloan
Presentation of paper by Brian Kelly, Sarah Lewthwaite and David Sloan on 26th April at W4A 2010, Raleigh US. We discuss how we can learn from successes and limitations of web accessibility policy in the developed world, in order to optimise web accessibility policy in the developing world
The importance of web accessibility: How being inclusive can improve your uni...SMILE
Do you struggle to get those around you to understand what accessibility is all about and what impact it has? You’re not alone. At SMILE, we’re keen to promote that accessibility should be embedded in your organisation’s culture – we don’t believe that it should be seen as a checkbox exercise.
Developing countries, developing experiences: approaches to accessibility for...David Sloan
Presentation of paper by Brian Kelly, Sarah Lewthwaite and David Sloan on 26th April at W4A 2010, Raleigh US. We discuss how we can learn from successes and limitations of web accessibility policy in the developed world, in order to optimise web accessibility policy in the developing world
Jonathan Owen, Audi Visual Service at the University of Warwick describes the way that the university has improved the range of of the service it offers and greatly improved uptake, use and user satisfaction
The good news about tech and student mental healthJisc
Speaker: Julia Taylor, subject specialist (accessibility and inclusion), Jisc.
Although it will not provide all the answers to ensuring good student mental health, technology isn’t always bad news.
It could be a key resource in augmenting existing support to meet the challenge the sector is facing.
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.
Rod Wards presentation "The potential and challenges of Web 2.0 in the education of healthcare professionals." to the Medicine 2.0 conference, MaRS centre, Toronto 4th Sept 2008
The Evolution of Healthcare and Its Impact on LearningInfor HCM
Healthcare in the US is evolving fast, bringing with it increased opportunities and responsibilities for employers. Is your learning and development department ready for the change?
In this presentation Perry Richardson of University of Colorado Health (UCH) explores how UCH has dealt with the increased complexity of learning in healthcare under the Affordable Healthcare Act. You'll explore:
Dealing with increased statutory demands around the value of care, quality and safety
Using technology to reach employees, external providers, and community members
Tracking and reporting on this complex learning environment
Leveraging change through digital capability - Scott Hibberson, Marcus Elliot...Jisc
Led by Scott Hibberson, subject specialist - online learning and the digital student experience, Jisc.
With contributions from:
Marcus Elliott and Kerry Pinny, digital educational developers, University of Lincoln
Connect more in Nottingham, Tuesday 12 July 2016.
Jonathan Owen, Audi Visual Service at the University of Warwick describes the way that the university has improved the range of of the service it offers and greatly improved uptake, use and user satisfaction
The good news about tech and student mental healthJisc
Speaker: Julia Taylor, subject specialist (accessibility and inclusion), Jisc.
Although it will not provide all the answers to ensuring good student mental health, technology isn’t always bad news.
It could be a key resource in augmenting existing support to meet the challenge the sector is facing.
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.
Rod Wards presentation "The potential and challenges of Web 2.0 in the education of healthcare professionals." to the Medicine 2.0 conference, MaRS centre, Toronto 4th Sept 2008
The Evolution of Healthcare and Its Impact on LearningInfor HCM
Healthcare in the US is evolving fast, bringing with it increased opportunities and responsibilities for employers. Is your learning and development department ready for the change?
In this presentation Perry Richardson of University of Colorado Health (UCH) explores how UCH has dealt with the increased complexity of learning in healthcare under the Affordable Healthcare Act. You'll explore:
Dealing with increased statutory demands around the value of care, quality and safety
Using technology to reach employees, external providers, and community members
Tracking and reporting on this complex learning environment
Leveraging change through digital capability - Scott Hibberson, Marcus Elliot...Jisc
Led by Scott Hibberson, subject specialist - online learning and the digital student experience, Jisc.
With contributions from:
Marcus Elliott and Kerry Pinny, digital educational developers, University of Lincoln
Connect more in Nottingham, Tuesday 12 July 2016.
Similar to OASES: Online Accessibility Self Evaluation Service - a web-based tool for education institutions to self-assess the accessibility of their practice
Should social learning skills be part of our organisation toolkit?
Welcome to the overview results of our second snapshot survey. Social learning is fast becoming a topical issue. We chose this topic for our second survey because we believe that social learning may hold some of the keys to creating the flexible, responsive and insight driven ethos that’s essential for surviving and thriving in our complex and changeable economic context.
Our Performance Hub Survey Series is about uncovering touch-points for further discussion and debate - rather than trying to gather a mass of empirical data on the state of play. We’ll be taking these discussions further on LinkedIn over the course of the year.
Take a look at the results and join our discussions on LinkedIn: The Performance Hub LinkedIn Discussion Group.
2014 essential guide social enterprise software for higher educationThe Tambellini Group
Social Enterprise Software for Higher Education Guide.
This guides provides Higher Education executives an overview of the opportunities and innovations that are possible with the application of social collaboration technologies and engagement and reward engines at the enterprise level.
The 5 Keys to Unlocking Next Generation Learning!Saba Software
The 5 Keys to Unlocking Next Generation Learning
Advances in technologies, including social, mobile, and even artificial intelligence, provide nearly countless possibilities to transform how we learn at work. But which of these advances gets turned in functionality that's actually adopted and proven useful?
Key elements covered include:
• Community Learning: Interactive and just in time learning through collaboration and knowledge sharing
• Content Creation: Share any type of content and even create videos and screen recordings
• Personal Assistant: Automate recommendations of people, content and classes creating a relevant learner experience
• Mobile Learning: Making learning available anytime, anywhere
• Simplicity: Take the hassle out of learning management for administrators, managers and learners
Working Out Loud: A step towards building your digital capabilityAnne Bartlett-Bragg
An article that uncovers some of the underpinning perspectives for creating Working Out Loud activities and how these can be a step towards building digital capabilities.
This article originally appeared in Training & Development magazine February 2016 Vol 43 No 1, published by the Australian Institute of Training and Development.
Instructional Design in Higher Education. A report on the role, workflow, and...eraser Juan José Calderón
Instructional Design in Higher Education. APRIL 2016
A report on the role, workflow, and experience of instructional designers.
Introducción
Learning — to some it is the sound of chalk on blackboards,
the search through stacks of scribbled notes, and backpacks
full of heavy textbooks. For others with a less traditional
lens, learning is the summoning of professors with a click
of a mouse, assignments no longer living on paper, but in a
cloud, and the ‘classroom’ being everywhere. Education has
changed considerably in recent years and we don’t expect it
to slow down anytime soon.
Because of the advancement of technology, institutions
are able to reach more students than ever with the help of
quality and accessible online courses. ‘eLearning’, ‘distance
education’, ‘blended learning’, ‘online campuses,’ and other
related programs have grown more prominent in higher
education institutions. According to NCES data, there were
5.5 million students enrolled in distance education courses at
degree-granting postsecondary institutions in fall of 2013.
Opening Keynote Presentation on day two of the Blackboard Teaching and Learning Conference in Seoul, South Korea. 16 October 2019 #TLCAsia19
Abstract: As institutions are increasingly testing the boundaries of technology enhanced learning with emergent and exciting new online learning tools, the responsibility on HE institutions to mediate a level of rigor in this area also increases. One of the really interesting evolving trends is the prospect that institutions are not all doing this alone. And that as a higher education community there are opportunities to strategically partner with both other institutions and with vendors so that we do not all have to reinvent the same wheel over and over again. At the same time, we need to be very conscious of not prematurely throwing out the baby with the bath water and that too sudden a shift can create problems for our students that could be easily avoided. This presentation will look at a range of current practices being seen within the sector that stand as great examples of partnering around new: learning and teaching initiatives; quality practices; models of credentialing; technology mashups, and more. All of these are leading us to develop new models of practice in how we mediate our virtual learning environments (VLEs) of the future.
This article originally appeared in Training & Development magazine April 2015 Vol 42 No 2, published by the Australian Institute of Training and Development.
The role of UK higher education (HE), further education (FE) and skills sectors in developing student employability is clear. Technology can be an enabler to the development and communication of employability skills, but are organisations and employers making best use of it?
This presentation aims to share and discuss the emerging themes and ideas being generated through our student employability project, which explores how technology can best support students to develop and communicate the skills that are needed for the workplace.
The presentation informs participants of what has been learnt so far and engage them in discussions. We will:
Share emergent themes including issues and opportunities from the study
Share, discuss and build on ideas for what organisations, programme teams and we can do to enhance student employability and the use of technology.
Presenters:
Lisa Gray, senior co-design manager, Jisc
Peter Chatterton, independent consultant, higher education
Geoff Rebbeck, independent consultant, further education and skills
Who will find this useful?
The presentation will be of interest to anyone across HE, FE and skills with an interest in how students develop and communicate employability skills, primarily:
Senior managers with responsibility for employer responsiveness and employer engagement
Academic/teaching staff with an interest in employability
Technology-enhanced learning and academic enhancement roles
Employability leads
Staff with responsibility for personal development planning (PDP)
Careers staff.
Similar to OASES: Online Accessibility Self Evaluation Service - a web-based tool for education institutions to self-assess the accessibility of their practice (20)
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
OASES: Online Accessibility Self Evaluation Service - a web-based tool for education institutions to self-assess the accessibility of their practice
1. OASES: Online Accessibility Self Evaluation Service - a web-based tool for education institutions to self-assess the accessibility of their practice Download this presentation http://slideshare.net/simonjball Dr Simon Ball JISC TechDis [email_address]
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OASES: Online Accessibility Self Evaluation Service - a web-based tool for education institutions to self-assess the accessibility of their practice Download this presentation http://slideshare.net/simonjball Dr Simon Ball JISC TechDis [email_address] 12/07/10
JISC TechDis www.techdis.ac.uk Funded to increase accessibility and inclusion through technology in UK post-compulsory education. Work in many areas from guidance for teachers on using MS Word more accessibly, or using podcasts or video; to guidance for university managers on policy and strategy for inclusion. 12/07/10
Initial Research Feedback from our initial research showed that although there are many ‘pockets’ of good inclusive, accessible practice with technology in UK education, they often do not have wider influence on policy and practice. Accessibility is still seen as a ‘specialist’ area – not something that everybody has responsibility for. 12/07/10
Roles Roles are key. Role-specific information is needed to help people understand how accessibility applies to them. Then the roles need to come together to ‘join-up’ the accessibility practice to inform policy. But the question remained…How do we get people interested in playing their part? 12/07/10
Benchmarking From our research it seemed that one thing usually guaranteed to encourage participation is competition – especially if you remove the possibility of ‘losing’. We wanted to enable people to judge their own performance on accessibility, in private, anonymously, against their peers. 12/07/10
The Solution: OASES Online Accessibility Self Evaluation Service Rationale – Accessibility Maturity Model. Role selection and introduction to specific issues. Survey including links to further information. Presentation of results in context – benchmarking. Direction of further work including collaboration with other roles in institution. Tested in live synchronous pilots with 98 institutions. 12/07/10
OASES Demo Hopefully I will be able to take you through the resource at www.techdis.ac.uk/getOASES Failing this, I have some screen shots I can use on the following slides…. 12/07/10
Screenshot from introductory video 12/07/10
Screenshot of Accessibility Maturity model, showing institutions moving from Luck (with any luck we won’t have any disabled students) and Tokenism (here’s a text-only version), through Specialism (we have a unit that helps disabled students) and Standards (we are WCAG AA compliant) to Ownership (staff all take responsibility for accessibility) and ultimately Partnership (accessibility is a partnership between learners and staff). 12/07/10
Screenshot showing the background rationale why this role is important in accessibility 12/07/10
Screenshot from role introduction video 12/07/10
Screenshot from survey introduction screen, telling users it will take around half an hour and guiding them to additional resources to help them if they are unsure what some of the concepts in the survey are referring to. 12/07/10
Screenshot showing question 1, describing the purpose of the survey and how it relates to meeting the requirements of UK legislation. 12/07/10
Screenshot of Question 4, asking where the role has influence within the insitution 12/07/10
Screenshot of question 5, asking which multimedia are used to inform and support students, and which are actively publicised 12/07/10
Screenshot of question 6 asking how widespread are a range of key accessibility features such as font change and colour 12/07/10
Screenshot of Question 8 asking how this role communicates with users 12/07/10
Screenshot of question 11 asking how many resources are available to students online 12/07/10
Screenshot of question 12 asking about the use of assistive technology 12/07/10
Screenshot of question 14 asking about the integration of support for assistive technologies between different roles or units within the university 12/07/10
Screenshot of question 18 asking about policy on free and Open Source technologies 12/07/10
Screenshot of question 21 asking about strategic partnerships between roles in the institution 12/07/10
Screenshot of the anonymised benchmarking results, showing how many institutions responded for each potential answer 12/07/10
Screenshot of the benchmarking data for the question about online facilities 12/07/10
Screenshot of the benchmarking date for the question about assistive technologies 12/07/10
Screenshot of the benchmarking data on access to sound cards, headphones and USB ports 12/07/10
Screenshot of the summary report sent to those who complete the survey, interpreting the results with graphs and explaining the consequences of their own results 12/07/10
Screenshot of the report sent to people who complete the survey, showing graphical representations of the findings 12/07/10
Screenshot of the Next Steps video at the end, advising people to come together and share results between roles in the same institution. 12/07/10