"What type of Digital Learner are you?
Complete this short quiz to reveal your personalised digital researcher profile, complete with tips on how to improve your practice..."
Thanks Judi. It's a neat little quiz and one I think we could repurpose to complement the Digital Literacies Organisational Review tool we've been working on.
This resource is designed to support primary and secondary teachers to integrate the development of students' digital literacy into everyday learning. The materials, developed with primary and secondary school teachers as part of Futurelab's digital participation project, can be downloaded from our website.
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
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.
"digital literacy is not simply about learning from content online this represents a deficit model of education (frequently practiced) rather than skills development. "
In combination with academic literacies, digital and information literacies represent a broad spectrum of knowledge and skills that ideally should be developed as an integral part of subject specific learning. The challenge at an institutional level is helping academic staff and students achieve this in a manner that is fully integrated and sustainable. As part of the JISC funded Digidol Project (http://digidol.cardiff.ac.uk) at Cardiff University work is being done to create a common framework and methodology to enable professional services staff, academic staff and students to arrive at a shared understanding of what literacies are required and how they can best be realised through meaningful learning and teaching practices.
A (brief!) history of digital literacy inthe UK and the EU Tabetha Newman Sarah Payton April 2012
PowerPoints from the recent webinar with detailed notes
"What type of Digital Learner are you?
Complete this short quiz to reveal your personalised digital researcher profile, complete with tips on how to improve your practice..."
The emphasis should be on building digital communication skills so that students can share and develop their ideas and aspirations online, says Dr Abhay Adhikari
" ...there is a group of people who are challenged by an even more fundamental problem: lack of access to the Internet in their homes coupled with the inability to engage in our information economy since they lack basic digital literacy skills. In an economy that demands you find a job online and possess at least limited online skills, we are leaving millions behind."
In this seminar asks Gavin Dudeney 'What is digital literacy?' and considers its implications for teachers.
Video of seminar given at British Council teaching English event
"Etextbooks and online learning communities are just a few of the ways colleges and universities are dabbling in digital. This graphic breaks it down."
Excellent Infographic looking at the electronic landscape in education including comparision of iPad and Kindle Fire, VLEs and reinventing the textbook.