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Amy M

Education Week: Schools Test E-Reader Devices With Dyslexic Students - 0 views

www.edweek.org/...01dyslexia.h04.html

shared by Amy M on 08 Jun 12 - No Cached
  • Barnes & Noble's Nook, and the Intel Reader. But the jury is still out on just how effective those digital tools are in helping struggling readers.
  • Foss, who himself has dyslexia, created the Intel Reader, a mobile e-reader that can take pictures of text and then convert the text into an audio file within seconds. Students can also change the size of the text on the screen and the speed of the voice that reads the text aloud.
  • Amy M on 08 Jun 12
     
    Research on the use of e-readers for dyslexic students
Kelly Hermann

WebAIM: Screen Reader Simulation - 0 views

www.webaim.org/...screenreader.php

Disability Technology

shared by Kelly Hermann on 02 Jun 10 - Cached
  • Kelly Hermann on 02 Jun 10
     
    WebAIM has many resources available for those interested in web accessibility. This screen reader simulation will provide insight into what it might be like to experience a website through the use of a screen reader. Screen readers are software programs that narrate the text of the desktop and any applications used for those who have visual impairments.
Diane Gusa

The Art of Writing Clear Instructions (or How to Tell People What to Do) - Content Mast... - 0 views

www.contentmasteryguide.com/...to-tell-people-what-to-do.html

technical writing instructions teaching Online module 2

shared by Diane Gusa on 16 Jun 11 - No Cached
  • A common format for blog posts and articles is to present a topic and then include some actionable steps at the end to help your reader apply their learning. Here are a few ways you might do this: Reflection: Ask your readers to ponder or consider the new idea or perspective you shared with them, and how they might integrate it into their lives. Journaling: Ask your readers to write about the topic. You can provide specific questions for them to answer, or invite them to ask and answer their own questions. Rehearsal: Ask your readers to practice a new behavior, habit, thought pattern or language. Suggest how many times per day or week they should do it, and in which specific situation(s). Action: Ask your readers to take a specific action or actions. Suggest how many times per day or week they should do it, and in which specific situation(s). Documenting: Ask your readers to keep track of their progress; give them a checklist to mark off their actions or ask them to record it in a journal. You may also ask them to keep track of their results, feelings or thoughts during this process. Reporting: Ask your readers to share their results with you, your community or an  accountability partner.
    • Diane Gusa
      Diane Gusa on 16 Jun 11
       
      I plan on using this for my blogs. What do you think?
Amy M

Inaccessible E-Readers May Run Afoul of the Law, Feds Warn Colleges - Wired Campus - Th... - 0 views

chronicle.com/...25191

shared by Amy M on 08 Jun 12 - No Cached
  • In January, a series of agreements were announced in which universities pledged not to use Amazon's Kindle or any similar devices "unless the devices are fully accessible to students who are blind and have low vision."
  • The iPad, by contrast, has technology that can talk a blind person through whatever screen icons their fingers are touching, Mr. Danielsen said. Since the device's debut, several colleges have announced formal campus iPad initiatives.
  • Amy M on 08 Jun 12
     
    E-Readers for Blind Students
Gary Bedenharn

ScreenReader.net: freedom for blind and Visually impaired people - 0 views

www.screenreader.net

accessibility screenreader tools freeware reader text-to-speech software blind

shared by Gary Bedenharn on 24 Jun 12 - Cached
  • Gary Bedenharn on 24 Jun 12
     
    Commercial site for screen readers for blind people to access their computers.
Celeste Sisson

BlendKit Course: BlendKit Reader: Chapter 3 | Blended Learning Toolkit - 0 views

blended.online.ucf.edu/urse-blendkit-reader-chapter-3

shared by Celeste Sisson on 04 Jun 13 - No Cached
  • Celeste Sisson on 04 Jun 13
     
    Article speaks on types of online assessments that are successful at truly assessing the student.
Maria Guadron

Learning as transformation: critical perspectives on a theory in progress - Jack Meziro... - 0 views

books.google.com/books

transformative learning

shared by Maria Guadron on 04 Jul 12 - No Cached
  • Maria Guadron on 04 Jul 12
     
    ""Provocative and illuminating, this book is a must read for adult educators seeking to understand and facilitate transformational learning. It showcases a stellar group of authors who not only engage each other and the reader in constructive discourse, but who also model the heart of the transformational learning process.""
diane hamilton

primary guided reading - YouTube - 0 views

www.youtube.com/watch

guided reading primary

shared by diane hamilton on 20 Jul 12 - No Cached
  • diane hamilton on 20 Jul 12
     
    video of small group of early readers - guided reading format
Amy M

Colleges face obstacles with e-reader technology for disabled students - DailyFinance - 0 views

www.dailyfinance.com/...der-technology-for-disabled-st

shared by Amy M on 08 Jun 12 - No Cached
  • "It is unacceptable for universities to use emerging technology without insisting that this technology be accessible to all students,"
  • "The key here is fully accessible, not in-part accessible," Ali said. "Blind users cannot navigate t
  • e menu. They couldn't fast forward or even know which book they were reading."
  • Amy M on 08 Jun 12
     
    Research on eReaders and students with disabilities
Joan McCabe

Social Networking - Create Online Identity - 0 views

socialnetworking.swsi.wikispaces.net/CreateOnlineIdentity

social networking netiquette online identity

shared by Joan McCabe on 16 Jun 12 - No Cached
  • Online Profile Tips for Students Managing Online Identity is a key digital literacy, and an important thing to discuss with students when using online tools for learning and teaching. Additional to the tips above, it's worth considering the following when discussing online profiles with your students - particularly if you are working with young people who are under 18 years old: Using Real Names: In general, younger students should be taught to protect their privacy online by avoiding publication of their full name and other personal details. Using first names and/or aliases can be a good way of managing this. Ensure that you discuss privacy and the implications of publishing personal details online with your students.Choose appropriate profile pictures: Younger students should be encouraged not to publish identifying images online. Rather, they can be engaged in a range of activities to create representational avatars and profile images.Students should only share only information that is safe for the Internet. Establish a classroom policy that teaches students to avoid publishing a specific addresses or names that a reader might use to locate them.Ensure students understand how to respect the privacy of others by obtaining permission before publishing images of and information about their friends or family.Discuss the issues around internet safety and ensure students do not provide personal details to others online. There are lots of Internet Safety resources available - check out our Social Networking Safety for further information . Consider holding a class discussion or online activity to assist students in understanding the issues around publishing personal details online and online profiles. Creating Codes of Conduct or Rules of Engagement with your students can be an effective way of establishing appropriate classroom policies which provide them with a clear framework.

  • 3. Etiquette - Using Your Online Manners!


    Online Etiquette is important whenever you are sharing comments, information or feedback online, and of course this applies to social networking sites as well. Practicing good manners and respect when communicating and collaborating with others online will also enhance your online identity, demonstrating digital literacy skills and strong online communication skills.

    Consider the following etiquette tips when using social networking sites:

    • Introduce yourself when offering friendship: If you are using social networking sites for professional or personal networking, making 'friends' with other users can be an effective way of extending your connections. However, don't offer friendship without also offering an introduction and some information about you and why you are following. For example, if connecting to another educator who you know via their work online, but not personally you could try an introduction like 'Hi, I'm a regular reader of your blog, and have enjoyed your work. I teach in a similar field and would appreciate being able to connect with you in the future'. Include links to your personal identity online - eg. your blog, wiki or preferred online profile page so that person receiving the friendship request can identify you.
    • Respond to 'friendship' or 'connect' requests: Ensure you respond to request from others for friendship. If you choose not to make friends, offer an alternative or reason. Eg. "Thanks for your friendship request but I only use facebook to connect to my family members. Feel free to connect with me via my blog, or you can follow me on [insert your preferred social networking tool here]."
    • Don't abuse group or games invites: It's fine to invite your friends to join in on a group or online game via social networks. However - one is enough! Don't send repetitive requests or invites as they are annoying to other users and can be considered spam.
    • Respect the privacy of others: Respect the privacy of others. If your friend is using an alias online, don't share their real identity or post content which could 'out' them. Remember that all users of social networking sites make different decisions about how they manage their privacy online.
    • Use good tags: Apply tags to text, images and video appropriately. Tagging other people in unflattering pictures can create lots of tension with friends or family members, so remember to consider the implications when tagging content which is associated with or depicts others. If someone requests to be untagged in an image or page, ensure you act swiftly and respect their wishes.
    • Leave good comments: One of the best ways to connect with others via social networking sites is to make comments. Ensure your comments are clear, respectful and well written. Don't use inappropriate, sexist, racist or foul language. Provide constructive criticism when appropriate and respect the opinions of others. Robust debate is wonderful - abusive tirades are not! When leaving comments on blogs or fan pages, ensure to check for 'rules of engagement' or site policies about commenting.
    • Private conversations should stay private: Don't republish a private conversation or exchange (via email, instant messaging or other private communication channels) without permission.
    • Share appropriately: Don't share any information online (including text, images, audio and video) that you wouldn't be happy to share with distant relatives, friends, work colleagues and your immediate family. A good rule of thumb - if it's ok to say it to your Grandma and your Boss, it's ok to share it online!
    • Connect and Engage: Don't use social networks as a one-way announcement tool. Remember to engage with your 'friends' and follow-up on comments and feedback.
    • Balance Personal Vs. Private: If you are using social networking sites for professional purposes, make sure you balance your personal comments, images and messages with useful professional information. Consider your audience and share information that is useful to your networks.

    Watch this humorous take on social networking etiquette. Although it focuses on Facebook, many of the points it raises are relevant to all social networking sites.

    Consider how you will address social networking etiquette in your learning communities. What strategies will you put in place to ensure students understand the 'rules of engagement' on social networking sites.
  • Joan McCabe on 16 Jun 12
     
    Helpful tips on creating an online identity for students and in the work field. Also tips on netiquette.
Teresa Dobler

Using E-readers and Internet Resources to Support Comprehension - 0 views

www.ifets.info/...32.pdf

e-readers

shared by Teresa Dobler on 01 Jun 14 - No Cached
  • between the ages 7 years 0 months to 8 years 11 months
  • tudents are more likely to utilize reading resources when engaged with digital text.
    • Teresa Dobler
      Teresa Dobler on 01 Jun 14
       
      Perhaps due to the increased convenience?
Sue Rappazzo

Dyslexia - a knol by Sally E. Shaywitz, M.D. - 1 views

knol.google.com/dyslexia

dyslexia

shared by Sue Rappazzo on 29 May 10 - Cached
  • Dyslexia does not resolve over time.  Longitudinal studies indicate that dyslexia is a persistent, chronic condition; it does not represent a transient "developmental lag.”    The  image on the left shows the  trajectory of reading skills over time in good and poor readers. The vertical axis on the left is the reading achievement score
  • Dyslexia reflects a very specific difficulty with reading and has nothing to do with intelligence. In fact, understanding ideas and concepts are often at a very high level in dyslexia as are other higher-level reasoning skills. Dyslexia is a localized problem, one involving the sounds, and not the meaning, of spoken language. Consideration of the differences between spoken and written language provides a helpful understanding of why some bright children struggle to read.
  • In dyslexic readers, converging evidence from many laboratories around the world has demonstrated “a neural signature for dyslexia,” that is, a disruption of the two neural systems in the back of the brain observed during reading (shown in the image below).
alexandra m. pickett

Factors Influencing Faculty Satisfaction with Asynchronous Teaching and Learning in the... - 0 views

www.alnresearch.org/...fs-fredericksen.htm

faculty satisfaction at suny suny

shared by alexandra m. pickett on 22 Apr 08 - Cached
  • alexandra m. pickett on 22 Apr 08
     
    Eric Fredericksen, Alexandra Pickett, Peter Shea State University of New York William Pelz Herkimer County Community College Karen Swan University of Albany Abstract "…100% of faculty reported that they were either satisfied or very satisfied with the SUNY Learning Network." Spring 1999 SLN Faculty Satisfaction Survey The State University of New York (SUNY) Learning Network (SLN) is the on-line instructional program created for the 64 colleges and nearly 400,000 students of SUNY. The foundation of the program is freedom from schedule and location constraints for our faculty and students. The primary goals of the SLN are to bring SUNY's diverse and high-quality instructional programs within the reach of learners everywhere, and to be the best provider of asynchronous instruction for learners in New York State and beyond. We believe that these goals cannot be achieved unless faculty receives appropriate support. This paper will examine factors that have contributed to the high level of faculty satisfaction we have achieved in the SLN. The analysis will be done on several levels. This first section will look at the SLN at a program-wide level and will provide information regarding the systemic implementation of our asynchronous learning environment. The second section examines issues that contribute to on-line teaching satisfaction from a faculty- development and course-design perspective. This section will present the evolution of the four-stage faculty development process and a seven-step course design process that was developed by SLN and comment on lessons learned. The third section presents results from the SLN Faculty Satisfaction Survey conducted in spring 1999. This section examines factors from a quantitative analysis that significantly contributes to faculty satisfaction with on-line teaching and offers recommendations for course and program design based on these factors. The fourth section e
Diane Gusa

Online Technical Writing: Instructions - 0 views

www.prismnet.com/...instrux.html

technical writing instructions

shared by Diane Gusa on 16 Jun 11 - Cached
  • Diane Gusa on 16 Jun 11
     
    "# Your ability to put yourself in the place of the reader, the person trying to use your instructions # Your ability to visualize the procedure in great detail and to capture that awareness on paper # Finally, your willingness to go that extra distance and test your instructions on the kind of person you wrote them for."
Michael Lucatorto

Outliers, the story of success - Google Books - 0 views

books.google.com/...reader

shared by Michael Lucatorto on 30 Jun 11 - No Cached
  • T HATH NOT SHALL BE TAKEN AWAY EVEN THAT WHICH HE HATH.” —MATTHEW 25:29
  • Success in hockey is based on individual merit—and both of those words are important. Players are judged on their own performance, not on anyone else’s, and on the basis of their ability, not on some other arbitrary fact. Or are they?
abeukema

Minds on Fire: Open Education, the Long Tail, and Learning 2.0 (EDUCAUSE Review) | EDUC... - 3 views

www.educause.edu/...tion-long-tail-and-learning-20

shared by abeukema on 31 May 13 - No Cached
  • global “platform” that has vastly expanded access to all sorts of resources, including formal and informal educational materials. The Internet has also fostered a new culture of sharing, one in which content is freely contributed and distributed with few restrictions or costs.
  • Web 2.0, has blurred the line between producers and consumers of content
  • the Web 2.0 is creating a new kind of participatory medium that is ideal for supporting multiple modes of learning
    • Maree Michaud-Sacks
      Maree Michaud-Sacks on 31 May 13
       
      In addition to supporting multimodal learning, the participatory nature fosters student engagement.
  • ...7 more annotations...
  • social learning is based on the premise that our understanding of content is socially constructed through conversations about that content and through grounded interactions, especially with others, around problems or actions.
  • , “We participate, therefore we are.”
    • Maree Michaud-Sacks
      Maree Michaud-Sacks on 31 May 13
       
      Some people say that if you are not participating in social media, then you "don't exist". I think it is interesting to see that idea brought up in an educational context.
  • We are entering a world in which we all will have to acquire new knowledge and skills on an almost continuous basis.
    • Teresa Dobler
      Teresa Dobler on 29 May 14
       
      Lifelong learners.
  • culture of sharing,
    • Teresa Dobler
      Teresa Dobler on 29 May 14
       
      Community of Inquiry connection.
  • Students in these groups can ask questions to clarify areas of uncertainty or confusion, can improve their grasp of the material by hearing the answers to questions from fellow students, and perhaps most powerfully, can take on the role of teacher to help other group members benefit from their understanding (one of the best ways to learn something is, after all, to teach it to others).
    • Teresa Dobler
      Teresa Dobler on 29 May 14
       
      There are clear benefits of cooperative learning and knowledge construction.
  • seeking the knowledge when it is needed in order to carry out a particular situated task
    • Teresa Dobler
      Teresa Dobler on 29 May 14
       
      I have been intrigued about the idea of just in time education. It would seem more authentic for students to learn skills or information as it is needed to complete some bigger task - perhaps in a problem based learning situation? This is definitely something I want to consider more.
  • thereby enabling a new kind of critical reading—almost a new form of literacy—that invites the reader to join in the consideration of what information is reliable and/or important
  • Arnaldo Robles on 04 Jun 14
     
    "thereby enabling a new kind of critical readingâ€"almost a new form of literacyâ€"that invites the reader to join in the consideration of what information is reliable and/or importan"
rhondamatrix

Teaching Without Walls: Life Beyond the Lecture: My New eBook! How to Humanize Your Onl... - 0 views

www.teachingwithoutwalls.com/...book-how-to-humanize-your.html

voicethread teaching

shared by rhondamatrix on 11 Jul 14 - No Cached
  • rhondamatrix on 11 Jul 14
     
    This blog entry is mostly an advertisement, but also a description of the ebook you see in the title. Author Michelle Pacansky-Brock offers multiple options for using Voicethread in the online classroom, backed by research and her own experience. As an ebook, readers are given the opportunity to see actual Voicethreads that she has used and are given step-by-step guidance on how to build their own.
Daniel Hacker

Kurzweil 3000 - 0 views

www.kurzweiledu.com/...k3000_win_datasheet.pdf

shared by Daniel Hacker on 07 Jun 13 - No Cached
  • Daniel Hacker on 07 Jun 13
     
    Kurzweil 3000 is an integrated reading, writing, and study skill support software that enables struggling readers in grades 3 and above to learn from the same content as their peers.
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