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"Give students a chunk of time without instruction to explore a new tech program before using it. Encourage students to use online resources to figure the program out. Create a backchannel discussion or an online forum where students can post links to helpful resources or ask questions.  Encourage your tech savvy students who get it faster than the others to monitor the boards and answer questions electronically.  Using an electronic forum with delayed responses instead of face-to-face assistance will encourage adaptability and eliminate the possibility that a tech-light student will sit back and let the tech-savvy student fix the problem or do the work. To avoid frustration, stop after 15 minutes and distribute a self-assessment rubric on adaptability (see my example below).  Debrief with students about their experiences.  For those who fall in the flexible and adaptable category, what strategies did they use to navigate through unfamiliar interfaces?  For those who didn't, how can they improve their experience for the next time?"

Resources - Accessibility at Google

This page has the instructor and user manusl for Bb Learn as well as the Authoring Kit, which is the MS Word versions we can use to create our own mateirals.

Great resources for using Discussions. All the Whys and the Hows you need.

"May 25, 2010, 02:00 PM ET Integrating Digital Audio Composition into Humanities Courses By Prof. Hacker Edison Phonograph[This guest post is by Jentery Sayers, who is a PhD candidate in English at the University of Washington, Seattle. In 2010-2011, he will be teaching media and communication studies courses in Interdisciplinary Arts and Sciences at the University of Washington, Bothell. He is also actively involved with HASTAC. You can follow Jentery on Twitter: @jenterysayers.] Back in October 2009, Billie Hara published a wonderfully detailed ProfHacker post titled, "Responding to Student Writing (audio style)". There, she provides a few reasons why instructors might compose digital audio in response to student writing. For instance, students are often keen on audio feedback, which seems more personal than handwritten notes or typed text. As an instructor of English and media studies, I have reached similar conclusions. Broadening the sensory modalities and types of media involved in feedback not only diversifies how learning happens; it also requires all participants to develop some basic-and handy-technical competencies (e.g., recording, storing, and accessing MP3s) all too rare in the humanities. In this post, I want to continue ProfHacker's inquiry into audio by unpacking two questions: How might students-and not just instructors-compose digital audio in their humanities courses? And what might they learn in so doing? Designing Courses with Audio Composition in Mind One of the easiest ways to integrate digital audio composition into a humanities course is to identify the kinds of compositions that might be possible and then find some examples. Below, I consider five kinds of digital audio compositions: * recorded talks * audio essays * playlists * mashups * interviews Each entails its own learning outcomes, technologies, and technical competencies. The recorded talk consists of students reading their own academic essays a

Educational resources, arcticles, and communities.