Skip to main content

Home/ JISCRSCYH/ Group items tagged device

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Kathy Boyer

BBC News - BYOD: Bring your own device could spell end for work PC - 0 views

www.bbc.co.uk/...business-17017570

bbc news device mobile sustainability mobile learning

shared by Kathy Boyer on 14 Feb 12 - No Cached
  • Kathy Boyer on 14 Feb 12
     
    Great Article about bringing your own devices to work, could be applied to learning providers
Deborah Judah

Seale Chapter 3: Printable version - 0 views

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

H810 digital literacy accessibility

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.
  • 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’.
  • 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.
  • 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).
  • 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.
Deborah Judah

Ofcom | More teenagers say they would miss their mobiles and the internet than watch TV - 0 views

consumers.ofcom.org.uk/...nd-parents-media-use-attitudes

e-safety social media mobile learning

shared by Deborah Judah on 26 Oct 11 - No Cached
    • Deborah Judah
      Deborah Judah on 26 Oct 11
       
      This has interesting implications for students coming into post-compulsary education as using their own devices will be second nature and they will expect this in their teaching and learning
  • Social networking is still one of the most popular uses of the internet amongst 12-15s, although the number of children with social networking profiles has stayed static since 2010 at 3 per cent of 5-7s who use the internet at home, 28 per cent of 8-11s and 75 per cent of 12-15s. However, children are visiting social network sites more often on their mobiles, driven by the increase in smart phone ownership. Half (50 per cent) of 12-15s with a smartphone visit them weekly compared with 33 per cent in 2010.
    • Deborah Judah
      Deborah Judah on 26 Oct 11
       
      Are children assuming they are safe online or have the lessons taught in school remainded with them
  • ...2 more annotations...
  • Parents are generally very confident about their children using the internet safely and the vast majority of children aged 8-15 feel that they know how to stay safe online (88 per cent) and that they are confident internet users (97 per cent). However with increasing use of media, there remain some safety issues.
  • Children are also becoming more aware of potential risks, with 12 per cent of 8-11s with a social networking profile saying they talk to people not directly known to them, down from 22 per cent in 2010 (24 per cent of 12-15s, down from 32 per cent in 2010)
1 - 8 of 8
Showing 20▼ items per page