Presented by Disability Services Coordinator Cathy Cassady and Office of Learning Technology director Anastasia Trekles, this workshop takes a look at ways to help ensure that all students feel welcome and are able to learn effectively in the college environment.
A workshop on specific tools that help mitigate academic integrity violations. Strategies for pedagogical ways to handle this issue are shared as well. Tools covered include SafeAssign, Respondus Lockdown Browser and Monitor, Remote Proctor Now, and ProctorU.
A workshop on how to work with all students on an equal playing field, including making sure your courses are accessible to students with disabilities.
This document provides an overview of options for using video and multimedia in teaching. It discusses benefits of using video such as demonstrating concepts in ways text alone cannot. It outlines tools like Video Express, Camtasia, and WebEx for recording lectures and presentations. It also reviews best practices for multimedia design based on Mayer's principles and considerations for accessibility, such as captioning videos.
This document discusses flipping the classroom by having students do instruction at home through videos or other online content, and doing activities and projects in class under teacher guidance. It outlines advantages like gaining class time, and challenges like ensuring students understand concepts on their own and have access to instruction. It recommends ensuring students can contact the teacher, forming study groups, and providing alternatives for students without home access. Tools like Jing and Camtasia are introduced to create instructional videos, and publishing options like YouTube, Screencast, and Blackboard are presented.
This document discusses different patterns of online and distance learning, including their advantages and disadvantages. Pattern A involves asynchronous learning through podcasts, vodcasts, teleseminars, RSS feeds, blogs, wikis and forums. Pattern B uses live conferencing like teleconferences. Pattern C utilizes learning management systems. While online learning provides flexibility, interactivity is limited without in-person contact. Motivation, recognition, technical issues and time management can also be challenges for online students. The best approaches use a hybrid of Patterns A and B through a learning management system.
The document provides guidance on using WebEx for online teaching, including how to set up meetings and personal conference rooms, share screens, record sessions, and access recordings. It also discusses using Dropbox and Google Drive for file storage and collaboration. Contact information is provided for getting help with WebEx, Dropbox, and other online teaching tools from the Office of Learning & Technology at Purdue University North Central.
A workshop on specific tools that help mitigate academic integrity violations. Strategies for pedagogical ways to handle this issue are shared as well. Tools covered include SafeAssign, Respondus Lockdown Browser and Monitor, Remote Proctor Now, and ProctorU.
A workshop on how to work with all students on an equal playing field, including making sure your courses are accessible to students with disabilities.
This document provides an overview of options for using video and multimedia in teaching. It discusses benefits of using video such as demonstrating concepts in ways text alone cannot. It outlines tools like Video Express, Camtasia, and WebEx for recording lectures and presentations. It also reviews best practices for multimedia design based on Mayer's principles and considerations for accessibility, such as captioning videos.
This document discusses flipping the classroom by having students do instruction at home through videos or other online content, and doing activities and projects in class under teacher guidance. It outlines advantages like gaining class time, and challenges like ensuring students understand concepts on their own and have access to instruction. It recommends ensuring students can contact the teacher, forming study groups, and providing alternatives for students without home access. Tools like Jing and Camtasia are introduced to create instructional videos, and publishing options like YouTube, Screencast, and Blackboard are presented.
This document discusses different patterns of online and distance learning, including their advantages and disadvantages. Pattern A involves asynchronous learning through podcasts, vodcasts, teleseminars, RSS feeds, blogs, wikis and forums. Pattern B uses live conferencing like teleconferences. Pattern C utilizes learning management systems. While online learning provides flexibility, interactivity is limited without in-person contact. Motivation, recognition, technical issues and time management can also be challenges for online students. The best approaches use a hybrid of Patterns A and B through a learning management system.
The document provides guidance on using WebEx for online teaching, including how to set up meetings and personal conference rooms, share screens, record sessions, and access recordings. It also discusses using Dropbox and Google Drive for file storage and collaboration. Contact information is provided for getting help with WebEx, Dropbox, and other online teaching tools from the Office of Learning & Technology at Purdue University North Central.
This document discusses strategies for promoting academic integrity and preventing cheating. It provides an overview of common reasons why students cheat and various methods they use. It then outlines different technological tools that can be used to deter cheating, such as plagiarism detection software, locked browsers for online exams, and remote proctoring services. The document emphasizes the importance of also using pedagogical approaches like clearly communicating policies, teaching proper citation, and helping students with time management.
Assessment: Managing Tests, Projects, and Grade CenterStaci Trekles
A Fall 2015 workshop on how to manage tests, projects, and the Grade Center within BlackBoard. Includes tips on how to develop effective tests that measure what they intend to measure.
Supplementing moodle with live and recorded webinars moodle moot2010Dominik Lukes
The document discusses supplementing an online learning platform called Moodle with live and recorded webinars. It explores different webinar software options and settles on using GoToWebinar for its simple interface, screen sharing features, and ability to host large audiences. The organization uses webinars for course information sessions, lectures, technical support, and meetings. Lessons learned include that webinars can work as well as in-person events if properly tested and attendees are prepared for technical issues.
Instead of posting links, embed your multimedia files from YouTube or a streaming server into Blackboard so that students aren't confused by new windows opening outside of Blackboard.
This presentation was given as part of the Fall 2009 eLearning Institute at Emporia State University. Zeni Colorado is an Assistant Professor of Instructional Design and Technology at Emporia State University.
Title
How Computers Can help Reduce Stress at Work and in Education
Description
Many will feel that computers and the advent of the always-on culture is a significant cause of stress in the workplace.
We know from the work of our workplace assessors that it is a growing cause of concern for employers - affecting the well-being of staff and leading to absenteeism and long-term sickness. We also know from our student services that it is a major source of concern in higher and further education.
However there are strategies and techniques that can help anyone use their computer to reduce stress and any associated mental health issues.
This session will illustrate to HR professionals, disability advisers, employers and students and employees how more effective use of computers can help people feel more organised in their work and study more effectively, which will reduce stress and prevent expensive workplace tribunal claims.
HR Update: Workstation ergonomics for a safer, more effective workplaceAbilityNet
Having the right workstation is critical in creating a safe and healthy work environment and can have a huge impact on employees with a disability, helping them deliver to their full potential but also preventing claims of discrimination.
In this AbilityNet webinar our experts reviewed some of the most common workstation issues that they encounter, and will describe how this can help people with a wide range of disabilities, including many which employers often do not consider. It will also look at the implications of the rise in mobile working and the changes this is bringing to people’s workstation.
This document discusses how technology can be used to support inclusion of students with special needs in the classroom. It provides examples of assistive technologies such as screen readers, magnification software, on-screen keyboards, and document projectors that enable these students to fully participate. When integrated effectively, technology allows for active engagement, group work, interaction and feedback, and connections to real-world experts, preparing students for a technology-reliant world.
Dyslexia and Digital Design: websites, apps and more, November 2014AbilityNet
A video recording of this webinar is available at www.youtube.com/abilitynet
Did you know:
- There are at least 6 million people with dyslexia in the UK
- It has a severe effect on as many as 4 million people
There are many ways that web designers, app developers and others involved in digital design can help people with dyslexia. This webinar reviews some of the common issues people with dyslexia face in our digital world and present solutions that can be used in many different situations.
The session is delivered AbilityNet's Head of Digital Inclusion Robin Christopherson and Joe Chidzik, a Senior Accessibility Consultant at AbilityNet.
This PPT describes the use of SafeAssign as a plagiarism prevention service linked to Blackboard. It will be used as a learning tool for students in Draft mode to teach students about Intellectual Property. Using SafeAssign will deter poor practices of not using proper citations.
The biggest influence of student success, especially in developmental education, is still us, the instructors. Technology can enhance the best skills we possess and multiply the impact of a single instructor. This session will demonstrate how to leverage the technology to enrich student learning.
Andrea Noonoo Tips On How To Succeed In Online Science And Math Classesglennrmoses
The presentation outlines objectives for incorporating technology into science classes at Odyssey Charter Schools, utilizing online resources, managing student time effectively, communicating with faculty, and accessing assistance programs. Potential issues with the virtual learning model are discussed, such as lack of structure, distractions at home, and decreased motivation from falling behind. The presentation provides information on online textbooks, virtual labs, supplemental materials, schedules, contacting teachers, checking grades, and learning lab hours.
Orna Farrell presented her top 10 tools for teaching with technology (TEL). She discussed the importance of pedagogy over technology and learning design frameworks. The top 10 tools included Pikochart for infographics, Thinglink for multimedia annotations, Atavist for interactive ebooks, Animoto for video creation, and Pixton for comics/storyboards. Other tools were PeerWise for student-generated questions, Camtasia for screencasting, Jing for screenshots, Wix for websites and eportfolios, and Livebinders for content curation. Flipping the classroom with tools like Articulate was also mentioned. Attendees participated in activities using some of the tools.
Learning and Communicating with the WebStaci Trekles
Empower yourself and your students to take advantage of free tools and resources on the Web for learning and communicating beyond the walls of the classroom
Learning and Communicating with the WebStaci Trekles
This document discusses various web-based tools that can be used for learning, including blogs, wikis, social networks, synchronous communication tools, media sharing sites, and sites for finding online tutorials. It provides recommendations for classroom uses and examples of specific sites for each tool type, such as Edublogs for blogging and Skype for synchronous communication. The document encourages embracing these technologies to empower students and help them learn through collaboration and communication online.
The document outlines the advantages and disadvantages of technology. Some advantages include easy communication, helping teachers compute grades and discuss lessons, and training students on new tech skills. However, some disadvantages are students learning to hack accounts, addiction to games, health issues from overuse, and difficulty motivating self-discipline.
This document discusses using web video and screencasts to teach library users. It recommends keeping videos short to answer specific questions, not aiming for perfection as videos will need updating, and using free and low-cost tools for creating and hosting videos. The document also suggests embedding videos in guides and linking them on homepages where users are most likely to have questions. It provides examples of video hosting and creation tools and asks if embedded videos are being used.
This document provides advice and guidance for doctoral students on navigating the dissertation process. It outlines the typical timeline for a doctoral program, from admissions through coursework, exams, and dissertation. It emphasizes that the dissertation is the most challenging part, and students often lose sight of needing to complete it to graduate. The document then lists the "Top Ten" tips, including making progress your responsibility, creating a research file and cohort for support, selecting a strong committee, attending defenses, prioritizing writing over research, and recognizing that "ABD" is not a title but a status to be avoided.
Wallwisher is a digital tool that allows for collaborative brainstorming and sharing of ideas. It can be used by teachers and students in several ways: to introduce essential questions at the start of a unit and have students add content reflections and links as a study guide; to post a closing question for students to respond to as an exit slip to open the next class discussion; and for group projects to allow brainstorming of ideas online. More instructional uses and lesson ideas can be found on the provided website.
Spread Your Face All Over the Place:Extending Your Reach with Web VideoJessica Hagman
This document discusses using web video to extend the reach of libraries. It recommends embedding short videos in places where users already are, like guides and course pages. It suggests using free or low-cost tools for creating and hosting videos. Specific free software options mentioned for recording include Jing, CamStudio and Screencast-o-Matic, while YouTube, Blip.tv and Vimeo are given as hosting examples. The document stresses starting simply and updating videos regularly rather than aiming for perfection.
This document discusses strategies for promoting academic integrity and preventing cheating. It provides an overview of common reasons why students cheat and various methods they use. It then outlines different technological tools that can be used to deter cheating, such as plagiarism detection software, locked browsers for online exams, and remote proctoring services. The document emphasizes the importance of also using pedagogical approaches like clearly communicating policies, teaching proper citation, and helping students with time management.
Assessment: Managing Tests, Projects, and Grade CenterStaci Trekles
A Fall 2015 workshop on how to manage tests, projects, and the Grade Center within BlackBoard. Includes tips on how to develop effective tests that measure what they intend to measure.
Supplementing moodle with live and recorded webinars moodle moot2010Dominik Lukes
The document discusses supplementing an online learning platform called Moodle with live and recorded webinars. It explores different webinar software options and settles on using GoToWebinar for its simple interface, screen sharing features, and ability to host large audiences. The organization uses webinars for course information sessions, lectures, technical support, and meetings. Lessons learned include that webinars can work as well as in-person events if properly tested and attendees are prepared for technical issues.
Instead of posting links, embed your multimedia files from YouTube or a streaming server into Blackboard so that students aren't confused by new windows opening outside of Blackboard.
This presentation was given as part of the Fall 2009 eLearning Institute at Emporia State University. Zeni Colorado is an Assistant Professor of Instructional Design and Technology at Emporia State University.
Title
How Computers Can help Reduce Stress at Work and in Education
Description
Many will feel that computers and the advent of the always-on culture is a significant cause of stress in the workplace.
We know from the work of our workplace assessors that it is a growing cause of concern for employers - affecting the well-being of staff and leading to absenteeism and long-term sickness. We also know from our student services that it is a major source of concern in higher and further education.
However there are strategies and techniques that can help anyone use their computer to reduce stress and any associated mental health issues.
This session will illustrate to HR professionals, disability advisers, employers and students and employees how more effective use of computers can help people feel more organised in their work and study more effectively, which will reduce stress and prevent expensive workplace tribunal claims.
HR Update: Workstation ergonomics for a safer, more effective workplaceAbilityNet
Having the right workstation is critical in creating a safe and healthy work environment and can have a huge impact on employees with a disability, helping them deliver to their full potential but also preventing claims of discrimination.
In this AbilityNet webinar our experts reviewed some of the most common workstation issues that they encounter, and will describe how this can help people with a wide range of disabilities, including many which employers often do not consider. It will also look at the implications of the rise in mobile working and the changes this is bringing to people’s workstation.
This document discusses how technology can be used to support inclusion of students with special needs in the classroom. It provides examples of assistive technologies such as screen readers, magnification software, on-screen keyboards, and document projectors that enable these students to fully participate. When integrated effectively, technology allows for active engagement, group work, interaction and feedback, and connections to real-world experts, preparing students for a technology-reliant world.
Dyslexia and Digital Design: websites, apps and more, November 2014AbilityNet
A video recording of this webinar is available at www.youtube.com/abilitynet
Did you know:
- There are at least 6 million people with dyslexia in the UK
- It has a severe effect on as many as 4 million people
There are many ways that web designers, app developers and others involved in digital design can help people with dyslexia. This webinar reviews some of the common issues people with dyslexia face in our digital world and present solutions that can be used in many different situations.
The session is delivered AbilityNet's Head of Digital Inclusion Robin Christopherson and Joe Chidzik, a Senior Accessibility Consultant at AbilityNet.
This PPT describes the use of SafeAssign as a plagiarism prevention service linked to Blackboard. It will be used as a learning tool for students in Draft mode to teach students about Intellectual Property. Using SafeAssign will deter poor practices of not using proper citations.
The biggest influence of student success, especially in developmental education, is still us, the instructors. Technology can enhance the best skills we possess and multiply the impact of a single instructor. This session will demonstrate how to leverage the technology to enrich student learning.
Andrea Noonoo Tips On How To Succeed In Online Science And Math Classesglennrmoses
The presentation outlines objectives for incorporating technology into science classes at Odyssey Charter Schools, utilizing online resources, managing student time effectively, communicating with faculty, and accessing assistance programs. Potential issues with the virtual learning model are discussed, such as lack of structure, distractions at home, and decreased motivation from falling behind. The presentation provides information on online textbooks, virtual labs, supplemental materials, schedules, contacting teachers, checking grades, and learning lab hours.
Orna Farrell presented her top 10 tools for teaching with technology (TEL). She discussed the importance of pedagogy over technology and learning design frameworks. The top 10 tools included Pikochart for infographics, Thinglink for multimedia annotations, Atavist for interactive ebooks, Animoto for video creation, and Pixton for comics/storyboards. Other tools were PeerWise for student-generated questions, Camtasia for screencasting, Jing for screenshots, Wix for websites and eportfolios, and Livebinders for content curation. Flipping the classroom with tools like Articulate was also mentioned. Attendees participated in activities using some of the tools.
Learning and Communicating with the WebStaci Trekles
Empower yourself and your students to take advantage of free tools and resources on the Web for learning and communicating beyond the walls of the classroom
Learning and Communicating with the WebStaci Trekles
This document discusses various web-based tools that can be used for learning, including blogs, wikis, social networks, synchronous communication tools, media sharing sites, and sites for finding online tutorials. It provides recommendations for classroom uses and examples of specific sites for each tool type, such as Edublogs for blogging and Skype for synchronous communication. The document encourages embracing these technologies to empower students and help them learn through collaboration and communication online.
The document outlines the advantages and disadvantages of technology. Some advantages include easy communication, helping teachers compute grades and discuss lessons, and training students on new tech skills. However, some disadvantages are students learning to hack accounts, addiction to games, health issues from overuse, and difficulty motivating self-discipline.
This document discusses using web video and screencasts to teach library users. It recommends keeping videos short to answer specific questions, not aiming for perfection as videos will need updating, and using free and low-cost tools for creating and hosting videos. The document also suggests embedding videos in guides and linking them on homepages where users are most likely to have questions. It provides examples of video hosting and creation tools and asks if embedded videos are being used.
This document provides advice and guidance for doctoral students on navigating the dissertation process. It outlines the typical timeline for a doctoral program, from admissions through coursework, exams, and dissertation. It emphasizes that the dissertation is the most challenging part, and students often lose sight of needing to complete it to graduate. The document then lists the "Top Ten" tips, including making progress your responsibility, creating a research file and cohort for support, selecting a strong committee, attending defenses, prioritizing writing over research, and recognizing that "ABD" is not a title but a status to be avoided.
Wallwisher is a digital tool that allows for collaborative brainstorming and sharing of ideas. It can be used by teachers and students in several ways: to introduce essential questions at the start of a unit and have students add content reflections and links as a study guide; to post a closing question for students to respond to as an exit slip to open the next class discussion; and for group projects to allow brainstorming of ideas online. More instructional uses and lesson ideas can be found on the provided website.
Spread Your Face All Over the Place:Extending Your Reach with Web VideoJessica Hagman
This document discusses using web video to extend the reach of libraries. It recommends embedding short videos in places where users already are, like guides and course pages. It suggests using free or low-cost tools for creating and hosting videos. Specific free software options mentioned for recording include Jing, CamStudio and Screencast-o-Matic, while YouTube, Blip.tv and Vimeo are given as hosting examples. The document stresses starting simply and updating videos regularly rather than aiming for perfection.
Creating a classroom community New Teachersjcordovasjsd
The document discusses creating a classroom community by establishing a shared sense of belonging and interdependence among students. Key aspects of a classroom community include shared leadership between teachers and students, effective communication, responsiveness to individual and group needs, shared values and goals, cooperation, and commitment to the group. Building community requires understanding students, setting collaborative goals and beliefs, teaching teamwork skills, and creating a safe, stimulating learning environment where all students feel valued and that their contributions matter.
Classroom management involves organizing students, space, time, and materials to facilitate instruction and learning. Effective classroom management maximizes instruction time and minimizes disruptions through strategies like behavior tracking systems, timers, random student selectors, forms for tracking data and contacts, seating charts, positive reinforcement, screen sharing software, digital submission tools, rubric builders, and noise meters.
This classroom management plan outlines policies for an Espanol III class that require students to be attentive, on time, speak Spanish, and come prepared with their materials which include a text, notebook, writing utensil, homework, and positive attitude. Grading will be based on tests at 25%, quizzes at 25%, classwork/participation at 25%, and homework at 25%. The teacher's email is provided along with Tuesday late nights for additional help.
The document provides guidance on classroom management strategies for teachers, including establishing clear behavioral expectations, teaching those expectations to students, prompting and monitoring student behavior, and evaluating the effectiveness of classroom management procedures. It emphasizes the importance of establishing structure, routines, and a continuum of strategies to acknowledge appropriate behavior and address inappropriate behavior.
The document discusses best practices for managing a classroom. It recommends 1) considering students' age and culture when determining appropriate proximity and movement, 2) maintaining tidiness of appearance, 3) varying voice loudness, tone, and pitch based on the lesson, 4) limiting use of students' native language, and 5) strategically grouping students in different configurations such as individually, in pairs, or in groups to accommodate different learning styles. Effective grouping options include whole-class instruction, pair work, individual work, and group work.
Online Accessibility for Students with Disabilitiesakascuena
This document discusses why accessibility should be considered when designing online classes and provides guidance on how to make classes accessible for students with disabilities. It notes that accessibility is required by law under Section 508 and is part of CWI's mission of open access. The document defines accessibility and outlines best practices for visual, audio, motor, and cognitive accessibility. It recommends considering disabilities and providing alternatives to graphics, maximizing color contrast, including transcripts for audio/video, and contacting disability services for support. Tools for evaluating and improving accessibility are also suggested.
Web aim training others - engaging learners with various training methodsFelicia Cruz
The document discusses various methods for training others about web accessibility, including lectures, hands-on lab training, small group training, one-on-one training, and at-a-distance consulting. It provides tips for effective training strategies such as being enthusiastic, giving an overview and review, involving the audience, using examples, providing resources, and being prepared.
The document discusses common elements and challenges of e-learning. It identifies four common elements - text, images, multimedia, and navigation. It notes that while text is important, courses should use it in moderation and combine it with other elements like images and video to engage learners. The document also outlines five major challenges for e-learning - lack of learner motivation, busy learner schedules, assumptions about learner tech skills, beliefs that e-learning lacks support, and inability to see real-world implications. It provides suggestions for addressing each challenge such as making courses interactive, modular, simple to use, and demonstrating practical applications.
This document provides information about online student support services available through the Online Education Initiative (OEI). It discusses readiness workshops and multimedia tutorials to help students prepare for online learning. Tutoring resources like NetTutor and WorldWideWhiteboard are promoted. Basic skills support modules are presented in topics like English, math, reading, library research, and ESL that faculty can embed in their online courses. Examples are given of how to integrate these resources for assignments involving writing, reading, sociology, economics, and psychology courses. The goal is to help students successfully complete course requirements by referring them to relevant instructional and personal support services.
This document discusses the development and implementation of an online clinical placement tool called ENCAS at Edith Cowan University to replace a paper-based workbook. It was created to enhance the student experience, increase confidentiality, reduce costs, and support student development. It involved testing, piloting, and training a large team of academics, learning designers, professional staff, clinical facilitators, and over 3,000 students. Feedback was provided from this team and highlighted benefits like improved monitoring of placements and targeted student support, as well as challenges like timesheet management and using the multiple workspaces. The document emphasizes that successful implementation took a village of contributors.
A collection of online resources to support taking teaching and learning online in education, a collection of Tweets from Open practitioners around the world, curated and detailed by the Open Education Influencers at Nelson Mandela University.
Apologies for the mis-spelt website address on the cover, missing an 'n',
Slideshare doesn't allow document edits, only replacements, which then deletes all prior engagements with it. So we're living with it, with side-eye, of course.
The correct website address is: http://openedinfluencers.mandela.ac.za
The document describes Edpuzzle, a video learning platform that allows teachers to create interactive video lessons. It highlights key features such as embedding questions to increase engagement and provide feedback, self-paced learning, supporting different class structures and grade levels, promoting understanding through short lessons, and analytics to help teachers differentiate instruction. It also mentions finding ready-made lessons, recording your own videos, transforming any internet video into a lesson, integrations, privacy protections, standardized content sharing, and usage data. Testimonials praise how it serves individual student needs and is a useful tool across grades and subjects.
Computers have had a profound impact on the classroom and education..docxladonnacamplin
Computers have had a profound impact on the classroom and education. They have made research quicker and more accessible, made teaching reading fun while providing immediate results-based feedback, and provided students the opportunity to see parts of the world they may never have had the opportunity to experience. However, there are also less familiar devices (both high-tech and low-tech) that can be used to enhance learning, specifically for students with disabilities.
Visit
YouTube
and search for an assistive technology device that you can see using in your current or future classroom. You can use search terms such as “Assistive Technology in the Classroom,” “Assistive Technology and Children with Disabilities,” or “Assistive Technology and ADHD/LD/Autism.”
Choose a video that demonstrates how the assistive technology could be used in the classroom (be sure to include the link). Explain the teacher’s role in implementing this device, and how it promotes access to learning for the student.
1.5 of in length
.
The document discusses using web 2.0 technologies to increase student engagement in different areas at the University of Otago. It describes using ePortfolios to help dental students map their goals and experiences, using blogs and wikis to improve language learning, and developing an interactive 3D animation to help physiology students learn about the cardiac cycle. While some students found these tools useful, others said they did not have time to use ePortfolios or did not see the value in moving to new approaches. The document advocates for more widespread and experimental use of web 2.0 services to engage students in their learning.
This document outlines 7 steps for teachers to integrate technology into their classrooms. The steps are: 1) relinquish perfectionism and control when using technology; 2) start by converting existing lessons rather than creating new ones; 3) plan lessons around standards and tools that help students demonstrate mastery; 4) have students create projects using various tools; 5) utilize collaboration tools like shared folders; 6) showcase student work online with permission; and 7) use digital portfolios to store and share student work. The goal is to keep learning and adapting technology as an ongoing process.
This document summarizes a student's experience in an assistive adaptive technology course. It describes the technologies the student used before the course, their introduction to and exploration of various assistive technologies during the course, including electronic dictionaries, Braille, and communication disorders. The student found the course very helpful and learned how high and low technologies can help people of all ages communicate and support education.
This document discusses assistive technology and resources to help meet the needs of students with varying abilities. It defines assistive technology as any item that helps a child participate in educational activities, ranging from low-tech options like specialized cups to high-tech communication devices. The document also outlines laws requiring students to be educated in inclusive, least restrictive environments. It provides an overview of the IEP process and explains how assistive technologies can help with issues like hearing impairments, communication difficulties, dyslexia, and ADHD. A variety of websites are recommended as resources for finding appropriate assistive technologies and learning more.
Strategies and Assistive Technologies for Teaching in a Diverse Classroomamyhill54
The document discusses strategies and assistive technologies for teaching diverse classrooms. It provides recommendations for teaching students with special needs, including those with learning disabilities, giftedness, hearing or visual impairments, physical disabilities, or ADHD. It also discusses individualized education programs and assistive technologies that can benefit students with various cognitive or physical disabilities. Key considerations for choosing assistive technologies include matching the technology to the individual student, the tasks to be performed, the environment where it will be used, and the device's specific features.
This document discusses assistive technology and resources that can help students with special needs. It explains that assistive technology includes devices and services that help maintain or improve students' functions. Teachers, psychologists, and parents should work as a team to identify the right assistive technology solutions for each student. The document provides a 6-step process for finding solutions and lists several resources on topics like hearing impairment, visual aids, ADHD strategies, and assistive technology tools and examples.
This document discusses various assistive technologies (AT) that can help students with special needs succeed in education when paired with technology. It describes individualized education programs (IEPs) that set goals and support for students. Examples of AT are given, from low-tech options like guided notes to high-tech like hearing aids and touchscreen modifications. Specific websites offering math and reading resources, to-do list makers, audio books and timers are also presented as beneficial AT tools for students with disabilities like ADHD or hearing impairments.
This document discusses various assistive technologies (AT) that can help students with special needs succeed in education when paired with technology. It describes individualized education programs (IEPs) that set goals and support for students. A variety of AT examples are provided, from hearing aids and modified keyboards to guided notes and digital to-do lists. The document advocates that AT benefits not just students with disabilities, but all learners through multisensory lessons and organization tools.
The document discusses how technology integration can engage students by making lessons relevant to their lives and the skills they will need for future jobs. It provides tips for getting started with technology integration, including starting with a few tools and building your repertoire over time. Specific tools discussed include wikis, blogs, videos, websites and surveys. Resources are shared for creating wikis, blogs and surveys, as well as getting more technology integration ideas.
Similar to Working with Students with Disabilities (20)
This document discusses using the SAMR model to integrate iPads into lessons. It provides an overview of the SAMR model and its four levels - substitution, augmentation, modification, and redefinition. Examples are given of how to apply each level to a civil war history lesson. The document also discusses choosing appropriate apps for content delivery and productivity. Tips are provided for digital citizenship and classroom management when using technology. Overall, the document aims to help educators meaningfully integrate iPads and apps into lessons using the SAMR model.
1:1 in the Elementary Setting: One Year LaterStaci Trekles
This document summarizes research on teachers' perceptions and use of iPads in a K-5 elementary school during the first and second years of a 1:1 iPad implementation program. In the second year, teachers felt more confident using iPads but actual iPad use decreased across subjects. While technical and administrative support improved, professional development was still lacking. Overall, the results suggest that sustaining meaningful educational technology integration requires ongoing training and support as teachers develop experience over multiple years.
Independence, Critical Thinking, and Blended LearningStaci Trekles
This document discusses blended learning and the importance of promoting independent learning and critical thinking in online environments. It provides an overview of what blended learning is and considerations for ensuring student readiness for online learning. Key aspects that make blended learning effective include having intrinsically motivated and independent students, readily available technology support, and strong time management skills. The document emphasizes developing self-regulation, problem-solving, and goal-setting skills in students through independent learning. It also includes rubrics and resources for assessing and planning effective blended learning programs.
Differentiation and Apps: Understanding your students and course designStaci Trekles
This document discusses how technology can help differentiate instruction for students with unique learning needs. It defines differentiation as ensuring goodness of fit between a student's learning processes and curriculum/instruction. Technology allows for personalized learning adaptations and exposure to varied content. The document provides examples of technologies that can assist students with specific needs like slow processing speed or language difficulties. It also cautions that technology may not always be appropriate and outlines factors to consider when evaluating technologies for children.
Scholarship of Teaching and Learning - Data AnalysisStaci Trekles
Discussion of methods and tools to use for data analysis in SoTL projects, including available tools like Qualtrics, BlackBoard, and resources for qualitative analysis options.
This document provides information about a faculty mentorship program for developing online/blended courses. It outlines that faculty will receive a holistic, personalized approach to course design with feedback. Mentors will work with faculty to meet course goals and have courses reviewed using a Quality Matters rubric. Faculty will receive a $1000 stipend for participation and have opportunities to become mentors in the future. A timeline is provided for the program throughout an academic year.
Using Mnemonics to Engage Students and Improve Recall: The Simersong Story Staci Trekles
A presentation on the creation and use of creative musical mnemonics to improve retention and engagement in difficult subjects such as biology and anatomy. Includes discussion on how videos are created and provided to students, and student reaction.
Scholarship of Teaching and Learning - IRBStaci Trekles
The document discusses the basics of Scholarship of Teaching and Learning (SoTL), including the typical reflective process and goals of improving student learning. It outlines the five primary steps of SoTL: generating a research question, designing a study, collecting data, analyzing data, and presenting findings. The role of the Institutional Review Board (IRB) in reviewing research involving human subjects is also described. The document provides guidance on determining if a SoTL study requires IRB review, completing the necessary CITI training, and submitting a study for IRB approval through the online system. It offers additional tips and resources for conducting ethical SoTL work and considering publication outlets.
Blended Learning: Doing it Right the First TimeStaci Trekles
This document discusses blended learning curriculum and how to do it effectively. It summarizes a study on factors that influence student engagement in online and blended learning. The study found that clear communication from teachers, meaningful assignments, and flexibility are important for student success. It also found that students may misjudge their readiness for online learning and need preparation and support. The document provides resources and a framework to help educators develop blended curriculum and support students. It emphasizes considering all areas like technology skills, time management, and instructor presence when planning blended programs.
This document provides an overview of the Scholarship of Teaching and Learning (SoTL). It defines SoTL as a means to systematically study and improve teaching and learning. The document outlines the basic steps of SoTL, including generating a research question, designing a study, collecting and analyzing data, and presenting findings. It emphasizes starting with a problem from one's own teaching and formulating a specific research question. Examples of SoTL questions are provided. The document also discusses what SoTL is and is not, as well as resources for publishing SoTL research.
QM Standards 5 & 6: Interaction and TechnologyStaci Trekles
The document provides guidance on using tools like Quality Matters rubrics, WebEx, and discussion forums to promote interaction in online courses through both synchronous activities like live lectures and asynchronous activities like discussion boards. It emphasizes aligning interactions with course objectives and provides tips for giving feedback, conducting group work, recording and sharing WebEx sessions, and using alternative collaboration tools when needed. Contact information is provided for getting help with tools like WebEx.
QM Standards 2, 3, & 4: Objectives and AlignmentStaci Trekles
This document summarizes a Quality Matters boot camp for online course development. It provides guidance on creating measurable learning objectives, using formative and summative assessments, developing clear expectations for students, and selecting appropriate assessment methods. Recommendations are given for using multimedia like videos and interactive tools to enhance learning. Strategies are outlined for providing feedback to students and grading assessments within the course management system. A variety of online tools and additional resources are also referenced.
QM Standards 1 & 7: Course Beginnings and SyllabiStaci Trekles
Thank you for attending our Quality Matters Boot Camp. The boot camp provided guidance on using the Quality Matters rubric and standards to develop online courses, including mapping objectives, using folders and modules, and constructing accessible course menus. It also reviewed how to complete Quality Matters self-reviews.
A workshop about the ins and outs of assessment, including formative vs. summative assessment, and following each of Kirkpatrick's 4 levels, even in education, to produce higher-quality courses and programs that truly measure what they set out to measure.
Testing Tools: Qualtrics, BlackBoard, and RespondusStaci Trekles
A workshop on some of the testing and survey tools available at Purdue, including Qualtrics for anonymous surveys, BlackBoard for classroom testing, and Respondus for importing text documents into BlackBoard as tests.
A brief view of the Scenario Based Learning and Computational Thinking model of developing lessons created in partnership with a number of universities during the ASSECT NSF grant.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
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.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
2. Many students on
postsecondary
campuses have
disabilities that are not
easily noticed
You may look at a
student and not see
anything different than
any other student in
your class
3. While you may not see
the disability, there are
many types of
disabilities that are
invisible
That disability may
impact their
participation in the
class
5. Sometimes, students with invisible
disabilities are perceived as lacking in
intelligence, or as not paying attention
That happened to Nate before he was
diagnosed with a learning disability: "They'd
look at me and they'd be like, oh, well, you're
faking, you're playing around, you're just not
trying hard enough or something. But I was
trying."
6. With the new wave of psychiatric
medications that are out there, students are
finding that they are able to concentrate
better and participate in classroom activities
more than ever before
7. Students who have the same medical
diagnosis for their condition may have
different abilities and disabilities and
different accommodation needs
It is important to work with each individual to
figure out what's best in a specific situation
9. Students with invisible disabilities may or
may not need accommodations in a college
classroom. If they do, it's the students'
responsibility to self-disclose, provide
documentation of the disabilities, and
request accommodations
11. Refers to the concept
and practice of making
electronic documents
(websites, PDFs, etc)
usable by all, including
persons with disabilities
Contrary to popular
belief, it’s not hard to
keep accessibility in
mind while developing
your online materials
12. Not everyone uses computers and the Internet in
the same way, but everyone CAN use these tools
successfully
Assistive technology can help people with visual,
mobility, and other sensory, cognitive, or
physical disabilities use technology effectively
Strategies that we employ in our online
development can also make a user’s experience
that much better
Consider that there are many disabilities we
cannot even see!
13. TerrillThompson’s 10 SecondWeb Accessibility
Test
1. Use the Outline button on theWAVE toolbar to see if
the web page has logical heading structure.
2. Again using theWAVE toolbar, check for Errors,
Features, and Alerts.
3. Try tabbing through the page.
4. If the page includes video content, try playing a video
to see if it's captioned.
W3C-WAI Demo site
Accessible University 2.0
14. Very compatible with
most screen readers like
JAWS (see
https://www.blackboard.
com/Platforms/Learn/Re
sources/Accessibility/Acc
essibility-
Resources.aspx)
But there are additional
things you can do to
make your course more
accessible also
15. When uploading and
inserting a picture, be
sure that is has a
Description andTitle
This should be a simple
title of no more that one
or two sentences, or a
summary phrase
Complex images like
graphs should be
described in more detail
as a download or Item
with text
16. Some PDFs that are
scanned from another
source are actually
images and cannot be
read in a screen reader
Make sure your PDF files
are actual text and
tagged as well as
possible
Use Styles (Headings,
Paragraph, etc.) inWord
if convertingWord to
PDF
See
http://webaim.org/techni
ques/acrobat/
See
http://webaim.org/techni
ques/acrobat/converting
for converting fromWord
For Accessible syllabus
templates, visit
http://www.pnc.edu/dist
ance/web-accessibility
17. Captions can do wonders
for many students in
understanding a video,
not just the deaf
AutomaticYouTube
captions are not ideal –
use your own or a
transcript wherever
possible
Lecture notes and
transcripts should be
able to take the place of
the video if you use them
Making your own videos?
Seehttp://www.techsmit
h.com/tutorial-camtasia-
8.html
Useful tips on caption
and transcript
development:
http://webaim.org/techni
ques/captions/
18. When you use publisher-
created content, there
may or may not be a
guarantee of accessibility
When in doubt, consult
with the publisher directly
about any concerns or
student issues
Also don’t hesitate to
contact the Disability
Services Coordinator -
http://www.pnc.edu/sa/dis
ability-services/
19. Be willing to be flexible
when students have
accessibility issues
Be willing to provide
alternative content,
more time on tests, or
even alternative
assignments when
necessary
Again, contacting the
OLT or Disability
Services will help!
20. Testing and giving extra time
Currently must make a copy of the exam and set
Adaptive Release
Next fall there will be a special exemptions option
so no more test copies!
Learn more:
http://www.pnc.edu/distance/testing-with-
students-with-disabilities/
http://www.pnc.edu/distance/learn-tutorials/
21. W3C Web Accessibility Initiative:
http://www.w3.org/WAI/
Helpful video accessibility checklist:
https://www.howto.gov/social-media/video/508-
compliant-video-guide/video-accessibility-
checklist
PDF accessibility:
http://webaim.org/techniques/acrobat/
Many other excellent articles on making various
materials accessible: http://webaim.org/articles/
WAVE accessibility checker for websites and
HTML: http://wave.webaim.org
22. PNC: http://www.pnc.edu/distance/webaccessibility/
Purdue Calumet (thanks to Pam Riesmeyer):
http://webs.purduecal.edu/webaccessibility/
University ofWashington DO-IT
▪ Disabilities, Opportunities, Internetworking andTechnology
▪ AccessIT
University ofWisconsin – Madison DoIT: Division of
InformationTechnology
Penn State University: AccessAbility
23. Cathy Cassady
LSF 103A
crcassad@pnc.edu
785-5374
StaciTrekles
pncolt@pnc.edu, 785-5734
Twitter and Facebook: @PNCOLT
http://www.pnc.edu/distance for all workshop
notes, links, and training needs
Editor's Notes
Welcome to the Accessibility in BlackBoard Learn Workshop!
We throw the word Accessibility around an awful lot, but what does it mean? In short, it refers to making sure that your electronic documents are usable and/or readable by all who might need it, including those with disabilities. It sounds like extra work to consider the needs of persons with disabilities when you’re working online, but in reality, it really isn’t if you keep some basic things in mind while you are creating and posting. This presentation will give you some insights and tools that you will need to make your online courses more accessible to all students.
Not everyone uses computers the same way, but with assistive technologies like screen readers, everyone can use them. The problem is that there are many things that many of us take for granted every day that can be serious barriers to persons with disabilities. For example, many times we communicate something in pictures, letting a picture, graph, or diagram tell a story. That is a wonderful thing, but what about the student who is visually impaired? Without being able to see the image, the meaning will be lost unless it is explained in words as well.
The videos linked on this slide show some examples of persons with disabilities and the issues they encounter in daily life with computers and in school. There are disabilities and limitations that we may not always be able to see, and may not always be documented. It is important to recognize that by using accessible strategies, you are helping not just the small number of students with documented disabilities through the Disabilities Services Office, but also those with less obvious limitations, as well as even those students who may not even have a “disability” at all, but who just simply have a different preferred learning style.
The 10-second Web Accessibility Test is a great eye-opener to see whether any Web page you’re working with has any accessibility barriers. This uses the WAVE Toolbar, a fantastic tool for Firefox that allows you to see at a glance all errors with graphics, headings, and other issues. You can use this within BlackBoard or on pages outside of BlackBoard – you can even use it on publisher-created pages to test their accessibility!
If your page has video, is it captioned? This is another important item, as videos that must be reviewed should have either captions or a text transcript available for students to read if they cannot for any reason hear the video. This is the subject for next month’s workshop series as well.
Follow the links on this slide for some great resources and demonstrations of accessible and inaccessible Web page design.
BlackBoard has a number of good features for accessibility, and it works reasonably well with most screen readers and other assistive technologies. In most cases, users can use the Tab key to get around any BlackBoard course, rather than a mouse, which can be a great feature for those with visual or mobility disabilities. The link on this slide takes you to a comprehensive overview of accessibility features built into BlackBoard. But, note that there are some features that are dependent upon you setting them up a little in order to make them work best for your students.
First of all, be sure to describe and title your pictures when you enter them into any Item in your course. You are always prompted to provide this information when inserting an image, and you don’t have to write much – maybe a phrase or a short sentence is all that is needed. For example, an image showing a person studying might say exactly that – “Student studying a book.”
If you are working with a more complex graphic, such as a table or chart, it may be necessary to provide more detail. Depending on the nature of your graphic, you may wish to provide a paragraph or more that describes what is in the figure in detail, or you may even wish to ask Disability Services for help in providing the student with an appropriate description. Every graphic and every student is different, so don’t hesitate to ask if you need some guidance.
PDFs can be a big problem for users with disabilities. In some cases, scanned images may look like text to you and me, but to the viewer with a screen reader, it may actually be a picture and thus, the words are invisible to them. It is important to make sure that your PDF files contain actual text – you’ll know the difference if you can drag your mouse over the words and highlight them while you are viewing the PDF. If you can do that, then you’re in good shape.
If possible, you should also consider tagging your PDF documents, or having someone assist you with this process. Our office and the Disability Services office can assist with PDF tagging. In some cases, this can be a laborious process, so if you have many PDFs with complex figures, charts, and tables, be prepared for a long road ahead. In some cases, it may behoove you to find an alternate reading or resource for students.
If you use Word to convert documents you write or edit into PDFs, that’s great, but be sure you’re actually using Word Styles like Heading 1, Paragraph, and so forth. This is not often a default action for many of us, but if you look at the Home ribbon you will see an item called Styles, and easily selectable options there that correspond to heading levels and paragraph types. Use these when you are constructing a document to avoid trouble and extra tagging needs later on.
Captions are a great thing for many people, not just the hearing-disabled. They can enhance meaning in a video, and can help even those who can hear it just fine understand what is going on. They can also help students for whom English is not their first language understand the video that much more clearly, as well as practice their English comprehension skills.
Automatic captioning is a technology that has come a long way in recent years, but it definitely should not be relied upon just yet! Try a random YouTube video and turn the automatic captioning on, and you’ll see exactly what we mean! Sometimes the results are downright silly (and sometimes even offensive!) so avoid relying on them. Instead, you can actually edit your own YouTube captions for any video you upload, making sure that they are correct if someone turns captioning on. Camtasia also has built-in captioning assistance to help you write or import your captions in and align them easily to each scene of your video.
Another alternative to captioning is to provide lecture notes or transcripts. Similar to this presentation you’re viewing right now, you can use the Notes feature of PowerPoint to provide more detailed notes on any slide, providing a rough transcript of what would be said should the presentation be given before an audience. Sometimes PowerPoint slides can even stand on their own as a transcript or lecture notes depending on how detailed your video or presentation is.
Publisher-created content is used frequently in our courses, and well it should – it is often of high quality and goes along with what we are teaching. But sometimes, publishers do not provide appropriately accessible materials. In this case, be sure to contact the publisher directly on the student’s behalf about your concern. Sometimes publishers will also have help or alternative versions available under a Support link on their website, but it is often best to guide students through this process, rather than expect them to seek out help on their own. When you’re not sure of what to do or who to call for help, contact Disability Services as soon as you can for advice.
Ultimately, be willing to be flexible with students with disabilities. When there are issues, maintain patience and be willing to change things around to adequately accommodate that student. This does not mean that you have to make the course different or “easier” for the student; instead, we need to provide them with reasonable accommodations so that they have the same chance at an education that all of the other students do. Keep this in mind, as it is also possible to be “too flexible” in an effort to help the student as best you can. Instructors frequently find themselves in binds when dealing with such issues without support. Luckily, Disability Services and the OLT are here to help, so be sure to ask anytime you need it!
One of the most common needs of students with disabilities is more time on an assessment. In BlackBoard, there is no current way to do this easily, but you can make a copy of the exam and set it up through Adaptive Release to release that version to only that student. This does create extra columns in your gradebook, unfortunately, but luckily, after this semester this will no longer be an issue. In the summer, you will have access to an updated version of BlackBoard that should have functions for allowing extra time for individual students right within a single assessment.
For more information on this process, consult the links on this slide.
Please consult these resources to learn more about different types of accessibility online
Please consult these resources for more advice and insight into accessibility for students at the college level
Please contact us and visit http://pnc.edu/distance for all workshop notes, links, and training needs. Thank you!