Contents contributed and discussions participated by jenn stevens - Emerson ITG - What we're reading

jenn stevens on 04 Oct 17

Encouraged Fixes (EFs): issues that should be corrected in order to meet best-practice accessibility standards but are not required for conformance with Section 508 of the Rehabilitation Act or HHS accessibility guidelines.

<div class="cArrow"> </div><div class="cContentInner">Encouraged Fixes (EFs): issues that should be corrected in order to meet best-practice accessibility standards but are not required for conformance with Section 508 of the Rehabilitation Act or HHS accessibility guidelines.</div>

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Strongly Encouraged Fixes for PDF Files | HHS.gov - 0 views

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accessibility udl a11y pdf 508 important fixes

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jenn stevens on 04 Oct 17

Strongly Encouraged Fixes (SEFs): issues that are violations of WCAG 2.0 and will be elevated to Required Fixes once the 508 Refresh goes into effect; they should be proactively fixed now.

<div class="cArrow"> </div><div class="cContentInner">Strongly Encouraged Fixes (SEFs): issues that are violations of WCAG 2.0 and will be elevated to Required Fixes once the 508 Refresh goes into effect; they should be proactively fixed now.</div>

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Required Fixes for PDF Files | HHS.gov - 1 views

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pdf 508 accessibility a11y udl most important

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jenn stevens on 04 Oct 17

ASPA-DCD classifies accessibility errors into three categories as shown below: Required Fixes (RFs): violations that must be corrected and have direct mappings to either Section 508 or HHS accessibility guidelines.

<div class="cArrow"> </div><div class="cContentInner">ASPA-DCD classifies accessibility errors into three categories as shown below: Required Fixes (RFs): violations that must be corrected and have direct mappings to either Section 508 or HHS accessibility guidelines.</div>

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PDF File 508 Checklist | HHS.gov - 0 views

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pdf 508 checklist 2013 accessibility a11y udl

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A Welcoming Classroom - The Chronicle of Higher Education - 0 views

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itgwwr online accessibility design udl a11y powerpoint whiteboard accomodations faculty

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WebAIM: Articles - 0 views

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accessibility design udl a11y screen reader howto

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Triaging Privacy Policies and Terms of Service - 0 views

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Research in Translation: Cultural Limits of Self-Regulated Learning - - 0 views

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self-regulated learning self-regulation reflection goal-setting lifelong learning

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"Students as Creators" and the Theology of the Attention Economy | Hapgood - 0 views

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itgwwr creators students blog twitter viral

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Syllabus for Teaching Online at Emerson Preparation - 2 views

canvas.emerson.edu/...syllabus

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7-week deliverables:
- jenn stevens on 06 Sep 17
  
  7 week?
  
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17-week deliverables
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Technology Pages: Most weeks you will have notes on technologies available to you as an online instructor.
- jenn stevens on 06 Sep 17
  
  true? I thought we cut these
  
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$5000 stipend,
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Day to day | Music for Deckchairs - 1 views

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Are They Doing Their Own Work? | ChronicleVitae - 1 views

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itgwwr online identity plagiarism

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Activity: Choose the Best Source of the Top Google Results | Hapgood - 0 views

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A troubling new way to evade plagiarism detection software. (And how to tell if it's be... - 0 views

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itgwwr plagiarism detection

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A Rising Tide: How Closed Captions Can Benefit All Students | EDUCAUSE - 0 views

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more than half of students are using closed captions in their educational videos at least sometimes. Although one might expect students with disabilities to report using captions at much higher rates, this study shows that students not reporting disabilities use captions almost as frequently, with more than 50 percent using them sometimes or more often;
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Among those who reported using closed captions, the vast majority find the captions to be at least moderately helpful.
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When asked why captions are helpful, respondents overall expressed strong agreement that captions help students focus, retain information, and overcome poor audio. Open-ended responses further illustrate that students find captions to be helpful learning aids. Captions help students with comprehension, accuracy, engagement, and the retention of information transmitted in course videos.
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almost half of the students who reported having no difficulty hearing use closed captions sometimes or more often, compared to two-thirds of students reporting difficulty with hearing. Further, the majority of frequent caption users find closed captions to be considerably helpful, regardless of their ability status.
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closed captions are being used by a wide range of students, perhaps wider than one might guess.
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jenn stevens on 30 Aug 17

"more than half of students are using closed captions in their educational videos at least sometimes. Although one might expect students with disabilities to report using captions at much higher rates, this study shows that students not reporting disabilities use captions almost as frequently, with more than 50 percent using them sometimes or more often;" "respondents overall expressed strong agreement that captions help students focus, retain information, and overcome poor audio. Open-ended responses further illustrate that students find captions to be helpful learning aids. Captions help students with comprehension, accuracy, engagement, and the retention of information transmitted in course video"

<div class="cArrow"> </div><div class="cContentInner">"more than half of students are using closed captions in their educational videos at least sometimes. Although one might expect students with disabilities to report using captions at much higher rates, this study shows that students not reporting disabilities use captions almost as frequently, with more than 50 percent using them sometimes or more often;" "respondents overall expressed strong agreement that captions help students focus, retain information, and overcome poor audio. Open-ended responses further illustrate that students find captions to be helpful learning aids. Captions help students with comprehension, accuracy, engagement, and the retention of information transmitted in course video"</div>

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