What cognitive styles do you use to interact with technology? PRE-REQ: https://www.oercommons.org/courseware/lesson/87536 LAST UPDATE: Changed title
What cognitive styles do we use to interact with technology? The GenderMag Project has identified five cognitive facets we bring to our use of technology.
The main objective of the MADA ICT-AID competency framework is to provide the community with a framework that can be used as a template to assist educational institutions, organizations and individuals in delimiting the required relevant competencies in the ICT accessibility and inclusive design field. This framework can help in creating learning resources and teaching materials on ICT accessibility and inclusive design, and also to make other courses accessible.
In this guide you will learn about:What makes an educational resource open; Why OERs are important in the practice of Inclusive Design for Learning; How to find and use OERs; How to jump in and make your own OER.
The Floe Inclusive Learning Design Handbook is a free Open Educational Resource (OER) designed to assist teachers, content creators, Web developers, and others in creating adaptable and personalizable educational resources that can accommodate a diversity of learning styles and individual needs.
This workbook provides an overview to creating effective academic posters.it offers a series of guidelines for inclusive design, planning and production; dealing with copyright issues, creating the 'message' and graphics and image creation.
Inspired by the guidelines of the Universal Design for Learning (CAST, 2018), "Universal Latin Fables" wants to give the opportunity to discover Phaedrus' fables to as many students as possible. The web-site uses storytelling process based entirely on the Augmentative and Alternative Communication (AAC). Not only does it make the reading process easier, but it also allows autism spectrum students to understand the fable on several levels.
To whom it turns?
This website uses the OpenDyslexic font in order to increase readability.
All the fables can be read using Alternative and Augmentative Communication and PECS symbols offered by SymWriter, specific for autistic people but usable by everyone.
The "Listen" step can be useful to blind students. Furthermore, the website is responsive and the text is scalable.
The "Watch" and the "Read" step can be useful to deaf students.
The website is designed to be used by adults and teenagers or by children helped by a parent or a supporting teacher.
Learning Outcomes: (1) Be aware of the importance of considering gender issues in Inclusive Design, (2) Know gender differences backed by theory and research findings, (3) Be able to evaluate designs using the GenderMag method, (4) Be able to create designs taking gender differences into account
A presentation for more advanced students who already have an understanding of personas and cognitive walkthroughs. Good for introducing gender-inclusive design.
About 15% of the world’s population lives with some form of disability. Many are not having their needs met because of barriers to participation in rituals, worship and faith community activities at their places of worship. To truly empower people with disabilities to become agents of positive change in their local communities, we recognize that everyone has a role to play. Our Doors Are Open seminar helps all faith communities to understand how to open their mind, hearts, and doors to people with all kinds of abilities. Traditionally, faith communities position people with disabilities as recipients of care and not as givers. Most faith communities do not have proper representation of people with disabilities throughout their activities despite a desire to be open and inclusive. This disparity is often the result of lack of understanding of how to think about disability differently. In this seminar, students will learn the social model of disability, which positions disability as a function of exclusively designed environments rather than a lack of ability. Our Doors Are Open Seminar will guide students on how to see their activities and situations through an inclusive lens as well as how to take actions to improve inclusion and achieve the welcoming goals of congregations.
Pedagogical content knowledge for teaching inclusive design.
What cognitive styles do you use to interact with technology? PRE-REQ: https://www.oercommons.org/courseware/lesson/87536