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dmschool

Content Optimization Techniques - Digital Marketing School - 0 views

digitalmarketingschool.in/...content-marketing.php

content optimization techniques

shared by dmschool on 12 May 15 - No Cached
  • dmschool on 12 May 15
     
    Digital Marketing School is a professional institute that provides you training in content optimization and content optimization techniques to enhance your social media presence.
mattgallon

Embedding creative commons licences into digital resources - 0 views

www.jisc.ac.uk/...scaembeddingcclicencesbp.aspx

copyright

shared by mattgallon on 01 Dec 11 - No Cached
  • mattgallon on 01 Dec 11
     
    A briefing paper from the Strategic Content Alliance (SCA), detailing the steps you need to take to license a piece of content using Creative Commons
Judi Millage

Science of the Invisible: Digital Literacies for Employability - 2 views

scienceoftheinvisible.blogspot.co.uk/...eracies-for-employability.html

digital literacy employability

shared by Judi Millage on 31 May 13 - No Cached
  • Judi Millage on 31 May 13
     
    "digital literacy is not simply about learning from content online this represents a deficit model of education (frequently practiced) rather than skills development. "
Sharon E. Crossan

Welsh Government | Digital literacy and e-safety: A teacher's guide - 1 views

wales.gov.uk/...esafetyteacherguide

Social Media Digital Identity Advice and Guidance e-safety education

shared by Sharon E. Crossan on 24 Apr 13 - No Cached
  • Sharon E. Crossan on 24 Apr 13
     
    "The guide was produced by WISE KIDS for the Welsh Assembly Government. The guide covers: Illegal and Inappropriate content Plagiarism and Copyright Cyberbullying Firewalls and Security Messenger, Social Networking, Trust, Responsibility and Privacy Online Online Grooming or Inappropriate Contact Reporting Abuse"
Anthony Beal

The "Literacy" in Digital Literacy - Digital Literacy Workshops - 1 views

sites.google.com/...e-literacy-in-digital-literacy

Digital Literacy information literacy workshops literacy

shared by Anthony Beal on 17 Dec 11 - No Cached
  • Anthony Beal on 17 Dec 11
     
    Resources and tips to help teachers incorporate digital literacy skills into content area learning.
mattgallon

JISC Web2rights animation - 0 views

www.jisc.ac.uk/...web2rights.mp4

copyright

shared by mattgallon on 01 Dec 11 - No Cached
  • mattgallon on 01 Dec 11
     
    This animation explains the basic intellectual property rights issues associated with using content you've found on the Web for teaching.
Anthony Beal

Curriculum: Understanding YouTube & Digital Citizenship - Google in Education - 0 views

www.google.com/...index.html

youtube e-safety digital identity google

shared by Anthony Beal on 23 Jul 12 - No Cached
  • Anthony Beal on 23 Jul 12
     
    What Makes YouTube Unique - Basic facts and figures (40 minutes) - Teacher's Guide Lesson 1,Slides Lesson 1 Detecting Lies - (35 minutes) - Teacher's Guide Lesson 2, Slides Lesson 2 Safety Mode - (5 minutes) - Teacher's Guide Lesson 3, Slides Lesson 3 Online Reputation and Cyberbullying - (45 minutes) - Teacher's Guide Lesson 4, Slides Lesson 4 Policy - The Community Guidelines (20 minutes) - Teacher's Guide Lesson 5, Slides Lesson 5 Reporting content - Flagging (20 minutes) - Teacher's Guide Lesson 6, Slides Lesson 6 Privacy part 1 - (40 minutes) - Teacher's Guide Lesson 7, Slides Lesson 7 Privacy part 2 - (50 minutes) - Teacher's Guide Lesson 8, Slides Lesson 8 Copyright - (40 mins) - Teacher's Guide Lesson 9, Slides Lesson 9 Additional resources/Appendix including parent resources - Teacher's Guide Additional Materials, Slides Additional Materials
Scott Hibberson

Pipl - People Search - 0 views

pipl.com

Digital Identity

shared by Scott Hibberson on 04 Aug 11 - Cached
  • Scott Hibberson on 04 Aug 11
     
    Purports to be the most comprehensive people search engine because it searches "the deep web" also known as "invisible web", the term "deep web" refers to a vast repository of underlying content, such as documents in online databases that general-purpose web crawlers cannot reach. The deep web content is estimated at 500 times that of the surface web, yet has remained mostly untapped due to the limitations of traditional search engines.
David Bevington

WhoIs Project: A Tool to Investigate Information Authority, Authenticity, Ownership and... - 0 views

www.gleanwhois.org/about-whois.php

Digital Skills Digital Literacy Information Literacy Research FE

shared by David Bevington on 12 Sep 11 - No Cached
  • David Bevington on 12 Sep 11
     
    Authority. Authenticity. Ownership. Perspective. These four pillars make up the critical facets of the information we consume -- and understanding them makes us and our students wiser users of information. However, on the web, people often make assumptions about the authority and authenticity of information, and it can be challenging to understand ownership and perspective. The Glean Who-Is Tool help you and your students learn to investigate web-based content sources. By using technical information about websites ("whois"), along with historical and factual information, the tool encourages us to dig more deeply, to understand more thoroughly, and to critique more closely.
Deborah Judah

Seale Chapter 3: Printable version - 0 views

learn.open.ac.uk/...view.php

H810 Digital Literacy Digital Inclusion

shared by Deborah Judah on 10 Sep 11 - No Cached
  • Examples of ATs that can be used to meet the needs of students with hearing disabilities include digital audio recording of lectures (that may be streamed online) and captioning and subtitles to ensure that information provided in audio format is also provided in a visual medium (Wald 2002). Examples of assistive technologies that can meet the needs of students with visual impairments include screen magnification software and speech output systems consisting of a speech synthesizer and screen reading software (Neumann 2002). Draffan (2002) outlines AT for dyslexic students including speech output systems (text being read back through synthesized speech); spell-checkers and speech recognition software. Henderson (2002) describes the kinds of AT that students with physical disabilities may use including alternative input devices such as switches, head mice or voice and keyboard emulators.
  • e-learning can be employed in face-to-face campus settings or at a distance as learners connect from home, work or other public spaces
  • E-learning
  • ...14 more annotations...
  • reduce issues of distance,
  • electronic text, unlike printed text, can be read by individuals who are blind, vision impaired, dyslexic and by individuals who cannot hold a book or turn pages (Gay and Harrison 2001).
  • physical access.
  • development of AudioMath, an AT designed to enable visually impaired people to access mathematical expressions contained in online documents. AudioMath can be connected to a text-to-speech engine, providing speech rendering of MathML (coded mathematical expressions of the World Wide web Consortium (W3Q).
  • Dixon (2004) describes the development of a ‘Code Memory Diagram Animation Software Tool’ designed to aid dyslexic computer programming students by expressing the temporal aspects of programming concepts.
  • Colwell et al. (2002) describe the development of a remote experimentation system (the PEARL system), which can extend access to laboratory work for students who are unable to attend a conventional laboratory for a variety of reasons, such as disability,
  • However, technology disables when it is developed without considering accessibility because it marginalizes segments of the population
  • With the evolution of the World Wide web into a complex and glamorous multimedia entity, designers, who are often ignorant of principles of accessible design, are likely to create access barriers that are unsurmountable … and that leave people with print disabilities stranded.
  • However, for students with disabilities, even if they do have access to computers and the Internet, they may not necessarily have access to accessible e-learning opportunities. These students therefore are still ‘have-nots’ and may experience what Burgstahler (2002a) describes as the ‘second digital divide’.
  • This second digital divide is a result of the inaccessible design of many electronic resources.
  • Rowland (2000) argues that if the web developer made simple accommodations to the site, the student would be able to hear what others see.
  • Web pages divided [page 27] into segments or frames can confuse software programs that translate text to voice. Graphics that have not been labelled with text will be read only as ‘image’ by the software reading the text on the screen and will deprive students of valuable content. Whilst web pages with a long list of hyperlinks crowded together can confuse a student with visual, cognitive, or motor disabilities. In essence, the second digital divide is caused by poor inaccessible design:
  • Yes, the newer screen reader software can recognize some standard graphics and connect words to them. If software designers would put text labels with their graphics, access would be simplified.
  • If the staff in higher education do not design, develop and support accessible e-learning materials, then the gap between disabled and non-disabled students will widen and technology will outstrip its usefulness as a tool that can facilitate access to learning, curricula, independence and empowerment.
  • Deborah Judah on 10 Sep 11
     
    This is a chapter I have read for my master module. I have highlighed some interesting stuff around making elearning accessible.
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