Group items matching "Digital" in title, tags, annotations or url - Digital Literacy

1More

Learning with 'e's: Reading the World - 1 views

shared by Kevin Campbell-Wright on 21 Jul 12 - No Cached

1More

Digital Scholarship | Open Educational Resources (OERs) for Digital scholars - 2 views

www.digitalscholarship.ac.uk digital literacy Digital Skills education research higher education digital identity copyright

shared by Rosemary Leadley on 26 Jul 12 - No Cached

2More

Exeter CASCADE Project - University of Exeter (Supported by JISC) - 1 views

projects.exeter.ac.uk/...digitalresearcherquiz.php digital literacy research researchers

shared by Judi Millage on 18 Sep 12 - No Cached

Scott Hibberson liked it

2More

T3S1: Digital Literacies with Dr. Doug Belshaw - 2 views

www.slideshare.net/...iteracies-with-dr-doug-belshaw digital literacy MOOC

shared by Anthony Beal on 21 Feb 13 - No Cached

1More

Digital Literacy: Professional Development Resource | futurelab - 2 views

www.futurelab.org.uk/...fessional-development-resource Digital Skills Information Literacy Digital Literacy

shared by Judi Millage on 01 Aug 11 - No Cached

18More

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.
...

Cancel
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
...

Cancel
E-learning
...

Cancel
...14 more annotations...
reduce issues of distance,
...

Cancel
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).
...

Cancel
physical access.
...

Cancel
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).
...

Cancel
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.
...

Cancel
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,
...

Cancel
However, technology disables when it is developed without considering accessibility because it marginalizes segments of the population
...

Cancel
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.
...

Cancel
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’.
...

Cancel
This second digital divide is a result of the inaccessible design of many electronic resources.
...

Cancel
Rowland (2000) argues that if the web developer made simple accommodations to the site, the student would be able to hear what others see.
...

Cancel
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:
...

Cancel
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.
...

Cancel
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.
...

Cancel

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.

<div class="cArrow"> </div><div class="cContentInner">This is a chapter I have read for my master module. I have highlighed some interesting stuff around making elearning accessible.</div>

...

Cancel

1More

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

1More

Putting digital and information literacies into practice - 0 views

prezi.com/...ation-literacies-into-practice information literacy digital literacy jisc higher education education

shared by Anthony Beal on 15 Feb 13 - No Cached

Anthony Beal on 15 Feb 13

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.

<div class="cArrow"> </div><div class="cContentInner">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 (<a href="http://digidol.cardiff.ac.uk" rel="nofollow" target="_blank">http://digidol.cardiff.ac.uk</a>) 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.</div>

...

Cancel