Inclusive Technologies for Reading

The surviving lesson texts cover print disability, case studies, text modification, structured documents, text-to-speech, voice comparison, DAISY versus WordTalk, e-readers and speech recognition. They combine short explanations with practical activities and links to demonstrations.

For example, the voice-comparison activity asks participants to try voices with different kinds of text, compare preferences with students or colleagues, and discuss the settings they used.

The original teaching documents carry a Creative Commons Attribution–NonCommercial–ShareAlike 2.5 notice. Linked videos and other third-party resources retain their own authorship and terms.

The unit overviews set out learning outcomes and activities. The resource planner connects assessment criteria with tasks and intended resources, including peer interactions. The overall video outline records how the course intended to introduce the personal learning network and support participants’ use of blogs and other sharing tools.

These are historical records. Their software references and licensing guidance should be read in their original context. The recovered collection does not yet include every original resource, platform page, recording or participant contribution.

Faithful original paragraph transcript in source order. Table layout and cell relationships were not recovered; adjacent paragraphs must not be assumed to belong to the same row. Planning notes and unfinished tasks are historical source content, not current advice. This earlier planning version is separate from the unit overviews; differences are retained.

Accessible Technologies for Reading: Core Units Outline

Units Overview

Mandatory units

Unit No

Credits

Title

Time

Activities/Notes

1

1

Introduction to Accessible Technologies for Reading

2 weeks

(online or offline)

2

2

Building a PLN (Personal Learning Network)

1 week + on going

(building a PLN, online resources, OER, Open Source, flipped classroom, screencasts, online video, embedding, RSS, soundcloud)

3

2

Accessible documents: Create and use documents accessibly

4 weeks

Structure (Structured docs, accessible PDFs, websites)

Formatting - colour, size, font type, changing formatting

4

2

Audio and Text-to-Speech for Reading

4 weeks

voices, research, audiobooks, voices – require purchase

use, software, DAISY, WordTalk

5

1

Productivity and organization as an accessibility issue

2 weeks

(organizing computer life, screens, etc.)

6

1

Hardware for reading: e-Readers, Tablets, Phones

2 weeks

watch videos, try in store,

optionally buy Kindle or Kobo, try MP3 player, Android v iPhone

7

2

Print Disability Theory and Practice: Supporting print disabilities in the classroom and home

4 weeks

summarizing theory with respect of practice (types of difficulties, legal framework, classroom/school/home experience, basic research)

Optional units (VI track / Dyslexia track)

Unit No

Credits

Title

Time

Activities/Notes

8

1

Software for VI students

2 weeks

Screen readers and magnifiers, MyStudyBar – run by RNIB

9

1

Tactile / simplified images for VI and dyslexia

2 weeks

(run by RNIB)

10

1

Software for supporting active reading for Dyslexic students

2 weeks

WordQSpeakQ, CoWriter, MyStudyBar, AudioNotetaker, MindMapping

11

1

Speech recognition

2 weeks

(Use it for a week, …)

12

1

DAISY - Synced text and audio

2 weeks

create DAISY documents – ePub – ebook formats

13

1

Assistive technologies for physical disabilities

2 weeks

(software, hardware)

Core Unit Details: Learning outcomes and Assessment criteria

Unit 1: Introduction to Accessible Technologies for Reading and Print Disability

Unit Aims and Purposes

Aims

The purpose of this unit is to introduce the topic area. Participants will understand the basic issues and their solution without expectation that they would be able to put the technologies into practice without further work.

Rationale/Background

This unit will replicate the 1-day attendance course delivered. It may be delivered fully online or in part by attendance and online.

Learning Outcomes (1 Credit)

Learning outcomes

Assessment criteria

Notes/ideas

1. Understand the difficulties faced by print-disabled readers when accessing the curriculum

1. Classify learning disabilities according to their relationship to the definition of print disability

2. Explain the licensing framework enabling making materials available for Print Disabled learners in alternative formats

2. Know about the key technology areas used to make print accessible for print-disabled learners

1. Classify assistive technologies for reading into 5 types of solutions: a. text modification, b. structured documents, c. audio, d. synthetic audio, e. sync of audio and text

2. Create a personal plan for the adoption of assistive technologies for reading in your practice

Quiz

Forum posts

Blog

Submit your notes as a structured document

Unit 2: Building a personal learning network (PLN)

Unit Aims and Purposes

An effective technology support person needs to be able to learn continuously and without special effort to keep up with and share evolving technologies and practices.

Face-to-face contact with learners is not always necessary; an effective practitioner needs to be able to use the most effective tools for remote support.

For the purposes of this course, a Personal Learning Network is not just a tool to ensure continued professional development. It is part of the transformation of practice this course seeks to engender.

Learning Outcomes (2 Credits)

Learning outcomes

Assessment criteria

Notes/ideas

1. Be able to build a Personal Learning Network

1. Establish online connections with experts and peers to form a Personal Learning Network

2. Choose an appropriate social sharing service and create accounts for the purposes of microblogging, blogging, social bookmarking , online video

2. Be able to use tools for sharing information with your PLN

1. Demonstrate ability to use blogging software for sharing and connecting

2. Demonstrate ability to actively connect with peers using microblogging and social sharing services

3. Explain a technological issue using screencasts and documents with annotated screen captures

4. Demonstrate ability to engage in different types of synchronous online events: webcasts, webinars, VoIP, chats

Over the course of the course students will:

1. Create and share a screencast

2. Make, annotate and share a screenshot

3. Join an audio/video conference

4. Take part in an online chat

5. Share on twitter regularly, follow, retweet right people using Twitterquette

6. Post a blog post with links

7. Subscribe to an RSS feed

Unit 3: Accessible documents: Create and use documents accessibly

Unit Aims and Purposes

An effective practitioner needs to be able to use various document formats and tools to help present text to learners in a way to accommodate their particular needs. It is also important to engender and support good practices in learners as well as peers. For this to be possible, good document practices need to become automatic. This can be achieved by purposeful and conscious development of skills based on available knowledge. This may take the form of producing guides, sharing good practice, setting oneself personal challenges.

Learning Outcomes (2 Credits)

Learning outcomes

Assessment criteria

Notes/ideas

1. Be able to use structured documents to support learners with Print Disabilities

1. Evaluate the benefits of structured documents for learners with different types of disabilities

2. Create an appropriately structured document in a word processor, PDF, and webpage (blog post)

3. Demonstrate the benefits of structured documents for content, document navigation, creation of document navigation tools (ToC), and document outlining

2. Be able to modify the formatting of a document to suit the needs of learners with different Print Disabilities

1. List the key principles of accessible formatting for different disabilities regarding: font type, colour schemes, font size, and paragraph formatting

2. Demonstrate the ability to change font properties appropriate to the needs of a learner with a particular profile of need

3. Explain the differences in how text modification is achieved in different software: word processors, PDF readers, web pages, e-book formats

4. Evaluate benefits and disadvantages of different document formats for accessibility (e.g. Word, PDF, etc.)

Also - Demonstrate the ability to annotate PDF documents

Unit 4: Audio and Synthetic Audio (Text to Speech) for Reading

Unit Aims and Purposes

This unit is likely to contain knowledge and skills fundamentally new to the participants. It is likely to challenge their expectations about good ways of interacting with text, the nature of listening and reading, as well as require them to acquire a relatively high level of technical knowledge (namely, the realization of the difference between a synthetic voice and software using it).

To fully appreciate the possibilities of such learning, participants must spend time using it to learn themselves. A simple knowledge of the technology will not suffice. A single personal experience (supported by research) is also not sufficient. Participants must share their experience in order for their base of understanding to be wide enough.

Learning Outcomes (2 Credits)

Learning outcomes

Assessment criteria

Notes/ideas

1. Understand how audio can be a beneficial mode of interacting with text

1. Compare personal experience and those of colleagues with available research results

We need to create a paper summarizing this research.

2. Understand the principle of text to speech technology

1. Differentiate between voice and software using voice

2. Evaluate the suitability of different voices (including commercial, non-commercial)

3. Evaluate the suitability of voices used at different speeds and pitches

Learn only by audio

3. Be able to use text to speech to support learners with print disabilities

1. Choose appropriate software to achieve text to speech aims: live, recorded

2. Demonstrate ability to install voices and configure them in software that uses the voices

3. Demonstrate ability to create an audio file from text using appropriate software

4. Demonstrate ability to use audio file on different portable devices

5. Evaluate different software and document formats for the synchronization of text and audio

6. Demonstrate ability to learn from audio

Buy a voice

Wordtalk,

DAISY (Amis)

Unit 5: Productivity and organization

Unit Aims and Purposes

Rationale

Assistive technologies are more likely to be used if they can be used effectively and quickly – actually saving time. If people who do not require accessible document practices to help them deal with a print disability see their productivity benefits, they are more likely to adopt them.

Aims:

Build on basic knowledge from other modules about:

Keyboard shortcuts

Organize screen

Configure software for needs

Organize files

Give students time to properly try and internalize these skills

Give participants the opportunity to do independent research and teach others

Learning Outcomes (1 Credit)

Learning outcomes

Assessment criteria

Notes/ideas

1. Be able to navigate a document or a computer program using the keyboard.

1. Demonstrate the ability to use keyboard shortcuts.

2. Demonstrate the ability to configure custom keyboard shortcuts for software packages.

Have people create new cards - with shortcuts they're learning.

Create screencasts.

2. Be able to organize your screen and your files in a way that promotes accessibility and productivity.

1. Demonstrate the ability to organize windows on the screen to maximize the viewing area.

2. Organize files on the computer in a way that makes it possible to access them easily.

Unit 6: Hardware for reading: e-Readers, Tablets, Phones

Unit Aims and Purposes

Specialised hardware for reading has become a part of the reading scene and it is absolutely necessary for a specialist in reading to be able to advise learners and colleagues on appropriate choices. Participants should spend some time with different devices, if only at a local computer store, read reviews, watch review videos and share their own experiences.

This unit is the exception in that its aims cannot be achieved purely by relying on free resources. However, these devices have become sufficiently ubiquitous that they are now accessible for experimentation by everyone.

Learning Outcomes (1 Credit)

Learning outcomes

Assessment criteria

Notes/ideas

1. Know about the different hardware platform used for reading electronic documents

1. Evaluate the benefits and disadvantages of e-ink, smartphones and tablet platforms

2. Take advantage of an understanding of the different formats of ebooks and methods of their manipulation (creation, conversion, acquisition, organization)

1. Demonstrate the ability to acquire ebooks from various sources

2. Demonstrate the ability to organize, convert and transfer ebooks onto a device using free software

Unit 7: Print Disability in Theory and Practice: Supporting learners with print disabilities in the classroom and home

Unit Aims and Purposes

This unit has 3 overall aims:

Summarize the learning in previous units and help participants reflect on the connection between the theory of reading and print disabilities and the practice of using assistive technologies to support learners.

Learn and share realistic pedagogic practices that can be employed in various environments.

Create a plan of action for implementing new practices in the participants' own environment.

Learning Outcomes (2 Credits)

Learning outcomes

Assessment criteria

Notes/ideas

1. Understand the difficulties of founding a consistent support policy based on the definition of print disability

1. Justify the inclusion or exclusion of students with particular profiles of need under the definition of Print Disability

2. Evaluate different scenarios of use of documents under the CLA print disability license

Read CLA license

Look at different scenarios

Quiz

Blog about dilemmas

2. Understand the benefits of alternative solutions

1. Justify the benefits of different technologies with reference to research evidence

2. Evaluate the research in light of personal experience with the technology

3. Understand difficulties faced by learners and support staff in dealing with PDs

1. Analyse the barriers to using assistive technologies for reading in a particular environment: List resources, people, skills, actions necessary for successful implementation

4. Be able to suggest appropriate methods for support within different environments

1. Identify key techniques for using assistive technologies for reading in the classroom, home and work environments

2. Develop a plan for a student to use assistive technologies for reading in the different contexts of learning (school, home, travel)

3. Develop a plan to assist a particular teacher in their support of a student with a specific profile of needs

Faithful original paragraph transcript in source order. Table layout and cell relationships were not recovered; adjacent paragraphs must not be assumed to belong to the same row. Planning notes and unfinished tasks are historical source content, not current advice. This earlier planning version is separate from the unit overviews; differences are retained.

Accessible Technologies for Reading: Resource Planner

Unit tasks summary

Each unit will contain:

List of activities

Checklist for each unit

Expected time amounts

Expected quality for assessment

Peer interactions

Units Overview

Mandatory units

Unit No

Credits

Title

Time

Activities/Notes

1

1

Introduction to Accessible Technologies for Reading

2 weeks

(online or offline)

2

2

Building a PLN (Personal Learning Network)

1 week + on going

(building a PLN, online resources, OER, Open Source, flipped classroom, screencasts, online video, embedding, RSS, soundcloud)

3

2

Accessible documents: Create and use documents accessibly

4 weeks

Structure (Structured docs, accessible PDFs, websites)

Formatting - colour, size, font type, changing formatting

4

2

Audio and Text-to-Speech for Reading

4 weeks

voices, research, audiobooks, voices – require purchase

use, software, DAISY, WordTalk

5

1

Productivity and organization as an accessibility issue

2 weeks

(organizing computer life, screens, etc.)

6

1

Hardware for reading: e-Readers, Tablets, Phones

2 weeks

watch videos, try in store,

optionally buy Kindle or Kobo, try MP3 player, Android v iPhone

7

2

Print Disability Theory and Practice: Supporting print disabilities in the classroom and home

4 weeks

summarizing theory with respect of practice (types of difficulties, legal framework, classroom/school/home experience, basic research)

Optional units (VI track / Dyslexia track)

Unit No

Credits

Title

Time

Activities/Notes

8

1

Software for VI students

2 weeks

Screen readers and magnifiers, MyStudyBar – run by RNIB

9

1

Tactile / simplified images for VI and dyslexia

2 weeks

(run by RNIB)

10

1

Software for supporting active reading for Dyslexic students

2 weeks

WordQSpeakQ, CoWriter, MyStudyBar, AudioNotetaker, MindMapping

11

1

Speech recognition

2 weeks

(Use it for a week, …)

12

1

DAISY - Synced text and audio

2 weeks

create DAISY documents – ePub – ebook formats

13

1

Assistive technologies for physical disabilities

2 weeks

(software, hardware)

Core Unit Details: Learning outcomes and Assessment criteria

Unit 1: Introduction to Accessible Technologies for Reading and Print Disability

1. Understand the difficulties faced by print-disabled readers when accessing the curriculum

Assessment Criteria

Activities

Resources

1. Classify learning disabilities according to their relationship to the definition of print disability

Read a definition of a print disability

Complete a matching quiz

Xerte version of presentation on print disability

Matching quiz

Video of relevant parts of introductory presentation (more in Unit 7)

2. Explain the licensing framework enabling making materials available for Print Disabled learners in alternative formats

Watch a presentation

Complete a matching quiz

Xerte presentation on CLA

Matching quiz

Short video explaining basics of licensing (more in Unit 7)

Resource Details

Type

Title

Content

Notes

Xerte

Print Disabilities and SEN

1. Write down what you think Print Disability is

2. CLA Definition of Print Disability – ask to compare

3. Watch a brief presentation on Print Disability

4. Complete matching quiz

Quiz

Print Disability matching quiz

See presentation for Training Day

1 page sort

2 page buttons with feedback

Video

What is print disability (short introduction)

2 minutes on what a print disability is

Emma

Xerte

CLA Print Disabilities License

1. Watch a brief vide

2. Read key points from the license

3. Take quiz

Video

Quick introduction to CLA license

2 minutes on what the CLA license is

Dominik

Quiz

What are licensed and unlicensed uses under CLA

See Training Day presentation

2. Know about the key technology areas used to make print accessible for print-disabled learners

Assessment Criteria

Activities

Resources

1. Classify assistive technologies for reading into 5 types of solutions:

1a. text modification

1b. structured documents

1c. audio

1d. synthetic audio

1e. sync of audio and text

Read Xerte of overview

Watch overview presentation

Go through a Xerte for each learning station

Take summary quiz

Xerte objects for all learning stations

Summary quiz

2. Create a personal plan for the adoption of assistive technologies for reading in your practice

Create a plan and share it with others (online or offline)

Present ideas to somebody else and report results on course forums

Find an additional resource for learning about anything in this unit

Plan form in a GoogleDoc

Suggested questions

Resource Details

Type

Title

Content

Notes

Xerte

DAISY Introduction

See materials from Training Day

Xerte

eReaders

See materials from Training Day

Xerte

Speech recognition

See materials from Training Day

Xerte

Text to Speech

See materials from Training Day (includes comparison)

Xerte

Structured documents

See materials from Training Day

Xerte

Tactile Images

See materials from Training Day (split from VI learning station)

Xerte

Resources for Learning More

See materials from Training Day

Xerte

Text Modification

See materials from Training Day

Xerte

Sources of Documents in Accessible Formats

See materials from Training Day

Xerte

Technology for Visually Impaired Learners

See materials from Training Day (split from VI learning station)

Unit 2: Building a personal learning network (PLN)

1. Be able to build a Personal Learning Network

Assessment Criteria

Activities

Resources

1. Establish online connections with experts and peers to form a Personal Learning Network

Read through Xerte on PLNs

Watch brief video on PLNs

Xerte introducing PLN task

Brief video introducing PLNs

http://www.scoop.it/t/digital-skils

2. Choose an appropriate social sharing service and create accounts for the purposes of microblogging, blogging, social bookmarking , online video

Create a Wordpress blog

Create a Twitter account

Create a YouTube account

Find information on how to do it and share best resources

Submit account details to list of course resources

Create a Google Reader account and subscribe to blogs and twitter feeds from the course and externally

Course Forum for sharing best ways of accomplishing the task

Resource Details

Type

Title

Content

Notes

Xerte

Building a PLN

Why, how, what to do next

Video

3 minute PLN introduction

Key things to know

2. Be able to use tools for sharing information with your PLN

Assessment Criteria

Activities

Resources

1. Demonstrate ability to use blogging software for sharing and connecting

Document your journey on a first blog post with an embedded video (see below) and tweet about it

Write/create a weekly To Read blog post throughout the course with at least 1 link

Create a blogroll on your blog (expand throughout the course)

Review a minimum of 3 blogs by other people and post a comment

Xerte (as above)

2. Demonstrate ability to actively connect with peers using microblogging and social sharing services

Follow other people on the course on Twitter

Follow course hashtag (#itr12)

Tweet questions and answers throughout the course

Follow important people for your professional development and

create a list and share it

Tweet #FFITR12 to recommend one person

Xerte (as above)

3. Explain a technological issue using screencasts and documents with annotated screen captures

Record a short screencast (no more than 3 minutes) about one aspect of building the PLN (post on YouTube, embed in blog post)

Xerte (as above)

Jing

4. Demonstrate ability to engage in different types of synchronous online events: webcasts, webinars, VoIP, chats

Attend webinars (throughout the course)

None needed

Over the course of the course students will:

1. Create and share a screencast

2. Make, annotate and share a screenshot

3. Join an audio/video conference

4. Take part in an online chat

5. Share on twitter regularly, follow, retweet right people using Twitterquette

6. Post a blog post with links

7. Subscribe to an RSS feed

Peer assessment guidelines

Everybody randomly assigned to comment on three (or more) other people’s work in each unit. Could be different or same people in each unit.

Learned

Question

Suggestion

Very short and not time consuming.

Badges – give each other badges for work in the unit.

Unit 3: Accessible documents: Create and use documents accessibly

1. Be able to use structured documents to support learners with Print Disabilities

Assessment Criteria

Activities

Resources

1. Evaluate the benefits of structured documents for learners with different types of disabilities

Revisit Xerte on structured documents from Unit 1

Watch videos introducing structured documents

Xerte on Structured Documents (see Unit 1)

2. Create an appropriately structured document in a word processor, PDF, and webpage (blog post)

Modify a provided unstructured document:

1. Insert title, headings, list styles

2. Create table of contents

3. Change definition of styles in headings to match another document

4. Convert document into an accessible PDF with bookmarks

Record some of this work in a screencast (share online)

Email each other documents to modify and send results back

Remix Cue Cards for this task and share them on your blog

Xerte explaining task

External and internal how to videos

Cue cards

3. Demonstrate the benefits of structured documents for content, document navigation, creation of document navigation tools (ToC), and document outlining

Make a case to your colleagues (outside the course) for the use of structured documents (either as screencast, blog post, recorded presentation)

(Optional Advanced Activity) Set up and share own template

Resource Details

Type

Title

Content

Notes

Xerte

Explaining structured document task

What you’re supposed to do

Video

Various how to videos (see separate list)

2. Be able to modify the formatting of a document to suit the needs of learners with different Print Disabilities

Assessment Criteria

Activities

Resources

1. List the key principles of accessible formatting for different disabilities regarding: font type, colour schemes, font size, and paragraph formatting

Read through Xerte

Watch video

Take quiz

Xerte on accessible formatting

Video on needs of different learners

Quiz

2. Demonstrate the ability to change font properties appropriate to the needs of a learner with a particular profile of need

Watch how to videos

Create a 3 minute screencast of modifying a document

How to videos

3. Explain the differences in how text modification is achieved in different software: word processors, PDF readers, web pages, e-book formats

Remix / create new cue cards for the use with this software (share on blog)

Cue Cards

4. Evaluate benefits and disadvantages of different document formats for accessibility (e.g. Word, PDF, etc.)

Write a blog post explaining the differences

Resource Details

Type

Title

Content

Notes

Xerte

Explaining document modification task

What you’re supposed to do

Video

Various how to videos (see separate list)

Video

Formatting needs

EA Draffan, Emma on additional research

Unit 4: Audio and Synthetic Audio (Text to Speech) for Reading

1. Understand how audio can be a beneficial mode of interacting with text

Assessment Criteria

Activities

Resources

1. Compare personal experience and those of colleagues with available research results

Read through paper (Xerte) outlining research results

Take quiz summarizing research results

Overall unit activity

Get feedback from a colleague

Get feedback from a learner

Write a blog post (series – can be audio, video) documenting experiences with voices – using comparison of LibriVox recording and synthetic voice of same text – describe tips and tricks.

We need to create a paper summarizing this research.

Checklist

Xerte summarizing research (based on paper)

Xerte outlining task

Various how to video

http://librivox.org/aesops-fables-volume-1-fables-1-25/

http://www.gutenberg.org/files/11339/11339-h/11339-h.htm

Resource Details (overall for unit)

Type

Title

Content

Notes

Xerte

Overview of research (from paper below)

Paper

Summary of research on audio and synthetic audio

Emma

Video

various how to videos

Video

Text to speech introduction

EA Draffan

Video

Differences in voices

Ian Smythe

Video

Comparison of text to speech software

Ian Smythe

Xerte

Audio task

Questions

List of questions to ask about voices

2. Understand the principles of text to speech technology

Assessment Criteria

Activities

Resources

1. Differentiate between voice and software using voice

See above

2. Evaluate the suitability of different voices (including commercial, non-commercial)

See above

3. Evaluate the suitability of voices used at different speeds and pitches

See above

3. Be able to use text to speech to support learners with print disabilities

Assessment Criteria

Activities

Resources

1. Choose appropriate software to achieve text to speech aims: live, recorded

Install Balabolka, WordTalk, MyStudyBar

2. Demonstrate ability to install voices and configure them in software that uses the voices

Buy or download trial and install a voice

3. Demonstrate ability to create an audio file from text using appropriate software

Create an audio file with Balabolka (share online)

4. Demonstrate ability to use audio file on different portable devices

Create a blog post entirely in audio (e.g. using SoundCloud)

(Optional Advanced Task) Subscribe and listen to a podcast (write a brief review on blog with links – like Anne is a Man)

5. Evaluate different software and document formats for the synchronization of text and audio

Try Amis and WordTalk – write a brief review on blog

6. Demonstrate ability to learn from audio

Comment on blog posts that are in audio only

Follow instructions in audio only

Resource Details

Type

Title

Content

Notes

View/do

Audio book

Screencasts

Podcast

Install software

Create

4 blog posts

2 audio files

Unit 5: Productivity and organization

1. Be able to navigate a document or a computer program using the keyboard.

Assessment Criteria

Activities

Resources

1. Demonstrate the ability to use keyboard shortcuts.

Watch screencasts

Discover screencasts and guides online and share them

Create / remix new cue cards with the key shortcuts

2. Demonstrate the ability to configure custom keyboard shortcuts for software packages.

Discover/share guides and screencasts

Try Phrase Express

Record a screencast of you using keyboard shortcuts in Word or some other program you created

Have people create new cards - with shortcuts they're learning.

Create screencasts

Text replacement software (Text Expander for Mac, Phrase Express for Windows, Auto Hotkey for advanced users)

2. Be able to organize your screen and your files in a way that promotes accessibility and productivity

Assessment Criteria

Activities

Resources

1. Demonstrate the ability to organize windows on the screen to maximize the viewing area

Write up a blog post with screenshots or screencast

Share experiences of using improved screen space and/or Distraction free editors)

Keyboard shortcuts to maximize and move screens

Minimize toolbars and optimize screen space (e.g. MS Word)

Distraction free editors (WriteMonkey for Windows, FocusWriter for anything)

Install software in a way that doesn’t put crap on your computer – what to pay attention to when you install software

2. Organize files on the computer in a way that makes it possible to access them easily.

Blog post/screencast sharing strategies for file organization that you or your students found useful

Give away selected cue cards and report on their experiences with it

Give files descriptive names – start with important information first

Organize your files into folders and subfolders

Number files and folders for easy access

Use the keyboard to navigate long file or folder lists

Try software for improved access to files (Free Commander XE, etc.)

Resource Details

Type

Title

Content

Notes

Xerte

Explaining unit tasks step by step

Screencast

Tools and tips for file organization

Screencast

Tools and tips for screen organization

Quiz

Overview of productivity

Distraction free editor is Word, Focus Writer, …

Unit 6: Hardware for reading: e-Readers, Tablets, Phones

1. Know about the different hardware platform used for reading electronic documents

Assessment Criteria

Activities

Resources

1. Evaluate the benefits and disadvantages of e-ink, smartphones and tablet platforms

Go to spend some quality time in Curry’s or PC World and test the experience with different platforms (e-ink, tablet, touch, keyboard)

Ideally, try reading a whole book on a one of these devices

Write blog/make audio/video about ideas how this could be used in the educational environment based on your practical experiences (and read others and comment on them)

2. Take advantage of an understanding of the different formats of ebooks and methods of their manipulation (creation, conversion, acquisition, organization)

Assessment Criteria

Activities

Resources

1. Demonstrate the ability to acquire e-books from various sources

Find some sources of free books, share a link or review a shared link

Try one or two and share your experiences in a blog post

2. Demonstrate the ability to organize, convert and transfer e-books onto a device using free software

Install Calibre and import downloaded books into it

If you have a device, transfer

Use Calibre to convert a document into the appropriate format

Use a tool to convert a Word Document into an e-book format

Share your experience of doing this online; seek help online if you get stuck

Software:

Calibre

Aspose Word Express (free for personal use only)

Mobipocket creator

Sigil (free ePub editor)

Tablet/Phone – try different ebook readers – Kindle, Kobo, Aldiko, etc.

Resource Details

Type

Title

Content

Notes

Xerte

Explaining unit tasks step by step

Quiz

Formats

Match formats to devices and software

Quiz

Hardware and software for reading

Advantages/disadvantages

E-ink vs. Screen

Screencast

On Calibre

Videos

From EA, Jamie and Dominik

Unit 7: Print Disability in Theory and Practice: Supporting learners with print disabilities in the classroom and home

1. Understand the difficulties of founding a consistent support policy based on the definition of print disability

Assessment Criteria

Activities

Resources

1. Justify the inclusion or exclusion of students with particular profiles of need under the definition of Print Disability

THINK ABOUT THIS Compare your teaching experiences with some of the typical scenarios presented – consider what sorts you might need to know about a student to make a decision (DO NOT write about individual students in a way that could be identified by people who know the environment you work in)

Take a quiz

Look at different scenarios

Quiz

Blog about dilemmas

2. Evaluate different scenarios of use of documents under the CLA print disability license

Read CLA license

Include your understanding of print disability in your consideration above

Take a quiz

Resource Details

Type

Title

Content

Notes

Xerte

Explaining document modification task

What you’re supposed to do

Video

Use of Load2Learn resources

DONE

Text

CLA license link

Quiz

Scenarios of CLA license use

Quiz

Types of print disabilities

2. Understand the benefits of alternative solutions

Assessment Criteria

Activities

Resources

1. Justify the benefits of different technologies with reference to research evidence

See activity below

2. Evaluate the research in light of personal experience with the technology

See activity below

3. Understand difficulties faced by learners and support staff in dealing with PDs

Assessment Criteria

Activities

Resources

1. Analyse the barriers to using assistive technologies for reading in a particular environment: List resources, people, skills, actions necessary for successful implementation

See activity below

Activity for 2 and 3

Write a blog post that summarizes what you’ve learned about the range of difficulties people have when accessing text; how this affects your personally in the classroom and your school. Report on your initial plan from Unit 1 and expand it with the new understanding from the course. (Final report on learning and reflection. Could be audio, video, or text). Read others and comment.

Resource Details

Type

Title

Content

Notes

Xerte

Introduce the unit tasks

Quiz

What is typical in reading

4. Be able to suggest appropriate methods for support within different environments

Assessment Criteria

Activities

Resources

1. Identify key techniques for using assistive technologies for reading in the classroom, home and work environments

Contribute ideas for teaching with Inclusive Technologies into database; Comment on existing ideas; Make a list of favourite ideas

Blog about the inspirations and experiences of use

2. Develop a plan for a student to use assistive technologies for reading in the different contexts of learning (school, home, travel)

Do this and report on your blog on how it went

3. Develop a plan to assist a particular teacher in their support of a student with a specific profile of needs

Do this and report on your blog on how it went

Original hyperlink targets

• http://www.gutenberg.org/files/11339/11339-h/11339-h.htm
• http://librivox.org/aesops-fables-volume-1-fables-1-25/
• http://www.scoop.it/t/digital-skils

Faithful original paragraph transcript in source order. Table layout and cell relationships were not recovered; adjacent paragraphs must not be assumed to belong to the same row. Planning notes and unfinished tasks are historical source content, not current advice. This earlier planning version is separate from the unit overviews; differences are retained.

Course Videos Outline

1. Course Introduction

Who are we?

What is the course about?

How did the course come about?

How is the course going to work?

How about the timing? Why is it so long? Generous timings, etc. Something we want feedback on.

Pilot – we’re trying format, content, everything. Make it better with us.

Why are we doing it like this?

What are some of the inspirations

Why aren’t we using a VLE? PLE!

2. Unit 1 Introduction

Ask and answer questions around the structured document?

3. Unit 2 Introduction

This is the strange part, new different. Why?

What is this about PLN (we have another video talking about the details)

How do we know this important?

What we’ll be asking you to do?

Do you have to use text to blog?

4. Tools for building PLNs

What are the key tools for building a PLN? Blog post about 3 steps:

1. Get a Twitter account

2. Read blogs

3. Keep a blog

Quick what is twitter and what is blog?

What is the difference between Wordpress and Twitter

What is the difference between blog and a webpage? Web log - blog

What, how much, why?

Public note taking

Network of supporters (Quote: Twitter has made more of an impact on my learning than any professional development opportunity I have ever been a part of, and dare I say, much more than my undergraduate and graduate work. The learning is real, the ideas are powerful yet simple, and the connections to resources and people are infinite. George Couros http://connectedprincipals.com)

What if I miss something - Shower analogy

Do I have to write? Audio, video, links. How about videos, audio and pictures on my blog? YouTube

Is all of this difficult? How much is there to learn? Not much and a lot. Anybody can do it!!! Don’t try it all at once. Get to a point and then you’ll want to learn more automatically. Spend some time observing.

How about privacy? Don’t say anything online you wouldn’t say in a meeting, face to face.

How does Twitter work?

Following – difference between friends and followers

Mentions - @

Retweets

Hashtags

Link to Tweets

Short URLs (how do you make them)

Mistakes and editing (deleting)

Direct messaging

Posting pictures, video, audio

Favouriting

What does sign in with Twitter or Facebook mean?

Creating and following lists

Do I have to use the website? No, tools

Software, phone, apps

How does Wordpress.com work? (free and minimal ads)

Writing and publishing

What are posts and pages (public, private)

Dashboard

Categories

How and why would I use tags

Embedding

Shortcodes

Themes

Bookmarklets

Phone app

Connecting and following

Comments

Subscribe by email

Follow

Reader

Reblog

Like

Tweet

RSS feed and RSS reader

5. Unit 3 Introduction

Why are we doing this unit?

What will you know by the end?

What will you be doing during the unit?

6. Unit 4 Introduction

Why are we doing this unit?

What will you know by the end?

What will you be doing during the unit?