Social media usage is pervasive throughout almost every age group from pre-teen to senior citizens. As social media becomes a more ubiquitous part of everyday life, educators are discovering innovative ways to incorporate its use, and students have benefited from it. This presentation discusses how post-secondary education students with disabilities can also participate in and benefit from using social media tools and services like blogs, wikis, Twitter, Facebook, YouTube, and Second Life.
This virtual Community of Practice session looks at the work CTEL have done on pilot programmes in the institute and how we can apply the learnings to other programmes in the coming academic year. We will explore the technology we hope to have in place in September to lectueres to get started with ease if it's something they are interested in.
We will also explore some simple steps you can use to encourage communication, collaboaration, peer support and community on your modules and programmes.
Finally, this is a great opportunity for us to get your feedback in this area so that we can focus on building the best experience for lectuers and students over the summer months and have it ready for September.
Online Teaching during Crises and Its Possible Impacts on Higher EducationQingjiang (Q. J.) Yao
Online teaching has been an auxiliary method in higher education for years, and its quality in comparison with traditional face-to-face teaching has been a long-time topic of scholarly examination and debate. This study aims at accessing the extent research about the comparison in qualities of online and face-to-face teachings, their practices in the ongoing pandemic period, and the possible impacts of the large-scale practice of online teaching during this COVID pandemic on higher education in the long run.
Twitter has been celebrated as a tool for professional learning. However many of the assertions about the benefits of Twitter for professional learning have been anecdotal proclamations rather than research-evidenced claims.
This presentation draws on findings from my EdD research, which explored how higher education professionals use Twitter for learning. A case study approach enabled in-depth exploration of how and why Twitter was used by professionals for learning about teaching-related practices. The research found that participants used Twitter in different ways: some peripherally participated on Twitter, while others participated at the centre of online-networked spaces.
These findings contradict commonly held views that open online spaces, such as Twitter, are inherently social. The research established that capacity to participate, feelings of confidence and vulnerability, and finding a sense of belonging online were contributing factors to participation or non-participation in such spaces.
These findings highlight the complexity of participating in online social spaces for learning. Thus, there are implications for those who advocate online social networks for learning. Critical thought and further discussion coupled with suitable supports are required if open online spaces are to be advocated and encouraged for learning in higher education contexts.
This virtual Community of Practice session looks at the work CTEL have done on pilot programmes in the institute and how we can apply the learnings to other programmes in the coming academic year. We will explore the technology we hope to have in place in September to lectueres to get started with ease if it's something they are interested in.
We will also explore some simple steps you can use to encourage communication, collaboaration, peer support and community on your modules and programmes.
Finally, this is a great opportunity for us to get your feedback in this area so that we can focus on building the best experience for lectuers and students over the summer months and have it ready for September.
Online Teaching during Crises and Its Possible Impacts on Higher EducationQingjiang (Q. J.) Yao
Online teaching has been an auxiliary method in higher education for years, and its quality in comparison with traditional face-to-face teaching has been a long-time topic of scholarly examination and debate. This study aims at accessing the extent research about the comparison in qualities of online and face-to-face teachings, their practices in the ongoing pandemic period, and the possible impacts of the large-scale practice of online teaching during this COVID pandemic on higher education in the long run.
Twitter has been celebrated as a tool for professional learning. However many of the assertions about the benefits of Twitter for professional learning have been anecdotal proclamations rather than research-evidenced claims.
This presentation draws on findings from my EdD research, which explored how higher education professionals use Twitter for learning. A case study approach enabled in-depth exploration of how and why Twitter was used by professionals for learning about teaching-related practices. The research found that participants used Twitter in different ways: some peripherally participated on Twitter, while others participated at the centre of online-networked spaces.
These findings contradict commonly held views that open online spaces, such as Twitter, are inherently social. The research established that capacity to participate, feelings of confidence and vulnerability, and finding a sense of belonging online were contributing factors to participation or non-participation in such spaces.
These findings highlight the complexity of participating in online social spaces for learning. Thus, there are implications for those who advocate online social networks for learning. Critical thought and further discussion coupled with suitable supports are required if open online spaces are to be advocated and encouraged for learning in higher education contexts.
These slides present some of my EdD research findings (Sept 2016). My research highlights the complexity of open online social networks for professional learning and online activities of higher education professionals.
The world is in a constant state of change. The changes are profoundly affecting every
part of the fabric of our society.
Education is particularly is affected by change, with a
direct impact on the cultures of our schools and universities, and also by projection –
with implications for all our futures.
It is likely that the students we now teach will leave school to enter a world of work
that is radically different to the world with which we are currently familiar.
The evolution of digital media has brought us to an unprecedented point in history
where we are able to connect, create and collaborate in new ways on a global basis.
Knowledge production is burgeoning, to the extent that any fact or statistic is now
openly searchable and available on the Web. Such cultural shifts necessitate new
modes of thinking, new ways of communication and new rules of engagement with
people, content and organisations.
Mobile technologies, handheld devices and social media have combined to create
fertile, anytime-anyplace learning opportunities that are unprecedented. Teachers and
learners are adapting to these new untethered and ubiquitous modes of education,
and in so doing, are discovering an entirely new array of skills which we shall call the
‘digital literacies’. These include the ability to learn across and between multiple and
diverse platforms, the ability to self broadcast to large audiences and the discernment
to select and filter out good and bad content, all achievable within ever changing mediated environments.
What will be the new skills and literacies that teachers and students will need, to
survive and thrive in the digital age? How will assessment of learning change? What
will be the expectations of young learners, and will these differ from what the
institutions can offer? Ultimately, how will teachers prepare students for a world of
work we can no longer clearly describe?
I
n this presentation he will explore these concepts and discuss the future of learning
and teaching in the digital age.
Trends and approaches in medical education in the digital age Natalie Lafferty
The use of technology has become ubiquitous in medical education. Educational technologies have increased access to learning resources but there are also challenges and personal development needs for both staff and students to be considered. This presentation that I gave to the Galway Area Medical Education group at Galway Medical School on 7 March 2013 considers some of the emerging trends in using technology in medical education and approaches to their implementation with examples from across the continuum of medical education.
These slides present some of my EdD research findings (Sept 2016). My research highlights the complexity of open online social networks for professional learning and online activities of higher education professionals.
The world is in a constant state of change. The changes are profoundly affecting every
part of the fabric of our society.
Education is particularly is affected by change, with a
direct impact on the cultures of our schools and universities, and also by projection –
with implications for all our futures.
It is likely that the students we now teach will leave school to enter a world of work
that is radically different to the world with which we are currently familiar.
The evolution of digital media has brought us to an unprecedented point in history
where we are able to connect, create and collaborate in new ways on a global basis.
Knowledge production is burgeoning, to the extent that any fact or statistic is now
openly searchable and available on the Web. Such cultural shifts necessitate new
modes of thinking, new ways of communication and new rules of engagement with
people, content and organisations.
Mobile technologies, handheld devices and social media have combined to create
fertile, anytime-anyplace learning opportunities that are unprecedented. Teachers and
learners are adapting to these new untethered and ubiquitous modes of education,
and in so doing, are discovering an entirely new array of skills which we shall call the
‘digital literacies’. These include the ability to learn across and between multiple and
diverse platforms, the ability to self broadcast to large audiences and the discernment
to select and filter out good and bad content, all achievable within ever changing mediated environments.
What will be the new skills and literacies that teachers and students will need, to
survive and thrive in the digital age? How will assessment of learning change? What
will be the expectations of young learners, and will these differ from what the
institutions can offer? Ultimately, how will teachers prepare students for a world of
work we can no longer clearly describe?
I
n this presentation he will explore these concepts and discuss the future of learning
and teaching in the digital age.
Trends and approaches in medical education in the digital age Natalie Lafferty
The use of technology has become ubiquitous in medical education. Educational technologies have increased access to learning resources but there are also challenges and personal development needs for both staff and students to be considered. This presentation that I gave to the Galway Area Medical Education group at Galway Medical School on 7 March 2013 considers some of the emerging trends in using technology in medical education and approaches to their implementation with examples from across the continuum of medical education.
All hospitals should be disability friendly, to ensure easy movement of disable patients. The presentation arrives at a solution to the all above disability issues to serve as a guide line.
Issues of using ICTs in higher educationPaul Oliver
Presentation slides for "issues of using information communication technologies in higher education" presented by Paul Oliver and Emma Clayes (Perth College UHI) at the European Conference of Social Media (ECSM 2014).
Inclusive learning design for Online LearnersRichardM_Walker
This talk reflects on the key lessons learned from the University of York’s teaching experience during the pandemic, addressing flexible design and delivery of teaching to support the needs of a fragmented student, located on campus and off site / overseas across different time zones.
It recounts how we have refreshed our inclusive learning strategies in the light of the pivot to online learning delivery.
The study examines the efficacy of the free software Socrative in:
- Enhancing attendance taking routines
- Improving engagement and participation
- Improving learning outcomes
- Enhancing process of course preparation
- Underscore the importance of the 7 Principles of Undergraduate Teaching and Learning
Slides from talk by Tom Milburn on "Blogs and Social Networks: The Student Perspective" at UKOLN's workshop on "Exploiting The Potenial Of Blogs and Social Networks" on 26 Nov 2007.
See http://www.ukoln.ac.uk/web-focus/events/workshops/blogs-social-networks-2007/
Post-Conference Institute at the 2010 National College Learning Center Association Conference in Charlotte, NC
Emerging technologies such as social networking, multi-media sharing, collaborative workspaces, and mobile technologies are significantly changing the nature of learning and learner expectations for interaction, access, and engagement.
Learning center professionals need to leverage these emerging technologies in ways that can enhance the ways in which we deliver services, create resources, market our centers, manage and train staff, and evaluate our centers.
Strategies for Teaching in a Hybrid* Environment
Sarah Egan Warren & Sarah Glova
*Strategies will be applicable to online and in-person courses as well
Dev Dives: Train smarter, not harder – active learning and UiPath LLMs for do...UiPathCommunity
💥 Speed, accuracy, and scaling – discover the superpowers of GenAI in action with UiPath Document Understanding and Communications Mining™:
See how to accelerate model training and optimize model performance with active learning
Learn about the latest enhancements to out-of-the-box document processing – with little to no training required
Get an exclusive demo of the new family of UiPath LLMs – GenAI models specialized for processing different types of documents and messages
This is a hands-on session specifically designed for automation developers and AI enthusiasts seeking to enhance their knowledge in leveraging the latest intelligent document processing capabilities offered by UiPath.
Speakers:
👨🏫 Andras Palfi, Senior Product Manager, UiPath
👩🏫 Lenka Dulovicova, Product Program Manager, UiPath
LF Energy Webinar: Electrical Grid Modelling and Simulation Through PowSyBl -...DanBrown980551
Do you want to learn how to model and simulate an electrical network from scratch in under an hour?
Then welcome to this PowSyBl workshop, hosted by Rte, the French Transmission System Operator (TSO)!
During the webinar, you will discover the PowSyBl ecosystem as well as handle and study an electrical network through an interactive Python notebook.
PowSyBl is an open source project hosted by LF Energy, which offers a comprehensive set of features for electrical grid modelling and simulation. Among other advanced features, PowSyBl provides:
- A fully editable and extendable library for grid component modelling;
- Visualization tools to display your network;
- Grid simulation tools, such as power flows, security analyses (with or without remedial actions) and sensitivity analyses;
The framework is mostly written in Java, with a Python binding so that Python developers can access PowSyBl functionalities as well.
What you will learn during the webinar:
- For beginners: discover PowSyBl's functionalities through a quick general presentation and the notebook, without needing any expert coding skills;
- For advanced developers: master the skills to efficiently apply PowSyBl functionalities to your real-world scenarios.
Epistemic Interaction - tuning interfaces to provide information for AI supportAlan Dix
Paper presented at SYNERGY workshop at AVI 2024, Genoa, Italy. 3rd June 2024
https://alandix.com/academic/papers/synergy2024-epistemic/
As machine learning integrates deeper into human-computer interactions, the concept of epistemic interaction emerges, aiming to refine these interactions to enhance system adaptability. This approach encourages minor, intentional adjustments in user behaviour to enrich the data available for system learning. This paper introduces epistemic interaction within the context of human-system communication, illustrating how deliberate interaction design can improve system understanding and adaptation. Through concrete examples, we demonstrate the potential of epistemic interaction to significantly advance human-computer interaction by leveraging intuitive human communication strategies to inform system design and functionality, offering a novel pathway for enriching user-system engagements.
A tale of scale & speed: How the US Navy is enabling software delivery from l...sonjaschweigert1
Rapid and secure feature delivery is a goal across every application team and every branch of the DoD. The Navy’s DevSecOps platform, Party Barge, has achieved:
- Reduction in onboarding time from 5 weeks to 1 day
- Improved developer experience and productivity through actionable findings and reduction of false positives
- Maintenance of superior security standards and inherent policy enforcement with Authorization to Operate (ATO)
Development teams can ship efficiently and ensure applications are cyber ready for Navy Authorizing Officials (AOs). In this webinar, Sigma Defense and Anchore will give attendees a look behind the scenes and demo secure pipeline automation and security artifacts that speed up application ATO and time to production.
We will cover:
- How to remove silos in DevSecOps
- How to build efficient development pipeline roles and component templates
- How to deliver security artifacts that matter for ATO’s (SBOMs, vulnerability reports, and policy evidence)
- How to streamline operations with automated policy checks on container images
GraphRAG is All You need? LLM & Knowledge GraphGuy Korland
Guy Korland, CEO and Co-founder of FalkorDB, will review two articles on the integration of language models with knowledge graphs.
1. Unifying Large Language Models and Knowledge Graphs: A Roadmap.
https://arxiv.org/abs/2306.08302
2. Microsoft Research's GraphRAG paper and a review paper on various uses of knowledge graphs:
https://www.microsoft.com/en-us/research/blog/graphrag-unlocking-llm-discovery-on-narrative-private-data/
GDG Cloud Southlake #33: Boule & Rebala: Effective AppSec in SDLC using Deplo...James Anderson
Effective Application Security in Software Delivery lifecycle using Deployment Firewall and DBOM
The modern software delivery process (or the CI/CD process) includes many tools, distributed teams, open-source code, and cloud platforms. Constant focus on speed to release software to market, along with the traditional slow and manual security checks has caused gaps in continuous security as an important piece in the software supply chain. Today organizations feel more susceptible to external and internal cyber threats due to the vast attack surface in their applications supply chain and the lack of end-to-end governance and risk management.
The software team must secure its software delivery process to avoid vulnerability and security breaches. This needs to be achieved with existing tool chains and without extensive rework of the delivery processes. This talk will present strategies and techniques for providing visibility into the true risk of the existing vulnerabilities, preventing the introduction of security issues in the software, resolving vulnerabilities in production environments quickly, and capturing the deployment bill of materials (DBOM).
Speakers:
Bob Boule
Robert Boule is a technology enthusiast with PASSION for technology and making things work along with a knack for helping others understand how things work. He comes with around 20 years of solution engineering experience in application security, software continuous delivery, and SaaS platforms. He is known for his dynamic presentations in CI/CD and application security integrated in software delivery lifecycle.
Gopinath Rebala
Gopinath Rebala is the CTO of OpsMx, where he has overall responsibility for the machine learning and data processing architectures for Secure Software Delivery. Gopi also has a strong connection with our customers, leading design and architecture for strategic implementations. Gopi is a frequent speaker and well-known leader in continuous delivery and integrating security into software delivery.
Securing your Kubernetes cluster_ a step-by-step guide to success !KatiaHIMEUR1
Today, after several years of existence, an extremely active community and an ultra-dynamic ecosystem, Kubernetes has established itself as the de facto standard in container orchestration. Thanks to a wide range of managed services, it has never been so easy to set up a ready-to-use Kubernetes cluster.
However, this ease of use means that the subject of security in Kubernetes is often left for later, or even neglected. This exposes companies to significant risks.
In this talk, I'll show you step-by-step how to secure your Kubernetes cluster for greater peace of mind and reliability.
Smart TV Buyer Insights Survey 2024 by 91mobiles.pdf91mobiles
91mobiles recently conducted a Smart TV Buyer Insights Survey in which we asked over 3,000 respondents about the TV they own, aspects they look at on a new TV, and their TV buying preferences.
Welocme to ViralQR, your best QR code generator.ViralQR
Welcome to ViralQR, your best QR code generator available on the market!
At ViralQR, we design static and dynamic QR codes. Our mission is to make business operations easier and customer engagement more powerful through the use of QR technology. Be it a small-scale business or a huge enterprise, our easy-to-use platform provides multiple choices that can be tailored according to your company's branding and marketing strategies.
Our Vision
We are here to make the process of creating QR codes easy and smooth, thus enhancing customer interaction and making business more fluid. We very strongly believe in the ability of QR codes to change the world for businesses in their interaction with customers and are set on making that technology accessible and usable far and wide.
Our Achievements
Ever since its inception, we have successfully served many clients by offering QR codes in their marketing, service delivery, and collection of feedback across various industries. Our platform has been recognized for its ease of use and amazing features, which helped a business to make QR codes.
Our Services
At ViralQR, here is a comprehensive suite of services that caters to your very needs:
Static QR Codes: Create free static QR codes. These QR codes are able to store significant information such as URLs, vCards, plain text, emails and SMS, Wi-Fi credentials, and Bitcoin addresses.
Dynamic QR codes: These also have all the advanced features but are subscription-based. They can directly link to PDF files, images, micro-landing pages, social accounts, review forms, business pages, and applications. In addition, they can be branded with CTAs, frames, patterns, colors, and logos to enhance your branding.
Pricing and Packages
Additionally, there is a 14-day free offer to ViralQR, which is an exceptional opportunity for new users to take a feel of this platform. One can easily subscribe from there and experience the full dynamic of using QR codes. The subscription plans are not only meant for business; they are priced very flexibly so that literally every business could afford to benefit from our service.
Why choose us?
ViralQR will provide services for marketing, advertising, catering, retail, and the like. The QR codes can be posted on fliers, packaging, merchandise, and banners, as well as to substitute for cash and cards in a restaurant or coffee shop. With QR codes integrated into your business, improve customer engagement and streamline operations.
Comprehensive Analytics
Subscribers of ViralQR receive detailed analytics and tracking tools in light of having a view of the core values of QR code performance. Our analytics dashboard shows aggregate views and unique views, as well as detailed information about each impression, including time, device, browser, and estimated location by city and country.
So, thank you for choosing ViralQR; we have an offer of nothing but the best in terms of QR code services to meet business diversity!
Social media as it relates to students with disabilities in post secondary education
1. Social Media As It Relates to Students With Disabilities inPost-Secondary Education Texas A&M University System DTN Summer Institute 2011 June 20 – 21 Galveston, Texas
2. Social Media as it Relates to Students With Disabilities in Post-Secondary Educationby Joseph Doan and Alice Krueger is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
3. Abstract Social media usage is pervasive throughout almost every age group from pre-teen to senior citizens. As social media becomes a more ubiquitous part of everyday life, educators are discovering innovative ways to incorporate its use, and students have benefited from it. This presentation discusses how post-secondary education students with disabilities can also participate in and benefit from using social media tools and services like blogs, wikis, Twitter, Facebook, YouTube, and Second Life.
4. The Presenters Alice Krueger President Virtual Ability, Inc. A former educator, professional development provider, educational researcher, and published author and editor, Ms. Krueger became fully disabled with multiple sclerosis. She now volunteers in Second Life with the Virtual Ability community, which she founded. Her organization, a 501(c)3, is dedicated to helping people with any kind of disability- physical, mental, emotional, or sensory- enter and thrive in virtual worlds. The Virtual Ability community in Second Life won the first Linden Prize for “an innovative inworld project that improves the way people work, learn and communicate in their daily lives outside of the virtual world.”
5. The Presenters Joseph D. Doan Educational Technologist Texas A&M University-Corpus Christi Mr. Doan joined Texas A&M University-Corpus Christi as a Technology Trainer in 2007, and began providing technology training and support to faculty at TAMUCC. In 2009 Mr. Doan became the Educational Technologist and expanded his activities to identifying, evaluating, providing consultation and training for the integration of technology into the curriculum. Mr. Doan served on the Texas A&M System’s Distance Education Advisory Council and is currently spearheading the adoption of the massively multi-user virtual environment Second Life at TAMUCC. Mr. Doan is also working toward collaboration with TAMUCC’s Office of Disability Services to address accessibility of technology integrated into course instruction.
6. What is Social Media & Why We Care Social Media is defined by Merriam Webster dictionary as “forms of electronic communication (as Web sites for social networking and microblogging) through which users create online communities to share information, ideas, personal messages, and other content (as videos).
8. What is Social Media & Why We Care Some popular social media today: Blogs Wikis YouTube Facebook Twitter Multi-User Virtual Environments
9. Affordances of Social Media Chickering & Gamson's Seven Principles for Good Practice in Education Encourages contact between students and faculty Develops reciprocity and cooperation among students Encourages active learning Gives prompt feedback Emphasizes time on task Communicates high expectations Respects diverse talents and ways of learning
10. Encourages Contact between Students and Faculty Example Class group in FaceBook or blog Benefits Informal & conversational styled communication, and a sense of anonymity allows students to feel more at ease communicating with faculty, especially students who are shy and tend to not engage when face-to-face Barriers General accessibility concerns.The most common barrier would be the account creation, or subscription process to use the tools or service
11. Develops Reciprocity and Cooperation Among Students Example Assigned activities requiring selected social media to communicate, complete tasks Benefits Collaborative learning, peer mentoring, knowledge sharing, community building, etc. Barriers User-created content: most students would are not aware of accessibility concerns, and therefore would not contribute content that would be "accessible”
12. Encourages Active Learning Example Formulating, reformatting tweets Benefits Critical thinking, reflection on prior knowledge, scaffolded learning Barriers Tools designed with only the majority in mind
13. Give Prompt Feedback Example Tweets, blogs Benefits Information exchange is instant and continuous Barriers Notification methods do not accommodate accessibility
14. Emphasize Time on Task Example Posting a blog or creating a wiki page Benefits Contributes to academic, and eventually, career goals Barriers The tool is difficult to use or requires so much time to learn that it the benefit of using the tool can’t be realized
15. Communicating High Expectations Example Peer or public critique of created content Benefits The learning is more meaningful, and better prepares the student to meet the goals of a college education Barriers Students with learning impairments
16. Respect Diverse Talents andWays of Learning Example Allow for different modalities of consumption and production Benefits Provides for greater validity of assessing student learning Barriers Incompatibility with Assistive Technology
17. Affordances of Social Media Engagement: student-teacher, student-student Collaboration Critical thinking Active learning Microblogging Engagement Community building Sample blog: http://blogs.cornell.edu/vien-interns/
18. Affordances of Virtual Worlds Virtual worlds like Second Life are in the unique position of having the ability to provide the follow: Immersive experience in a 3-D environment Synchronous / asynchronous collaboration on a global scale Digital artifact creation Active learning Multimodal
19. The Study Disabilities and e-Learning Problems and Solutions: An Exploratory Study (2009) Fichten et al. This study explored e-learning problems and solutions reported by 223 students with disabilities, 58 campus disability service providers, 28 professors, and 33 e-learning professionals from Canadian colleges and universities. They discuss how the different roles and perspectives of the four participant groups influence their views, and make recommendations addressing identified common e-learning problems.
20. Types of Disabilities among College Students in this Study Learning disability (largest group) Mobility impairment / wheelchair user ADD/ADHD Psychological or psychiatric disability Health or medically related impairment Deaf / hard of hearing
21. Types of Disabilities among College Students in this Study (cont) Difficulty using hands or arms Visual impairment/ low vision Speech / communication impairment Totally blind (smallest group)
22. Use of Adaptive/Assistive Technology 62% said they needed AT to learn effectively Most use more than one kind of AT (mean = 2.65 technologies/student) Most felt they could use their AT effectively, but much variability
23. Types of AT Used Writing software (e.g., WYNN) (most common) Screen reader software (e.g., JAWS) Scanning and OCR Dictation software (e.g., Dragon NaturallySpeaking) Screen magnifier (e.g., ZoomText)
24. Types of AT Used (cont) Large screen monitor Adapted mouse Adapted keyboard Alternative display (e.g. refreshable Braille display) (least common)
25. No significant difference in learning problems between AT users and those who didn’t need AT Is AT Use Hindering Students?
26. Reported Benefits of E-Learning among Students with Disabilities Online course notes available Aids understanding, success Work at own pace Work at home Other course materials available
27. Reported Benefits of E-Learning among Students with Disabilities (cont.) Aids organization, time management Convenient communication with professors, peers Interest and stimulation Can reformat materials as needed Anonymity, reduces social anxiety
28. Student-Identified Problems* Inaccessibility of websites/course management systems Technical difficulties Poor use of e-learning by professors Difficulty connecting to websites/course management systems Students' lack of knowledge of how to use e-learning * Majority of respondents had learning disabilities * Would be interesting to compare to students without disabilities
29. Commonalities Among StudentSub-groups– Problems All groups had problems with: Inaccessible websites and course management systems Technical difficulties Audio-visuals Time limits PDFs Lack of needed assistive technology
30. “Technical Difficulties” Connecting to websites and course management systems Downloading and opening files Web pages wouldn’t load Video clips take excessive time to download
31. “Poor Use of E-Learning by Professor” Does not get the material onto the website on time Online course incomplete In class PowerPoint presentations delivered too quickly
32. Student-Identified Outcomes of Problems Unresolved (67%; all of the students’ top five problems) Solved using a non e-learning solution Professor provided assistance Obtained needed computer software or hardware
33. Commonalities Among Student Sub-groups– Outcomes All groups, most common outcome was “unresolved” All groups, next most common outcome was “none-learning solution”
34. Differences Among Student Sub-groups(unexpected results) Students with learning disabilities, mobility impairments, and arm/hand issues lacked knowledge about how to use e-learning effectively. Students with psychiatric or health issues had problems due to poor use of e-learning by professors.
35. Differences Among Student Sub-groups(expected results) Students with hearing impairments had problems with accessibility of audio and video materials. Students with visual impairments had troubles with inaccessibility of course notes and materials, especially PDFs.
37. Section 504 of the Rehabilitation Act Section 504 of the Rehabilitation Act of 1973 states that "no qualified individual with a disability in the United States shall be excluded from, denied the benefits of, or be subjected to discrimination under" any program or activity that receives Federal financial assistance. Title II of the Americans with Disabilities Act effectively applies the requirement of Section 504 to state and local agencies.
38. Section 508 of the Rehabilitation Act Section 508 of the Rehabilitation Act of 1973, implemented in 1998, requires that that all electronic and information technology developed, procured, maintained, or used by the Federal government be accessible to persons with disabilities. Colleges and universities are generally not subject to Section 508, although some federal grants may require compliance with Section 508. The Federal Pell grant is an example.
39. Section 508 of the Rehabilitation Act The Federal Electronic and Information Technology Accessibility and Compliance Act, and its revisions, became the current Section 508 in 1998. The Access Board is the agency established to provide standards and guidelines regarding technical compliance with Section 508.
40. Section 508 of the Rehabilitation Act Technical standards exist in six specific areas: Software Applications and Operating Systems Web-based Intranet and Internet Information and Applications Telecommunications Products Videos or Multimedia Products Self Contained, Closed Products Desktop and Portable Computers
41. Sections 508: Proposed Revisions E103.3.1 Electronic Content Any official communication of the institution that supports the institution’s mission necessary for employees to perform their job functions, or when communicated to a member of the public, are necessary for them to conduct official business with the institution, regardless of format, transmission or storage method, shall conform to provisions of Section 508.
42. Sections 508: Proposed Revisions Chapter 5: Electronic Documents The provisions of this chapter apply to electronic documents, which are mostly static, read-only, non-interactive electronic content. Examples include Word files, PDFs, PowerPoint presentations, Excel spreadsheets, and simple web pages (which do not contain Flash).
43. Sections 508: Proposed Revisions Chapter 6: Synchronized Media Content and Players The provisions of this chapter require that: Streaming video must include real-time video descriptions Video containing multiple visual areas of focus must provide video descriptions for all areas of focus Controls for closed captions and video descriptions must be presented in the same context as other controls Users must be able to independently control background sounds and speech tracks
44. Sections 508 of the Rehabilitation Act Note, there is no preference for mainstream Information Communication Technology (ICT) product accessibility. Accessibility through Assistive Technology (AT) is equally accessible.
45. POUR All materials for e-learning through social media must be: Perceivable Operable Understandable Robust
46. Web Content Accessibility Guide WCAG 2.0 Guidelines 1 Perceivable 1.1 Provide text alternatives for any non-text content so that it can be changed into other forms people need, such as large print, braille, speech, symbols or simpler language. 1.2 Provide alternatives for time-based media.
47. Web Content Accessibility Guide WCAG 2.0 Guidelines 1 Perceivable 1.3 Create content that can be presented in different ways (for example simpler layout) without losing information or structure. 1.4 Make it easier for users to see and hear content including separating foreground from background.
48. Web Content Accessibility Guide 2 Operable 2.1 Make all functionality available from a keyboard. 2.2 Provide users enough time to read and use content. 2.3 Do not design content in a way that is known to cause seizures. 2.4 Provide ways to help users navigate, find content, and determine where they are.
49. Web Content Accessibility Guide 3 Understandable 3.1 Make text content readable and understandable. 3.2 Make Web pages appear and operate in predictable ways. 3.3 Help users avoid and correct mistakes.
50. Web Content Accessibility Guide 4 Robust 4.1 Maximize compatibility with current and future user agents, including assistive technologies.
51. User Agent and AT Support Notes(for web designers) Some semantic elements are not supported well by assistive technologies: code, del, dfn, ins, kbd, s, sub, sup, tt, and q. Consider whether these elements are used in a way that requires users to be able to access the semantic meaning of the markup in order to understand the content, if so, this information should be provided in text.
52. User Agent and AT Support Notes(for web designers) Most screen readers do not provide automatic notification about em, strong, b, or i. JAWS contains support for blockquote and cite. WindowEyes contains support for blockquote, q and cite. Firefox 1.0 (Windows) and higher, Opera 7.54 (Windows) and higher, Mozilla 1.7.3 (Windows) and higher automatically generate quotes around q elements, but Internet Explorer 6 for Windows does not
53. Types of Disabling Conditions Keyboard/mouse Print Speech/hearing Cognitive
79. Considering Social Media Integration When considering a social media tools or services for integration into your curriculum, the following questions of Accessibility must be considered: Section 504 & 508 Compatibility with assistive technology Design: Social Networking Sites (SNS) Account creation Navigation Ad placements and dynamic content User-created content Mobile access (smartphones, PDAs, iPad, etc.)
81. Social Media Site Design Design, of Social Networking Sites (SNS) Account creation Navigation Ad placements Dynamic content User created content Keyboard navigation Input / Output options
83. Blackboard Learn 9.1 Accessibility The National Federation of the Blind (NFB) recently awarded Blackboard Learn™, Release 9.1 with a Nonvisual Accessibility Gold Certification, making it the first and only learning management system to achieve certification Accessibility resources for BlackboardLearn 8, 9 & 9.1 http://www.blackboard.com/Platforms/Learn/Resources/Accessibility/Accessibility-Resources.aspx
84. Solutions to Accessibility Barriers Improved standards compliance by service providers and developers Accessibility support in web browsers & plug-ins Webvisum for Firefox browser (www.webvisum.com) Accessible versions of social media sites EasyChirp (www.easychirp.com) Mobile Facebook (m.facebook.com) AIM facebook chat
85. Solutions to Accessibility Barriers YouTube Added capability for users to add closed captioning to their own videos
86. Universal Design for Learning Universal Design “promotes an expanded goal to make products and environments welcoming and useful to groups that are diverse in many dimensions, including gender, race and ethnicity, age, socioeconomic status, ability, disability, and learning style” (Burgstahler, 2009)
87. Universal Design for Learning Students with Invisible Disabilities Learning disabilities: “Some faculty at higher education institutions recognize individual differences in receptive and expressive learning profiles but make incorrect assumptions about lack of motivation, poor readiness for academic expectations of the institution, and generally low ability level.” (Spencer & Romero, 2009)
88. Universal Design for Learning Technological Environments The learning environment should provide accessible alternative forms of or methods for: Information being communicated by or via the environment Provide inputs or access the environment’s controls Manipulate the system or device Instruction documentation
89. Universal Design for Learning Accessible Web-Based Multimedia Produce media with accessibility in mind Text description for streamed content Speech and background sound should be on different tracks Closed-captioning for on demand video
90. Americans with Disabilities Act Section 508 United States Access Board UK Disability Discrimination Act Australian Disability Discrimination Act Resources – Regulations / Guidelines
91.
92. 100 Killer Web Accessibility Resources: Blogs, Forums and Tutorials http://tinyurl.com/3hls7g2 Free and Open Source Software to aid those with Visual Impairments http://tinyurl.com/66dctcg Google’s Accessibility web page http://www.google.com/accessibility/products/ Resources – Technology
93. VoiceOver, Apple Computer’s screen-access technology http://www.apple.com/accessibility/voiceover/ Microsoft Office for Mac 2011 Service Pack 1 to add image Alt Text capability http://support.microsoft.com/kb/2525412 LIbreOffice: an open source productivity suite that is compatible with Apple Computer’s VoiceOver http://www.libreoffice.org/ Resources – Technology
94. Logitech Dual Action™ Gamepad http://tinyurl.com/3p5wbjv Make PDF files accessible http://www.cew.wisc.edu/accessibility/tutorials/accesspdf.htm Microsoft Office 2010 (for PCs) http://www.microsoft.com/enable/products/office2010/ Resources – Technology, continued
95. Nuance’s Speech Recognition http://www.nuance.com/dragon/index.htm Technology and Universal Design http://www.washington.edu/doit/Resources/technology.html WebAIM Screen Reader User Survey #3 Results http://webaim.org/projects/screenreadersurvey3/ Resources – Technology, continued
96. Web accessibility for the Twitter website application http://www.easychirp.com/index.php Web browser accessibility extensions information http://tinyurl.com/6cr5228 Resources – Technology, continued
97. References Burgstahler, S. E. (2009) Universal Design in Higher Education. In S. Burgstahler & R. Cory (Eds.), Universal Design in Higher Education: From Principles to Practice (p 3). Cambridge, MA: Harvard Education Press. Fichten, C. S., Ferraro, V., Asuncion, J. V., Chwojka, C., Barile, M., Nguyen, M. N., Klomp, R., & Wolforth, J. (2009). Disabilities and e-Learning Problems and Solutions: An Exploratory Study. Educational Technology & Society, 12 (4), 241–256. Spencer, A. M. & Romero, O. (2009) Engaging Higher Education Faculty in Universal Design: Addressing Needs of Students with Invisible Disabilities. In S. Burgstahler & R. Cory (Eds.), Universal Design in Higher Education: From Principles to Practice (pp 145-156). Cambridge, MA: Harvard Education Press.
98. Contact Us Joseph Doan (SL: IzzyLander Karu) joseph.doan@tamucc.edu Gentle Heron gentle@virtualability.org
Editor's Notes
Introduction of Social MediaDefinitionExamples of popular social media tools and sites
Introduction of Social MediaDefinitionExamples of popular social media tools and sites
Affordances of each social media typeThis slide covers social medias used for sharing content
Social media used for interaction, community building
The top 5
Evaluating social media sites & services.
All electronic content mean:
All electronic content mean:
All electronic content mean:
Evaluating social media sites & services.
People will tell you their impairments.To create an accessible environment, you need to understand their disabilities.
AT- alternative keyboard or mouse - speech recognition software
AT- interpretation - CART - captioning - print or other visual cues for sounds
AT- text transcription - reading and writing software
Participation of students with disabilities. What the educators need to be aware of when considering integration of social media into their curriculum.
Social Media and assistive/adaptive technology, will it work with what the user has?
Evaluating social media sites & services.
Social media on the go. How does this affect users with disabilities?