Skip to main content

Home/ H800 2014/ Group items tagged accessibility

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Kev Harland

Jisc TechDis - Accessible m-Learning model - 3 views

www.jisctechdis.ac.uk/...mobilemodel

mLearning accessibility

shared by Kev Harland on 16 Jun 14 - No Cached
  • Accessibility is not necessarily about a disability; in fact it is not likely to be dependent on any single factor but will depend on several different things.
  • It’s easy to think that the small screen size, limited text options and fiddly buttons would immediately reduce the accessibility of the device for some learners. Whilst this is true it is only partly true because accessibility depends to a large extent on the context you’re working in. The model below has been developed to attempt to map the wider elements of accessibility in a more holistic way.
  • Kev Harland on 16 Jun 14
     
    A Model of Accessible m-Learning
Kev Harland

Week 11: Debates on elearning: Accessibility and elearning - 0 views

learn2.open.ac.uk/...view.php

accessibility participation Week11 debates

shared by Kev Harland on 21 Apr 14 - No Cached
  • lack of a reliable electricity supplylack of reliable internet connectionslack of equipmentlack of resourceslack of necessary skills.
  • The gap between those with and without this access is the digital divide.
Kev Harland

Vicarious Learning | IGI Global - 0 views

www.igi-global.com/...12061

vicarious learning learning theory H800

shared by Kev Harland on 05 Apr 14 - No Cached
  • However, the specific suggestion we address here is that vicarious learning is a distinct idea that may have its own implications, particularly for distance learners and others whose access to normal learning dialogue is limited.
  • Vicarious learning accordingly arises in situations where a learning experience is witnessed and reacted to as a learning experience by another learner.
  • This is a clear example of vicarious learning where the focus of the learning episode is some cognitive skill or understanding
  • ...1 more annotation...
  • The Answer Garden (Ackerman & Malone, 1990) and Answer Web (Slater, 1993) are computer-based learning systems based on networks of questions that have been asked by learners and answered by experts, allowing future learners simply to access these exchanges and thus to learn vicariously.
  • Kev Harland on 05 Apr 14
     
    Vicarious Learning
Kev Harland

Pathways to Open Resource Sharing through Convergence in Healthcare Education - MEDEV, ... - 2 views

www.medev.ac.uk/...PORSCHE

H800 week10b OER healthcare nhs Creative Commons web 2.0 consent

shared by Kev Harland on 13 Apr 14 - No Cached
  • This UKOER phase 2 project was working closely with the NHS eLearning Repository to explore sharing open educational resources across clinical (i.e. NHS) and academic (i.e. HEI) settings in the UK. We worked with Jorum to look at potential ways to represent OERs in both repositories to increase access to both datasets via access from NHSNet and JANET.
  • The work of the project built on the excellent partnership established in our previous UKOER phase 1 pilot project, OOER, and extended and embed the good practice development begun in phase 1, together with equivalents such as the eLearning readiness toolkit developed by the NHS.
  • Alongside this important work, we further developed the concept of a Consent Commons to make sure that the interests of patients and non-patients appearing in clinical recordings used in OERs are fairly represented (in accordance with UK Data Protection and Privacy and Electronic Communications legislation, following the guidelines from the Information Commissioners Office), alongside the copyright and ownership interests - typically represented in, for example, a Creative Commons license. 
  • ...1 more annotation...
    • Kev Harland
      Kev Harland on 13 Apr 14
       
      For further reading: The concept of Consent Commons licensing
Kev Harland

Exploring Students' Mobile Learning Practices in Higher Education (EDUCAUSE Review) | E... - 1 views

www.educause.edu/...ing-practices-higher-education

mobile learning higher education educause

shared by Kev Harland on 02 Aug 14 - No Cached
  • mobile technologies afford new opportunities for learning, but their use does not guarantee that effective learning will take place
  • College students use their mobile devices mostly for self-directed informal learning rather than in the formal academic context, however, which makes it challenging to get an accurate picture of academic use.
  • Kev Harland on 02 Aug 14
     
    The popularity of mobile technologies among college students is increasing dramatically. Results from the ECAR research study on students suggest that many undergraduate students bring their own digital devices to college, favoring small and portable ones such as smartphones and tablets. 2 Although students still rate laptops (85 percent) as the most important devices to their academic success, the importance of mobile devices such as tablets (45 percent), smartphones (37 percent), and e-book readers (31 percent) is noticeably on the rise. Increasingly, students say they want the ability to access academic resources on their mobile devices.3 In fact, 67 percent of students' smartphones and tablets are reportedly being used for academic purposes, a rate that has nearly doubled in just one year.4
Pat Townshend

http://www.sqw.co.uk/files/9613/8689/6430/Home_Access_Programme.pdf - 0 views

www.sqw.co.uk/...Home_Access_Programme.pdf

devices costs government_scheme BECTA

shared by Pat Townshend on 06 Aug 14 - No Cached
  • Pat Townshend on 06 Aug 14
     
    Evaluation of home access scheme
Kev Harland

Is Mobile Learning Relevant in Developing Countries? - 1 views

www.quipper.com/...levant-in-developing-countries

shared by Kev Harland on 12 Feb 14 - No Cached
  • foreign intervention is less desirable than autonomous growth and innovation
  • M-Pesa (“mobile money” in Swahili) is a Kenyan mobile phone service which allows people to pay or transfer money to any other mobile phone user. It came about to meet the needs of a population poorly served by traditional banking services, before spreading throughout Africa, and is now among the most advanced mobile payment systems in the world. It’s different from your typical money transfer, because it doesn’t rely on bank accounts
  • Today, over 50% of adult Kenyans use the service to transfer money and pay for bills and even shopping
  • ...9 more annotations...
  • At first, the internet made the world more global; now, the internet itself is becoming more local. The various fora and message boards serve as increasingly rich archives of dialogues – where a problem has been solved once, that solution can be sought by anyone
  • Anyone with access to Google can leverage the collective wisdom of the masses
  • he advent of cloud computing and crowd-sourcing means that individuals can now create and distribute their own educational content with little to no overhead
  • Udemy is one such platform, enabling educational content to be sourced from individuals rather than publishing houses (though a number of publishers do use the platform). Anyone can upload a lesson, and anyone can take a lesson
  • These platforms, which empower the individual, are significant because they enable highly local, highly specific learning content
  • While publishing houses need to generalise their content and target the largest audience, an individual is under no such imperative.
  • it becomes more and more feasible for anyone, anywhere to share their knowledge
  • it’s not poorer nations that benefit from the benevolence of richer ones – rather, the transaction becomes more individual
  • One person, anywhere, can learn, and can teach, another person. That person can be their neighbour or someone on the other side of the planet. And if the concept of reverse innovation shows anything, it’s that the East can teach the West a thing or two.
Kev Harland

Of mind and media: EBSCOhost - 1 views

eds.b.ebscohost.com.libezproxy.open.ac.uk/...detail

forms of representation H800

shared by Kev Harland on 05 Apr 14 - No Cached
  • different forms of representation have what philosophers call different fields of reference.
  • even when different symbolic forms of representation address the same field of reference, conveying (what appears to be) the same information
  • strongly colored by the knowledge structures ("schemata") we already possess
  • ...10 more annotations...
  • much may depend on the richness and organization of the knowledge schemata one brings to bear on the incoming information
  • affect meanings is a matter of balance between them and the richness of one's schemata
  • the convergence of findings supports the conclusion that different symbolic forms of representation require different symbolic capacities
  • basic symbolic forms of representation--language, number, spatial relations, movement, pitch
  • The seven intelligences he describes (linguistic, musical, logical/mathematical, spatial, bodily/kinesthetic, intrapersonal, and interpersonal)
  • different symbolic forms of representation are processed by different sets of mental skills and capacities
  • hildren do not expend much mental effort on a televised story, even when it is quite poetic and requires effort
  • Thus they learn far less from it than from an equivalent story in print.
  • Where or when television is perceived as a serious medium
  • They also seem to be gradually changing the meaning of "knowledge," from something that is possessed to something to which we have access
Kev Harland

Government Digital Inclusion Strategy - GOV.UK - 2 views

www.gov.uk/...ent-digital-inclusion-strategy

digital divide H800 inclusion government strategy gov

shared by Kev Harland on 26 Apr 14 - No Cached
  • access - the ability to actually go online and connect to the internet skills - to be able to use the internet motivation - knowing the reasons why using the internet is a good thing trust - a fear of crime, or not knowing where to start to go online
  • Kev Harland on 27 Apr 14
     
    This was published mid April 2014 and has relevance to the debate about the digital divide.
Kev Harland

ENABLE Training Modules - 1 views

vle.jisctechdis.ac.uk/...play_649

H800 H810 accessibility

shared by Kev Harland on 12 Jul 14 - No Cached
  • Kev Harland on 12 Jul 14
     
    Using ICT to Support Disabled Adult Learners An Introduction. A Xerte presentation.
Kev Harland

PDF: Unfit for Human Consumption - 1 views

www.nngroup.com/...df-unfit-for-human-consumption

H800 accessibility H810 usability guidelines

shared by Kev Harland on 29 Apr 14 - No Cached
    • Kev Harland
      Kev Harland on 29 Apr 14
       
      Web usability guru Jakob Nielsen weighs in on the PDF debate
  • Kev Harland on 29 Apr 14
     
    Summary: Users get lost inside PDF files, which are typically big, linear text blobs that are optimized for print and unpleasant to read and navigate online. PDF is good for printing, but that's it. Don't use it for online presentation.
1 - 11 of 11
Showing 20▼ items per page