What are the challenges for dyslexic students in online learning in Higher Education? Do different students have different needs? Is online learning a potential disaster for dyslexic students?
National Research Results: How & Why Do Students Use Closed Captioning?3Play Media
Earlier this year, the Oregon State University Ecampus Research Unit conducted a nationwide research project on closed captioning in higher education. With over 2,500 student respondents, this is the largest study on the topic to date.
In this webinar, Dr. Katie Linder, the head researcher on the project, will present for the first time on the findings of the study. She will take a close look at how students use and perceive captioning and transcription at their institutions (beyond the need for accommodation).
This presentation will cover:
Data & results from the student study
Student awareness of the availability of captioning
Student use of captioning and transcription
How & why students who have not requested an accommodation for captioning use captions and transcripts
How captions & transcripts support learning
The perceived benefits of captioning & transcription on learning
Common captioning hindrances identified by students
Takeaways from the study
Inclusive arts libraries: challenges in HE - speaker presentationsKCArts
These are the speaker presentations from an event on 16 May 2014 held at the University of the Arts London. This forum discussed the challenges of making our art libraries accessible to the widest possible range of users.
Upstairs-downstairs: Working with a campus assessment coordinator and other a...Margot
Guess what -- you don't need to do learning assessment on a 45-minute one-shot presentation. Instruction librarians at Golden Gate University learned this and much more when an Assessment Coordinator arrived to help prepare our school for WASC. Oakleaf & Hinchliffe (2008) identify lack of coordination as one of the barriers librarians face in conducting assessment, and we found that having a smart, committed, and trustworthy coordinator made all the difference to our research project. We leveraged the Assessment Coordinator's expertise to stay focused on a project that produced valid and useful results from an in-depth learning assessment to measure student learning in an English Language Learners program. Our presentation focuses on the people connections that made this assessment work: between librarian collaborators, with students and instructors in the ELL program, and all the way upstairs to our University-wide assessment coordinator. We'll talk about how we designed our assessment and - phew - let go of post-instruction evaluation forms. Participants will get a fresh look at how information literacy assessment can benefit from upstairs-downstairs collaboration (floor plan not included)!
Australian Research Study: How Useful Are Closed Captions for Learning?3Play Media
Adding to the rapid-growing number of studies surrounding closed captioning in higher education, an Australian academic study on how closed captions impact student learning in mathematics has just been released.
The study involved 135 students at the University of New South Wales (UNSW) in Sydney and investigated the perceived level of usefulness that both accurate and automated captions lent in a mathematics course over a 2-month period.
It was discovered that students broadly agreed that captions are a useful learning feature allowing flexibility of where and when a video is watched, while helping to understand speaker accents, and clarify explanations that are difficult to hear in the recording.
Dr. Chris Tisdell, who is one of two authors on the study, Associate Dean of Education, and Associate Professor of Mathematics at UNSW, will present on the study and main takeaways from the insights as they apply to closed captioning use in higher education everywhere.
This presentation will cover:
Data & results from the student study
Levels of student engagement with closed captions
How and why students used closed captions in the study
How students perceived the usefulness of accurate vs. automatically-generated captions
The percent of overall students responding who report using closed captions as a helpful learning aid
Takeaways from the study
About the presenter:
Chris is Associate Dean (Education) at UNSW Science, a globally-acknowledged leader in digital innovation and technology in education. Chris is driven by the challenges of: scale, personalized learning, and inclusion and diversity in education. His digital and open classroom has positively transformed the learning experience of 10+ million learners in over 200 countries – including those groups who have traditionally faced challenges of participation and success in STEM education. Chris’ thought leadership is regularly featured in the Australian national media.
National Research Results: How & Why Do Students Use Closed Captioning?3Play Media
Earlier this year, the Oregon State University Ecampus Research Unit conducted a nationwide research project on closed captioning in higher education. With over 2,500 student respondents, this is the largest study on the topic to date.
In this webinar, Dr. Katie Linder, the head researcher on the project, will present for the first time on the findings of the study. She will take a close look at how students use and perceive captioning and transcription at their institutions (beyond the need for accommodation).
This presentation will cover:
Data & results from the student study
Student awareness of the availability of captioning
Student use of captioning and transcription
How & why students who have not requested an accommodation for captioning use captions and transcripts
How captions & transcripts support learning
The perceived benefits of captioning & transcription on learning
Common captioning hindrances identified by students
Takeaways from the study
Inclusive arts libraries: challenges in HE - speaker presentationsKCArts
These are the speaker presentations from an event on 16 May 2014 held at the University of the Arts London. This forum discussed the challenges of making our art libraries accessible to the widest possible range of users.
Upstairs-downstairs: Working with a campus assessment coordinator and other a...Margot
Guess what -- you don't need to do learning assessment on a 45-minute one-shot presentation. Instruction librarians at Golden Gate University learned this and much more when an Assessment Coordinator arrived to help prepare our school for WASC. Oakleaf & Hinchliffe (2008) identify lack of coordination as one of the barriers librarians face in conducting assessment, and we found that having a smart, committed, and trustworthy coordinator made all the difference to our research project. We leveraged the Assessment Coordinator's expertise to stay focused on a project that produced valid and useful results from an in-depth learning assessment to measure student learning in an English Language Learners program. Our presentation focuses on the people connections that made this assessment work: between librarian collaborators, with students and instructors in the ELL program, and all the way upstairs to our University-wide assessment coordinator. We'll talk about how we designed our assessment and - phew - let go of post-instruction evaluation forms. Participants will get a fresh look at how information literacy assessment can benefit from upstairs-downstairs collaboration (floor plan not included)!
Australian Research Study: How Useful Are Closed Captions for Learning?3Play Media
Adding to the rapid-growing number of studies surrounding closed captioning in higher education, an Australian academic study on how closed captions impact student learning in mathematics has just been released.
The study involved 135 students at the University of New South Wales (UNSW) in Sydney and investigated the perceived level of usefulness that both accurate and automated captions lent in a mathematics course over a 2-month period.
It was discovered that students broadly agreed that captions are a useful learning feature allowing flexibility of where and when a video is watched, while helping to understand speaker accents, and clarify explanations that are difficult to hear in the recording.
Dr. Chris Tisdell, who is one of two authors on the study, Associate Dean of Education, and Associate Professor of Mathematics at UNSW, will present on the study and main takeaways from the insights as they apply to closed captioning use in higher education everywhere.
This presentation will cover:
Data & results from the student study
Levels of student engagement with closed captions
How and why students used closed captions in the study
How students perceived the usefulness of accurate vs. automatically-generated captions
The percent of overall students responding who report using closed captions as a helpful learning aid
Takeaways from the study
About the presenter:
Chris is Associate Dean (Education) at UNSW Science, a globally-acknowledged leader in digital innovation and technology in education. Chris is driven by the challenges of: scale, personalized learning, and inclusion and diversity in education. His digital and open classroom has positively transformed the learning experience of 10+ million learners in over 200 countries – including those groups who have traditionally faced challenges of participation and success in STEM education. Chris’ thought leadership is regularly featured in the Australian national media.
Reconstructing and Customizing the American Language Institute (ALI) Program ...Educational Technologies
Presentation by:
Jim Valentine, Director, ALI
Tessy Tzoytzoyrakos, Master Lecturer, ALI
Eric Roth, Master Lecturer, ALI
Jim Cunningham, Program Manager, ALI
Campus-Wide Response to Captioning: Moving Towards Full CompliancePatrick Loftus
When it comes to video captioning in higher ed, one of the biggest questions on campus is, "Who’s going to own this?"
Is it the Disability Resource Center, the department creating or hosting the media, or the institution?
At the University of Arizona (UA), the answer is: All the above. UA is moving towards a fully captioned campus through a prioritization approach.
During this webinar, you'll learn how UA approaches captioning and the criteria used to determine allocation of funds for video captioning. Additionally, discover how successfully building trust and working closely with key personnel across campus units increases access to captioned media. Options for developing processes to ensure media are created accessibly across your campus will also be discussed.
Topics this session will cover include:
How UA approaches captioning and the criteria used to determine allocation of funds for captioning
How successfully building trust and working closely with key personnel across campus increases access
Options for developing processes to ensure media is created accessibly across campus
In-House Captioning Workflows and Economic Analysis3Play Media
Most colleges and universities are required by law to provide closed captions for students who are deaf or hard of hearing. However, cost is often a considerable limiting factor when it comes to captioning, as not all schools have the budget to hire a captioning vendor. If you are facing this issue, in-house captioning might be a solution to consider.
In this webinar, Korey Singleton, the Assistive Technology Initiative Manager at George Mason University, will walk you through in-house captioning workflows and timelines. In addition, he will provide a captioning cost analysis by fiscal year, demonstrating the economics of captioning as George Mason’s workflow has developed over the years. Topics covered include:
- Initiating an in-house captioning pilot program
- Developing and evolving a captioning workflow
- In-house captioning workflows for video platforms
- A timeline of George Mason University’s captioning initiative
- An economic analysis of in-house captioning over 3 years
- A closer look at the cost of in-house captioning per minute of content
Toolkit for Inclusivity in Higher Education3Play Media
In this webinar, Sheryl Burgstahler, Ph.D., author of Creating Inclusive Learning Opportunities in Higher Education, will provide practical steps for incorporating universal design into your higher education environment to create an inclusive and diverse space for all students.
Implementing Universal and Inclusive Design for Online Learning Accessibility3Play Media
Accessibility is a critical component of any online learning content. With legal requirements stronger than ever, colleges and universities must find tangible ways to improve their web accessibility. This webinar will discuss how the principles of universal and inclusive design can be applied to the online learning environment, with a particular focus on the accessibility of course content and materials.
Howard Kramer, an Access Specialist at University of Colorado at Boulder, and Sheryl Burgstahler, the Director of Accessible Technology Services at the University of Washington, will explain what universal design is, the importance of incorporating universal design principles into online courses, and strategies for doing so.
This webinar will cover:
What is universal and inclusive design?
Strategies for implementing universal design
Best practices for the presentation of information and resources
Incorporating inclusiveness into a syllabus
Creating accessible documents and media
Providing information through multiple mediums
Resources and tools for incorporating inclusive design into the online environment
Sustainable Campus-Wide Captioning Practices to Support Course Videos – Is th...D2L Barry
Presentation at 2019 D2L Connection at Normandale CC on April 5,, 2019
Sustainable Campus-Wide Captioning Practices to Support Course Videos – Is this Really Possible? Lesley Blicker, Minnesota State Educational Innovations and Kathleen Coate, Normandale Community College
English Language Teaching: how should technology support teaching and learning?Rick Shepherd
A quick look at how technology is used and how it should or could be used to further student - centred learning and move from a mere substitution to more paradigm-changing classrooms. How publishers can continue to be revelevant in the face of the OER revolution
Conversation exchanges between students who are learning each other’s native language help students gain authentic skills in the target language, and provide invaluable linguistic and intercultural learning. This presentation examines best practices for establishing and growing a successful conversation exchange program at an academic institution.
Bridging the Accessibility Gap: Improving Communication and Collaboration wit...Patrick Loftus
When it comes to accessibility at your institution, how confident are you that administration, faculty, and disability services are all on the same page?
Utah Valley University's (UVU) Accessibility Services Department is working to promote universal access for all students by tying accessibility for students with disabilities to the university's Inclusion Initiative action plan.
Based on a campus-wide faculty survey at UVU, this session will strategize ways to get buy-in from the top down by getting familiar with institutional and departmental goals, clearly demonstrating the close connection between accessibility and fulfillment of those goals, and understanding it’s not always what we say but how we say it that matters most.
Covered in this session:
How to alleviate faculty concerns regarding accessible curriculum
How to tie accessibility to institutional and departmental goals
What to say and how to say it to get buy-in from the top down
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.
Reconstructing and Customizing the American Language Institute (ALI) Program ...Educational Technologies
Presentation by:
Jim Valentine, Director, ALI
Tessy Tzoytzoyrakos, Master Lecturer, ALI
Eric Roth, Master Lecturer, ALI
Jim Cunningham, Program Manager, ALI
Campus-Wide Response to Captioning: Moving Towards Full CompliancePatrick Loftus
When it comes to video captioning in higher ed, one of the biggest questions on campus is, "Who’s going to own this?"
Is it the Disability Resource Center, the department creating or hosting the media, or the institution?
At the University of Arizona (UA), the answer is: All the above. UA is moving towards a fully captioned campus through a prioritization approach.
During this webinar, you'll learn how UA approaches captioning and the criteria used to determine allocation of funds for video captioning. Additionally, discover how successfully building trust and working closely with key personnel across campus units increases access to captioned media. Options for developing processes to ensure media are created accessibly across your campus will also be discussed.
Topics this session will cover include:
How UA approaches captioning and the criteria used to determine allocation of funds for captioning
How successfully building trust and working closely with key personnel across campus increases access
Options for developing processes to ensure media is created accessibly across campus
In-House Captioning Workflows and Economic Analysis3Play Media
Most colleges and universities are required by law to provide closed captions for students who are deaf or hard of hearing. However, cost is often a considerable limiting factor when it comes to captioning, as not all schools have the budget to hire a captioning vendor. If you are facing this issue, in-house captioning might be a solution to consider.
In this webinar, Korey Singleton, the Assistive Technology Initiative Manager at George Mason University, will walk you through in-house captioning workflows and timelines. In addition, he will provide a captioning cost analysis by fiscal year, demonstrating the economics of captioning as George Mason’s workflow has developed over the years. Topics covered include:
- Initiating an in-house captioning pilot program
- Developing and evolving a captioning workflow
- In-house captioning workflows for video platforms
- A timeline of George Mason University’s captioning initiative
- An economic analysis of in-house captioning over 3 years
- A closer look at the cost of in-house captioning per minute of content
Toolkit for Inclusivity in Higher Education3Play Media
In this webinar, Sheryl Burgstahler, Ph.D., author of Creating Inclusive Learning Opportunities in Higher Education, will provide practical steps for incorporating universal design into your higher education environment to create an inclusive and diverse space for all students.
Implementing Universal and Inclusive Design for Online Learning Accessibility3Play Media
Accessibility is a critical component of any online learning content. With legal requirements stronger than ever, colleges and universities must find tangible ways to improve their web accessibility. This webinar will discuss how the principles of universal and inclusive design can be applied to the online learning environment, with a particular focus on the accessibility of course content and materials.
Howard Kramer, an Access Specialist at University of Colorado at Boulder, and Sheryl Burgstahler, the Director of Accessible Technology Services at the University of Washington, will explain what universal design is, the importance of incorporating universal design principles into online courses, and strategies for doing so.
This webinar will cover:
What is universal and inclusive design?
Strategies for implementing universal design
Best practices for the presentation of information and resources
Incorporating inclusiveness into a syllabus
Creating accessible documents and media
Providing information through multiple mediums
Resources and tools for incorporating inclusive design into the online environment
Sustainable Campus-Wide Captioning Practices to Support Course Videos – Is th...D2L Barry
Presentation at 2019 D2L Connection at Normandale CC on April 5,, 2019
Sustainable Campus-Wide Captioning Practices to Support Course Videos – Is this Really Possible? Lesley Blicker, Minnesota State Educational Innovations and Kathleen Coate, Normandale Community College
English Language Teaching: how should technology support teaching and learning?Rick Shepherd
A quick look at how technology is used and how it should or could be used to further student - centred learning and move from a mere substitution to more paradigm-changing classrooms. How publishers can continue to be revelevant in the face of the OER revolution
Conversation exchanges between students who are learning each other’s native language help students gain authentic skills in the target language, and provide invaluable linguistic and intercultural learning. This presentation examines best practices for establishing and growing a successful conversation exchange program at an academic institution.
Bridging the Accessibility Gap: Improving Communication and Collaboration wit...Patrick Loftus
When it comes to accessibility at your institution, how confident are you that administration, faculty, and disability services are all on the same page?
Utah Valley University's (UVU) Accessibility Services Department is working to promote universal access for all students by tying accessibility for students with disabilities to the university's Inclusion Initiative action plan.
Based on a campus-wide faculty survey at UVU, this session will strategize ways to get buy-in from the top down by getting familiar with institutional and departmental goals, clearly demonstrating the close connection between accessibility and fulfillment of those goals, and understanding it’s not always what we say but how we say it that matters most.
Covered in this session:
How to alleviate faculty concerns regarding accessible curriculum
How to tie accessibility to institutional and departmental goals
What to say and how to say it to get buy-in from the top down
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.
Sharpe, R. (2007) Experiences of learning in a digital age. Keynote at the Irish Learning Technology Association conference, EdTech 2007, 24 – 26 May, Dublin Institute of Technology, Dublin
How to Utilize Online Source for Listening and SpeakingAbadi Saada
This is a presentation about how to utilize online source for listening and speaking related to subject Information Communication and Technology in ELT (ICT in ELT)
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.
How should we judge the quality of students’ Internet search activity? A revi...Colin Harrison
The ability to search the Internet for information is perhaps one of the most important life skills for the twenty-first century. This review argues that there have been three broad areas of research focus on these skills since the World Wide Web was launched: interaction processes, search completion outcomes, and dialogic criticality
Nine Strategies for Enhancing Critical Internet Literacy. Colin Harrison ukla...Colin Harrison
This presentation identifies the high-level demands for critical Internet literacies and indicates how to develop them when reading with digital technologies. Based on recent challenges faced by literacy learners, he outlines and provides practical examples of nine strategies for enhancing critical Internet literacies. For example, the strategy to Be Alert! Be Suspicious! induces readers to be circumspect of web material by asking questions, raising doubts, noticing discordant details, and making it challenging to be convinced. The strategy to Integrate Information Across Sources directs readers to think laterally and vertically among the many modes of information, remaining open to more than one possible meaning or interpretation for the task or challenge the are addressing. In all, seven other strategies will be presented with classroom-focused examples.
Critical Internet Literacy: How capable are children of making sound judgmen...Colin Harrison
Describes a study of primary school students judging the trustworthiness and reliability of web sites. Argues for the importance of teaching Critical Internet Literacy and for group approaches to Internet searching.
The Department for Education has moved (or totally removed) the assessment goalposts, leaving teachers to design their own. This presentation encourages teachers to take up some new opportunities- and also offers some advice on how to use formative assessment to drive up achievement.
EERA2014 Evaluating the MESH Guide to teaching spelling. Colin HarrisonColin Harrison
Presentation to Network 16 at EERA-ECER 2014
Reports research demonstrating that teachers prefer more challenging content on cognition to simply downloading lesson plans
World literacy summit MESH spelling guide- HarrisonColin Harrison
This presentation, given at the World Literacy Summit in Oxford, introduces the MESH Guide to Teaching Spelling, a free online resource- available from http://www.meshguides.org/
Becta Impact09 data reanalysed: E-maturity and ICT adoption in UK schoolsColin Harrison
EARLI Conference - Munich 2013
Symposium: Educational technology acceptance- Explaining non-significant intention-behavior effects
Full paper title: An e-maturity analysis explains intention-behavior disjunctions
in technology adoption in UK schools
Abstract
This paper addresses the problem of non-significant intention-behavior effects in educational technology adoption, based on a reanalysis of data from the Impact09 project, a UK-government funded evaluation of technology use in high schools in England that had been selected as representing outstanding Information and Communications Technologies (ICT) innovation. The reanalysis focuses on intentionality and teleology, and attempts to combine an ecological perspective with a critical analysis of the intention-behavior correlations among participants, particularly teachers and head teachers. The concept of self-regulation is also considered as a determinant of behavior. The study reports a qualitative analysis of extensive interview data from four schools, and makes use of Underwood’s concept of ‘linkage e-maturity’. Traditional models of technology acceptance often assumed a steady trajectory of innovation, but such studies failed to explain uneven patterns of adoption. In this reanalysis, an emphasis on learning practices and e-maturity, interpreted within local and system-wide ecological contexts, better explained uneven adoption patterns.
Presentation by Colin Harrison, Carmen Tomás, Charles Crook
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
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
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
LITERACY in the Internet age: Dyslexia and online learning in higher education
1. Final LITERACY Conference: Wien, February 2015
LITERACY in the Internet age:
Potentials and limitations to online learning
Colin Harrison, University of Nottingham, UK
colin.harrison.ac.uk
2. Who is dyslexic?
• The term ‘dyslexic’ is problematic….
• But let’s agree to use the term in two ways:
1. For a student who has a reading problem
related to poor alphabetic and/or
phonological coding
2. For any student who is judged to have a
major problem with reading, writing
and/or spelling
• “It is estimated that between 1.2% and 1.5%
of students in Higher Education in the UK are
dyslexic” (Singleton, 1999)
3. What is the root of the dyslexic’s problem?
- Working memory and the phonological loop
Working memory and executive control (Baddeley, 1996)
4. What is the root of the dyslexic’s problem?
- Working memory and the phonological loop
Working memory and executive control (Baddeley, 1996)
5. What is the root of the dyslexic’s problem?
- Working memory and the phonological loop
Working memory and executive control (Baddeley, 1996)
Rapid word recognition
and Subvocalisation
10. What are some of the particular problems for
dyslexic students in online learning?
- Even if the course is multimedia, the reading
level of the course material is likely to be
very challenging
- Even if the course is multimedia, the volume
of reading in the course material is likely to
be very challenging
- Lack of group interaction and learning
with and from peers
- Lack of social interaction and emotional
support
11. What are some of the advantages for dyslexic students in
online learning?
- Students can learn at their own pace
- No humiliating exposure of weaknesses in front of
peers
- Access to additional resources:
- Extra tutor support
- Asynchronous peer support
- Online/offline tools:
- Text-to-speech; speech-to-text
- Glossing/summarising/abstracting sources
- Podcast/video source material
- Text reformatting options
12. What are some of the advantages for dyslexic students in
online learning?
- Students can learn at their own pace
- No humiliating exposure of weaknesses in front of
peers
- Access to additional resources:
- Extra tutor support
- Asynchronous peer support
- Online/offline tools:
- Text-to-speech; speech-to-text
- Glossing/summarising/abstracting sources
- Podcast/video source material
- Text reformatting options
“But the pace is
always too fast!”
13. What are some of the advantages for dyslexic students in
online learning?
- Students can learn at their own pace
- No humiliating exposure of weaknesses in front of
peers
- Access to additional resources:
- Extra tutor support
- Asynchronous peer support
- Online/offline tools:
- Text-to-speech; speech-to-text
- Glossing/summarising/abstracting sources
- Podcast/video source material
- Text reformatting options
“Yes there is- I
have to post
online!”
14. What are some of the advantages for dyslexic students in
online learning?
- Students can learn at their own pace
- No humiliating exposure of weaknesses in front of
peers
- Access to additional resources:
- Extra tutor support
- Asynchronous peer support
- Online/offline tools:
- Text-to-speech; speech-to-text
- Glossing/summarising/abstracting sources
- Podcast/video source material
- Text reformatting options
“But my tutor can’t give
me all the help I need!”
15. What are some of the advantages for dyslexic students in
online learning?
- Students can learn at their own pace
- No humiliating exposure of weaknesses in front of
peers
- Access to additional resources:
- Extra tutor support
- Asynchronous peer support
- Online/offline tools:
- Text-to-speech; speech-to-text
- Glossing/summarising/abstracting sources
- Podcast/video source material
- Text reformatting options
“And my classmates
have their own
anxieties!”
16. What are some of the advantages for dyslexic students in
online learning?
- Students can learn at their own pace
- No humiliating exposure of weaknesses in front of
peers
- Access to additional resources:
- Extra tutor support
- Asynchronous peer support
- Online/offline tools:
- Text-to-speech; speech-to-text
- Glossing/summarising/abstracting sources
- Podcast/video source material
- Text reformatting options
Text-to-speech is
difficult to understand
if you’re a poor reader.
17. What are some of the advantages for dyslexic students in
online learning?
- Students can learn at their own pace
- No humiliating exposure of weaknesses in front of
peers
- Access to additional resources:
- Extra tutor support
- Asynchronous peer support
- Online/offline tools:
- Text-to-speech; speech-to-text
- Glossing/summarising/abstracting sources
- Podcast/video source material
- Text reformatting options
But poor comprehenders
are poor at judging the
trustworthiness of
sources
18. What are some of the advantages for dyslexic students in
online learning?
- Students can learn at their own pace
- No humiliating exposure of weaknesses in front of
peers
- Access to additional resources:
- Extra tutor support
- Asynchronous peer support
- Online/offline tools:
- Text-to-speech; speech-to-text
- Glossing/summarising/abstracting sources
- Podcast/video source material
- Text reformatting options
But can I trust it?
And can I cite it?
19. What are some of the advantages for dyslexic students in
online learning?
- Students can learn at their own pace
- No humiliating exposure of weaknesses in front of
peers
- Access to additional resources:
- Extra tutor support
- Asynchronous peer support
- Online/offline tools:
- Text-to-speech; speech-to-text
- Glossing/summarising/abstracting sources
- Podcast/video source material
- Text reformatting options
Yes- this can help: but it
takes time to do, and not
all sources that I have to
read are editable….
20. What are some of the advantages for dyslexic students in
online learning?
- Students can learn at their own pace
- No humiliating exposure of weaknesses in front of
peers
- Access to additional resources:
- Extra tutor support
- Asynchronous peer support
- Online/offline tools:
- Text-to-speech; speech-to-text
- Glossing/summarising/abstracting sources
- Podcast/video source material
- Text reformatting options
21. What are some of the advantages for dyslexic students in
online learning?
- Students can learn at their own pace
- No humiliating exposure of weaknesses in front of
peers
- Access to additional resources:
- Extra tutor support
- Asynchronous peer support
- Online/offline tools:
- Text-to-speech; speech-to-text
- Glossing/summarising/abstracting sources
- Podcast/video source material
- Text reformatting options
22. So are there more disadvantages than advantages for
dyslexic students in online learning?
“… social computing tools, while
supporting different learning
paces and cognitive styles in
some cases, are at the same time
producing close to
insurmountable barriers to
students with cognitive
disabilities in general, and
dyslexia in particular.”
(Redecker, 2009)
23. So are there more disadvantages than advantages for
dyslexic students in online learning?
What we do know:
• TXT-ing does not damage
children’s literacy (Wood, 2011)
• Apart from phone social media,
only 6% of us are producers
(Crook, 2008)
• Forums can negatively impact
motivation and confidence
(Timmis, 2004)
24. Finally- what are the moral issues
in supporting higher education
students who have a learning
difficulty?
• “The purpose of an exam is to
find out what a student can do in
three hours. If we gave everyone
two weeks, every student would
get 100%.” (University professor)
25. Finally- what are the moral issues
in supporting higher education
students who have a learning difficulty?
We are comfortable helping the L+ student…
… but are there equity
ssues a issues in how much
help support we we give to the L-
student? give to the L- student?
27. • Dyslexia recognised by
University;
• Multimedia blended
learning online course
• Student sent tutor
independent report:
• “IQ=105;
• Reading age = 12.5”
• Skype tutor support
• Text-to-speech
• Severe difficulties in
meeting M-level goals
28. • Encouraging more reading practice to speed up word
recognition and vocabulary
• Better text-to-speech software to support reading while
listening
• More guided support to develop Critical Internet Literacy
skills (Al Wabil, 2007)
• Assessing relevance
• Assessing trustworthiness
• Generating better search terms
• More collaborative/social learning
• More guidance in using intelligent writing support tools
such as Ginger and Co-Writer
The Future:
What are the most urgent needs
of the online HE student?
29. Final LITERACY Conference: Wien, February 2015
LITERACY in the Internet age:
Potentials and limitations to online learning
Colin Harrison, University of Nottingham, UK
colin.harrison.ac.uk