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This short document promotes creating presentations using Haiku Deck, a tool for making slideshows. It encourages the reader to get started making their own Haiku Deck presentation and sharing it on SlideShare. In just one sentence, it pitches the idea of using Haiku Deck to easily create engaging slideshow presentations.
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The document discusses how to incorporate Universal Design for Learning (UDL) principles into technology to reduce cognitive load for all learners. It notes that a significant portion of the population has disabilities and technologies must be accessible. Cognitive overload can be caused by difficultly using technology, too much new information, lack of connection to prior knowledge, unnecessary information, and poor organization. The document provides many guidelines for designing accessible technology, such as reducing effort needed, limiting linguistic complexity and distractions, ensuring ease of use, enabling assistive technologies, and aligning information to users' prior experiences. Proper handling of images with alt text and avoiding flashing/animated images is also advised.
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This video storyboard introduces a YouTube captioning tool that allows adding closed captions to any video for free. The introduction scene would show a screenshot of the YouTube website with a caption explaining viewers can caption videos to assist both students with disabilities and those without, by improving comprehension. Narration of the text is included to be read over the scene.
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Translateye is free web-based software that can convert audio, documents, video, and images into different formats to make content more accessible. A video storyboard describes a scene introducing Translateye where the narration explains that teachers and students can use it to convert lecture audio into text to benefit those with auditory disabilities. The storyboard provides details on font, colors, transitions and includes a link to download the file converter on Translateye's website.
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This 3 sentence summary provides the key details about the video storyboard document:
The document is a video storyboard that introduces auditory assistive aids, with the 7th screen of 18 providing narration about students who have auditory disabilities and cannot always hear clearly due to background noise or other factors, and noting there are many free online tools to assist these students.
6 storyboard
This storyboard describes scene 6 of an 18 scene video about reaching all learners through free web tools. In this scene, it discusses Text2Speech, a free online tool that allows students to convert written text to an mp3 audio file of speech, helping students with visual disabilities. The scene would include a screenshot of the Text2Speech website, narration describing what the tool is and how students can use it, and a short audio clip demonstrating a voice reading the provided narration text.
5 storyboard
Natural Reader is a free online tool that converts written text to mp3 audio files, allowing students with visual disabilities to access classroom materials by listening instead of reading. The video storyboard describes a scene where the narrator explains that Natural Reader eliminates barriers for visual learners by converting any written text into speech. A screenshot of the Natural Reader website is displayed on the screen along with text describing it as an assistive device that teachers can use to help students with visual impairments.
4 storyboard
Vozme is a free online tool that can convert documents and classroom text into mp3 audio files, helping students with visual disabilities by eliminating the need to read visually. The video storyboard describes a scene where the narrator explains that Vozme allows converting documents to speech, making course materials accessible. A screenshot of the Vozme website is displayed on the screen.
3 storyboard
This video storyboard introduces visual impairments and describes the first scene. The introduction will have a picture of a child with glasses, narration reading the text "There are many free assistive devices on the web you can use to help students with visual disabilities", and no animation, audience interaction, or transition between clips. The inspiration for the storyboard was Maricopa Community College's video production resources.
2 storyboard
This storyboard is for a video called "Reaching All Learners Through Free Web Tools" and describes the introduction scene. It includes a picture of a teacher in front of a classroom, with a voiceover introducing the topic that the video will help teachers reach all students through free web tools. The font used for the text is red Baskerville Old Face at 24pt size. Between clips there will be a soft fade transition and no animations or audience interactions.
1 storyboard
Reaching All Learners Through Free Web Tools is the title of the video. Screen 1 of 18 introduces the title against a colorful background with a computer picture. The font is red Baskerville Old Face at 24pt and happy music plays in the background. The transition to the next clip is a soft fade with no animation or audience interaction.
19 storyboard
This document provides details for the 19th slide in a video storyboard about reaching all learners through free web tools. It describes the background color, font style and size, screen size, and that the audio will be the same music clip from the first slide. All screenshots were created using Jing and photos were obtained from Creative Commons sources and are free to share and remix. The transition to the next clip will be a soft fade and there is no animation or audience interaction.
Web resources
This document reviews 7 web resources and 2 software resources related to accessibility and universal design for learning (UDL). The resources include checklists, guides, and tools to help designers create accessible websites, presentations, documents and more. They provide information on specific disabilities, UDL principles, and ensuring technology is accessible to all learners through proper formatting, coding and use of assistive technologies. However, some of the reviewed resources themselves have accessibility issues or cognitive overload that could impede users. Overall, the resources aim to educate developers on accessibility best practices to reach every learner.
Annotated research articles
The document summarizes several annotated research articles that discuss cognitive load theory and how to design instruction to avoid cognitive overload. Some key findings include: 1) Using visuals and narration, breaking information into chunks, and relating new concepts to prior knowledge can reduce cognitive load. 2) When evaluating educational technology, it is important to consider how accessible and usable the interface is for all learners. 3) Visualized-based scaffolding within online learning helps increase student learning compared to no scaffolding.
How to incorporate udl into technology to reduce cognitive load
The document discusses how to incorporate Universal Design for Learning (UDL) principles into technology to reduce cognitive load for all learners. It notes that a significant portion of the population has disabilities and technologies must be accessible. Cognitive overload can be caused by difficultly using technology, too much new information, lack of connection to prior knowledge, unnecessary information, and poor organization. The document provides many guidelines for designing accessible technology, such as reducing effort needed, limiting linguistic complexity and distractions, ensuring ease of use, enabling assistive technologies, and aligning information to users' prior experiences. Proper handling of images with alt text and avoiding flashing/animated images is also advised.
More from dawnlouise (19)
How to incorporate udl into technology to reduce cognitive load
How to incorporate udl into technology to reduce cognitive load
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