Technology is opening doors for those with disabilities. Being blind or deaf is now far less of a barrier than it was fifty years ago. This unit assesses various disabilities and describes how they might affect a person's use of interactive devices. You will then look at some of the most common assistive technologies and discuss the requirements that each disability group might have for computers, and for other interactive products
It is part of a teaching professional's skills to understand the needs of a diverse population of students. This unit introduces the challenges for disabled students who may use computers in different ways when taking part in eLearning or may need alternative teaching methods. It covers the technology and techniques used by disabled students, the adjustments to teaching methods that might be reasonable, design decisions which affect the accessibility of eLearning tools and strategies for evaluation.
This film explores methods for engaging learners through the use of case studies and problem solving activities. This instructional film is from Kansas State University's web-based course, GENAG 721, Occupational and Agricultural Safety and Health Interventions. Copyright 2011, Mitch Ricketts.
Speeches and presentations by the Commonwealth of Learning officials. Archives from 1996 to present. Topics include new technologies, distance learning, and open universities
Online learning communities provide opportunities for connections in several ways: instructor to students, students to instructor, and students to students. As online instructors and researchers, we describe the essential elements for developing online learning communities and the strategies we’ve used for creating these type of learning environments in our online courses.
As educators in higher education, we face many challenges, but probably none like that of teaching online. While institutions of higher education have enjoyed a long history of traditional teaching and learning, the realities of providing an environment tailored to the needs and interests of today's adult learners is a very real and timely issue. Many institutions have pursued online instruction as a means of competing in today's marketplace, while addressing the unique needs of the current generation of degree-seeking adults who have family, community, and work commitments -- in other words, whose time is highly structured and virtually controlled by a wide variety of factors. Thus, Web-supported instruction is becoming much more commonplace in colleges and universities (Lindner, Dooley & Murphy, 2001). Web-based courses are being used increasingly by instructors to optimize the delivery of instruction and instructional materials. These include: Web pages, chat rooms, discussion groups, e-mail, animation, streaming video, etc.
Once the stepchild of the academy, distance learning is finally taken seriously. But not in precisely the way early innovators like myself had hoped. It is not faculty who are in the forefront of the movement to network education. Instead politicians, university administrations and computer and telecommunications companies have decided there is money in it. But proposals for a radical "retooling" of the university emanating from these sources are guaranteed to provoke instant faculty hostility.
In this film, we’ll explore methods for engaging learners through the experience of a field trip. When students perform meaningful tasks in the field, the activity becomes a form of concrete, experiential learning. This instructional film is from Kansas State University's web-based course, GENAG 721, Occupational and Agricultural Safety and Health Interventions. Copyright 2011, Mitch Ricketts.
Richard Mayer's theory of multimedia learning can help us develop more effective PowerPoint presentations, videos, and printed materials. This film outlines some of the major components of Mayer's theory. This instructional film is from Kansas State University's web-based course, GENAG 721, Occupational and Agricultural Safety and Health Interventions. Copyright 2011, Mitch Ricketts.
Subject:
Arts, Business, Humanities, Mathematics and Statistics, Science and Technology, Social Sciences
As demands for online courses continue to increase and educational institutions rise to meet the needs of students, it is imperative faculty members are guided by the Seven Principles (Chickering and Gamson, 1986; Erhmann, 2003) of effective teaching as they develop online courses. This includes the judicious selection of distance learning tools to support quality teaching and learning experiences in online settings. Simulations delivered in traditional face-to-face courses have provided instructors valuable teachable moments and students with authentic learning experiences. When simulations are well designed in an online course using appropriate distance learning tools, teaching strategies can be thoughtfully developed and successfully delivered that produce quality student learning experiences.
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