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Caption, translate, subtitle and transcribe video. WCAG Overview. Introduction Web Content Accessibility Guidelines (WCAG) is developed through the W3C process in cooperation with individuals and organizations around the world, with a goal of proving a single shared standard for web content accessibility that meets the needs of individuals, organizations, and governments internationally.

The WCAG documents explain how to make web content more accessible to people with disabilities. Web "content" generally refers to the information in a web page or web application, including: natural information such as text, images, and sounds code or markup that defines structure, presentation, etc. Who WCAG is for WCAG is primarily intended for: Web content developers (page authors, site designers, etc.) Related resources are intended to meet the needs of many different people, including policy makers, managers, researchers, and others. WCAG is a technical standard, not an introduction to accessibility. What is in WCAG 2.0 Technical document format Who develops WCAG.

Home. Education Week. Psychological research on learning is sometimes overemphasized in the classroom, but that doesn't mean some concepts shouldn't play an important role in teachers' approaches. A report released last week by the American Psychological Association looks at what teachers should actually know about the ways their students learn. The report was created by the Coalition for Psychology in Schools and Education, an APA-backed group of psychologists who each proposed two psychological principles they deemed essential for teachers, as supported by current research. The group members then rated the concepts and came to a consensus on the top 20, then broke down the principles into five thematic categories. 1.

The eight principles in the first theme focus on the best ways to approach student learning. Sample principle: What students believe about intelligence matters. 2. Sample principle: Mastery goals give students a better incentive to challenge themselves than arbitrary performance goals do. 3. 4. Bag-of-tricks. Instructional System Design. This short guide (less than a 10 minute read) provides a framework that is composed of four models: While you can click any part of the above map (to include the Complex/Complicated Environments) to learn more about the topic, it is suggested you read the following first to see how the various models tie together.

Instructional System Design — This guide to ISD uses the ADDIE model (analysis, design, develop, implement or delivery, & evaluation). It is perhaps the best know instructional design model and provides a solid framework for Learning or Instructional Designers. Note that ISD is considered a plug and play model in that it allows other model and frameworks to be plugged into it so that it can adapt to almost any learning situation or environment. While the model above shows that the ADDIE version of the ISD model is quite dynamic, the model below shows the various steps within each of the five phases: Here is a slightly different version of ADDIE: Agile Design. Fire Engineering Simulation - Deli Fire. Seven.html - TLT Group. For more teaching ideas, workshop materials and other resources, go to Adding an 8th Principle? IMPLEMENTING THE SEVEN PRINCIPLES: Technology as Lever by Arthur W. Chickering and Stephen C. Ehrmann This article originally appeared in print in October, 1996, AAHE Bulletin, pp. 3-6.

The "Seven Principles" were introduced in "Seven Principles for Good Practice in Undergraduate Education," Chickering, Arthur W. and Gamson, Zelda F., American Association for Higher Education, Washington, D.C., Sponsoring Agency: Education Commission of the States, Denver, Colo., Mar 87, 6pp. See the bottom of this Web page for updates, a link to a huge collection of ideas for using technology to implement the seven principles, a recorded interview with Chickering and Ehrmann about this history of the seven principles and their relevance to technology use, and our request that you share more such examples of technology use. 1. 2.

Learning teams helped themselves “learn the plumbing” and solve problems. 3. 4. 5. Choosing Web Design Colors : Web Design Portfolio & Guide. When designing a Web site, most web designers give a lot of attention to two major factors: the design (choice of graphics) and the content. But what about the colors? This is one of the most important things to consider when designing your site. The colors of your Web site are important because they will define the mood and emotions of your visitors as well as reflect your identity and image branding. Color is symbolism. Warm Colors Red: Red is one of the most powerful and attention-getting colors. Pink, however, is the softer side of red. Orange: Vibrant and warm, orange is associated with autumn, pumpkins and Halloween. Yellow: Yellow symbolizes sunshine and warmth. Cool Colors Green: Green signifies health and growth (vegetation) and wealth (money). Blue: Blue is one of the most calming colors and is associated with the sky and the sea.

Purple: The combination of red and blue, purple is one of the most intriguing colors and symbolizes creativity. Neutral Colors Choosing a Color Scheme. Web Design Reference Guide | Designing Accessible Text—Part 3: Color. Designing Accessible Text—Part 3: Color Last updated Oct 17, 2003. If you’re looking for more up-to-date information on this topic, please visit our Web Design article, podcast, and store pages.

By Sarah Horton Color is a powerful design tool, and one of the easiest ways to jazz up a Web site. Color can undermine the purpose of text. This article addresses concerns regarding color and text, with guidance on making good choices about color, and creating designs that work both without color and with user-defined colors. Contrast Legibility refers to the ability to distinguish and identify characters and word shapes. One of the primary factors affecting legibility is color contrast—the difference between the text color and the background color. Fortunately, contrast is a bit more science than art, and we have guidelines to follow in choosing colors that produce legible text.

First, let's talk about the elements of color that most directly influence contrast—hue and lightness contrast. Graphic Design Tutorials : Graphic Design Software Directory & Portal for Graphics Tips : Desktop Publishing Resources & Graphic Design Links. Typography Tutorials, Books, Web Site Typography, Web Site Fonts, CSS Fonts, sIFR, Dyanmic Image Replacement, Tutorials. Within the Typography section you'll find helpful annotated links to Web site typography articles, tutorials, resources, tools, discussion lists and typography organizations, and typography book reviews and recommendations.

Typography articles and tutorials topics include typography in general, Web site typography, such as choosing fonts for web sites, accessibility and typography, readability, white space, and typography, CSS, typography, and CSS typography techniques, design and typography for Web sites, image replacement techniques (IFR, sIFR, swfIR, others), and font design and creation. Do you know of some good articles, tutorials, books, or resources related to typography or fonts for Web sites? Recommendations are welcome and encouraged!

Within this category: top ‘On this page’ menu Navigation below Search/Sidebar. Writing for the Web: Articles, Training & Reports | NN/g. Baruch College's Guide To Using Copyrighted Media in Your Courses. WAVE Web Accessibility Tool. IDI Web Accessibility Checker : Web Accessibility Checker. World Wide Web Access: Disability Discrimination Act Advisory Notes ver 4.0 (2010) World Wide Web Access:Disability Discrimination Act Advisory Notes Version 4.0 Australian Human Rights Commission October 2010 Copyright © Australian Human Rights CommissionReproduction with acknowledgment is permitted and encouraged. See the Creative Commons Attribution License for more guidance A downloadable MS Word version of these Advisory Notes is also available Contents ForewordRevision History1.

Foreword Individuals and organisations providing information and services via the World Wide Web need to think about how they make their websites and other web resources accessible to people with a disability. The Convention on the Rights of Persons with Disabilities asserts the right of people with a disability to participate fully and independently in all aspects of society, including the internet and access to information. Access for people with a disability to the web can in almost all cases be readily achieved if best-practice solutions are implemented. Revision History 1. 2. A. Charles Darwin, Evolution and Tropical Australia MOOC Tour with Professor Martin Carroll. Perspectives on Disability ECP Course Tour. FACD 302 Bb ECP Overview - ERAU MediaSpace. Course Catalog – Blackboard Learn. 2014 Blackboard Exemplary Course Tour: ENG 101 Academic Writing.

Blackboard Catalyst Awards Past Winners. Creating Products to Show and Share Learning. My students produced a lot of media, including podcasts. Before my students scripted and recorded a podcast, they would listen to several sample episodes and critique them. We would make a list of what was really good about the episode and what could be improved. I reminded students of the items on these lists periodically as they worked on their own episodes. Yes, you can tell students what makes a great production. However, having them be the ones to delineate the qualities of a great production is much better. My students really wanted to create something that was better than any of the samples they listened to. They really wanted to avoid the mistakes they heard others make.

Because students might have some harsh criticism of sample projects, I made sure those samples were not by students at our school. Padlet can help capture students’ observations about example media. Some questions that help guide a discussion about sample productions: What did you notice? Constructivism as a Paradigm for Teaching and Learning. What is constructivism? How does this theory differ from traditional ideas about teaching and learning? What does constructivism have to do with my classroom? Expert interview What is the history of constructivism, and how has it changed over time? What are some critical perspectives?

What are the benefits of constructivism? What is constructivism? Constructivism is basically a theory -- based on observation and scientific study -- about how people learn. In the classroom, the constructivist view of learning can point towards a number of different teaching practices. Constructivist teachers encourage students to constantly assess how the activity is helping them gain understanding. You might look at it as a spiral. For example: Groups of students in a science class are discussing a problem in physics. Contrary to criticisms by some (conservative/traditional) educators, constructivism does not dismiss the active role of the teacher or the value of expert knowledge. Andragogy. Knowles' theory of andragogy is an attempt to develop a theory specifically for adult learning. Knowles emphasizes that adults are self-directed and expect to take responsibility for decisions.

Adult learning programs must accommodate this fundamental aspect. Andragogy makes the following assumptions about the design of learning: (1) Adults need to know why they need to learn something (2) Adults need to learn experientially, (3) Adults approach learning as problem-solving, and (4) Adults learn best when the topic is of immediate value.

In practical terms, andragogy means that instruction for adults needs to focus more on the process and less on the content being taught. Strategies such as case studies, role playing, simulations, and self-evaluation are most useful. Instructors adopt a role of facilitator or resource rather than lecturer or grader. Application Example Knowles (1984, Appendix D) provides an example of applying andragogy principles to the design of personal computer training: Page. Qm8_accessibility_standards.pdf. Rapid Instructional Design. Dave Meier’s (2000) Rapid Instructional Design (RID) model incorporates accelerated learning techniques that strives to design the learning environment with more practice, feedback, and experience rather than presentations.

It is based on four phases, Preparation, Presentation, Practice, and Performance: Preparation - Arouse the interest of the learners: discuss the learning goals and benefit raise the learners' curiosity remove any barriers that might hamper learning Presentation - Introduce the learners' initial encounter with the new knowledge and skills: show examples of real-world phenomenon give interactive presentations appeal to all learning styles use discovery activities use problem-solving exercises Practice Ensure the learners integrate their new knowledge and skills: Performance Have the performers apply their new knowledge and skills to real work situations: Criticisms Next Steps The major instructional design theories and/are models include: References Meier, D. (2000).

An Instructional Design. This model or framework is a guide for designing a learning platform. Gather the Content Gather only the content (information and activities) that is essential for learning. Map the information as shown below and add activities to ensure you have gathered all the content (Merrill, 2002): Use If/Then Statements To help you map the content, you can use if/then statements, for example, Goal: If we want this outcome _____ then the employees will need to perform in this manner _____ (Performance or task).

If we want them to perform like this, then they need to learn these skills _____ (Skills). Cathy Moore has an excellent slide show on using this process: Design Lively Elearning with Action Mapping. Chunk the Material (epitomize) Divide the instructional material into small units to allow better learner retention (Reigeluth & Stein, 1983). Sequence the Content into a Logical Structure Build Interest and Visualization Devices Organize the Objectives Build activities. We learn what we do. References. Instructional or Learning Design. According to John Keller (1988), there are four steps in the instructional design process — Attention, Relevance, Confidence, & Satisfaction (ARCS).

Attention Attention can be gained in two ways: Perceptual arousal - uses surprise or uncertainly to gain interest. Uses novel, surprising, incongruous, and uncertain events. Inquiry arousal - stimulates curiosity by posing challenging questions or problems to be solved. Stimulates information seeking behavior by posing or having the learner generate questions or a problem to solve. Methods for grabbing the learners' attention include: Specific examples - Use a visual stimuli, story, or biography. The first step, gaining the learner's attention, is normally relatively easy; the key is to then maintain their attention at an optimal level after grabbing them. Relevance Emphasize relevance within the instruction to increase motivation by using concrete language and examples with which the learners are familiar.

Confidence Satisfaction B.F. References. Robert Gagné's Nine Steps of Instruction. According to Robert Gagné (1985) there are nine events that provide a framework for an effective learning process: While Gagnés Nine Steps are often treated as iron clad rules, it has been noted for quite some time that the nine steps are more like a framework or guidelines: “[Gagnés nine steps are] general considerations to be taken into account when designing instruction. Although some steps might need to be rearranged (or might be unnecessary) for certain types of lessons, the general set of considerations provide a good checklist of key design steps” (Good, Brophy, 1977). The Nine Steps 1. Gain attention: Present a story, problem, or a new situation that will grab the learners' attention. Storytelling Demonstrations Presenting a problem to be solved Identifying why it is important to them The reason this works is that workers often perform what their managers stress, and tend to ignore what their managers ignore. 2. 3. 4. 5. 6.

In addition, demonstrate as required (modeling). 7. 8. 9. Design. Site Map. Big Dog and Little Dog's Performance Juxtaposition. 10 Ways to Help Online Learners Succeed. Sites/default/files/contactNorth/files/pdf/publications/ten_guiding_principles_for_use_of_technology_in_learning.pdf. Sites/default/files/contactNorth/files/pdf/publications/a_template_for_strategic_planning_in_online_learning_in_ontario_colleges_and_universities.pdf. Tips & Tools. Carey and Carey Instructional Design Model. Instructional Design Models and Theories - eLearning Industry. What is Instructional Design? | Instructional Design Central. Instructional Design.

Instructional design. Quality Matters Program |