Inclusive Technologies for Reading brought together accessible reading technologies and the habits needed to keep learning about them. Participants tried tools themselves, applied them to learners’ needs, documented what they did and discussed the results with others.
Building a personal learning network was part of the curriculum. Participants were asked to create a blog, find and follow peers and experts, share useful resources, make screencasts and comment on one another’s work. The aim was to develop ways of working that would continue beyond the course.
The 2012–13 pilot was developed through Load2Learn at Dyslexia Action. Dominik Lukeš designed and ran the course; the original curriculum draft credits Dominik Lukeš, Justine Flower and Glenys Heap. The material presented here preserves the historical course design and its original technology context.
Use reading technologies to learn, create accessible documents and test techniques in a real setting.
Publish work on a blog, exchange resources and give other participants feedback.
Build connections with peers and experts who can support continuing professional learning.
Seven core units linked reading technologies with practical skills, reflection and support for learners. Six optional units allowed participants to explore particular needs and tools. The personal learning network introduced in Unit 2 continued across the course.
Full original unit overview. Historical wording and activities are retained.
ITR12 Unit 1 Overview
Deadlines
Unit dates: 8 October – 21 October
Training days: 17 October – York, 19 October – Newcastle, 30 October – Cambridge
Outcomes
By the end of this unit, you should:
Understand the difficulties faced by print-disabled readers when accessing the curriculum
Know about the key technology areas used to make print accessible for print-disabled learners
Activity To Do List
Watch
Video introduction to the unit
Videos for each learning station (or attend training day)
Read
Xerte on…
Student case studies
CLA License
Do on your own
Try one or two techniques on your own
Take short summary quizzes
Create and share
Collaborate on giving suggestions to students in the case studies using shared Google Docs.
Create a personal plan for implementing inclusive technologies for reading at your schools or in your practice.
Collaborate with others on a plan of action using a Google Doc collaborative environment.
Find an additional resource for learning about anything in this unit and submit to the course shared links database. Look and briefly comment on or rate how useful resources other people submitted are for you.
Full original unit overview. Historical wording and activities are retained.
ITR12 Unit 2 Overview
Deadlines
Unit dates: 22 October – 28 October, continuing throughout the rest of the course
Outcomes
By the end of this unit, you should:
Be able to build a Personal Learning Network (PLN)
Be able to use tools for sharing information with your PLN
Note: Do not expect to fully meet these outcomes during the one week of this unit. Your learning about and through your Personal Learning Network will continue through the rest of the course. Both the tools and the practices will take time to become natural to you.
Activity To Do List
Watch
Video introduction to the unit and PLNs
Videos about Wordpress and Twitter
External Videos about PLEs, MOOCs
Read
Review links on Digital Skills
George Courous’s blog post about PLNs
Do on your own
Choose an online persona (real name, pseudonym, handle)
Register for a Twitter account
Register for an account on Wordpress.com to start a blog
Create an account on YouTube
Download and install Jing or other screencapture software (depending on platform – Skitch on MacOS)
Follow other people on the course on Twitter
Follow course hashtag (#itr12)
Create and share (in Week 1)
Tweet questions and answers throughout the course
Follow important people for your professional development and create a list and share it
Review a minimum of 3 blogs by other people on the course and post a comment (could be just a short, hello, welcome to the blogosphere)
Create an about Page on your blog (could be a short introduction video)
Document your journey in a brief first blog post with an embedded video or with screenshot and tweet about it
Create and share (throughout the course)
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)
Tweet #FFITR12 to recommend one person
Attend webinars (throughout the course)
Record a short screencast (no more than 3 minutes) about one aspect of building the PLN (post on YouTube, embed in blog post)
Full original unit overview. Historical wording and activities are retained.
ITR12 Unit 3 Overview
Deadlines
Unit dates: 29 October – 25 November
Outcomes
By the end of this unit, you should be able to:
use structured documents to support learners with Print Disabilities
modify the formatting of a document to suit the needs of learners with different Print Disabilities
Activity To Do List
Watch
Video introduction to the unit
Screencasts on how to use the individual tools
Watch videos introducing structured documents
Read
Revisit Xerte on structured documents from Unit 1
Do on your own
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
Modify some of your existing documents
Create an account on Google Drive [recommended], Dropbox or SugarSync to back up your documents (having the document in the first place is important for accessibility)
Take quizzes
Create and share
Find somebody on the other documents to modify and send results back
Record some aspect of working with accessible documents in a screencast and share it on your blog
Remix Cue Cards for this task and share them on your blog
Revisit all your blog posts and add structure to them
Make a case to your colleagues (outside the course) for the use of structured documents (either as screencast, blog post, recorded presentation)
Teach a colleague, friend, etc. one aspect of modifying a document (prepare the right cue cards for them to help)
Write a blog post explaining the differences between accessible formats
(Optional Advanced Activity) Set up and share own template for Word
Full original unit overview. Historical wording and activities are retained.
ITR12 Unit 4 Overview
Deadlines
Unit dates: 26 November 2012 – 6 January 2013
Break for Christmas 24 December – 2 January
Outcomes
By the end of this unit, you should:
Understand how audio can be a beneficial mode of interacting with text
Understand the principles of text to speech technology
Be able to use text to speech to support learners with print disabilities
Activity To Do List
Watch
Video introducing the unit
Screencasts on how to use the individual tools
Read
Revisit Xerte objects on audio from Unit 1
Read through paper (Xerte) outlining research results
Do on your own
Follow instructions in audio only
Install Balabolka, WordTalk, MyStudyBar, AMIS, DAISY plugin
Buy or download trial and install a voice
Create an audio file with Balabolka from an online text (book, instructions, etc. and listen to it on a portable device (phone, MP3 player) or your computer
(Optional Task) Listen to an narrated audiobook (e.g. subscribe to a trial of Audible [warning, need to stop trial to avoid charge], get an audio book out of the library, or try Librivox)
Take quiz summarizing research results
Take quiz on the use of the tools
Create and share
Share an audio file with a colleague, friend or student and get feedback on their experiences
Write a blog post (or post series series – can be audio, video) documenting you’re and others’ experiences with voices. Compare synthetic to real voices, professional narrators and volunteer narrators (LibriVox). Share tips and tricks that you learned while doing this.
Create a blog post entirely in audio (e.g. using SoundCloud, iPadio, or AudioBoo)
Try Amis and WordTalk as ways of synchronizing audio and text. Share a brief comparison review on your blog.
Comment on blog posts by others on the course that are in audio only.
(Optional Advanced Task) Subscribe and listen to a podcast (write a brief review on blog with links – like Anne is a Man)
Full original unit overview. Historical wording and activities are retained.
ITR12 Unit 5 Overview
Deadlines
Unit dates: 7 January 2013 – 20 January 2013
Outcomes
By the end of this unit, you should:
Be able to navigate a document or a computer program using the keyboard
Demonstrate the ability to use keyboard shortcuts
Demonstrate the ability to configure custom keyboard shortcuts for software packages
Be able to organize your screen and your files in a way that promotes accessibility and productivity
Demonstrate the ability to organize windows on the screen to maximize the viewing area
Organize files on the computer in a way that makes it possible to access them easily
Activity To Do List
Watch
Video introducing the unit
Screencasts on how to use the individual tools
Read
Read blog posts about screen organization and productivity from Lifehacker.com
Read blog posts about keyboard shortcuts
Do on your own
Create / remix new cue cards with the key shortcuts in a way that makes sense to you
Discover new keyboard shortcuts for tools you use frequently
Create custom keyboard shortcuts in one of the software packages from Unit 1 – 4
Customize your menus and/or toolbars in Microsoft Word and your browser to maximize screen space
Learn to use keyboard shortcuts to move windows on the screen
Organize your files for the course using an accessible naming system
Learn how to use Portable Apps
Take quiz on the use of key tools and shortcuts
Optional: Try a distraction free text editor such as Focus Writer or WriteMonkey (Advanced: Learn how to structure documents in WriteMonkey using Markdown format)
Optional: Set up a file back up system like Dropbox, GoogleDrive or SugarSync
Optional Advanced: Try a keyboard based file management tool such as FreeCommander XE
Optional advanced: Try text-expander or phrase express to use predefined phrases
Create and share
Share your CueCards created for the Unit with a colleague or a student and report their reaction in a blog post (where you also share the Cue Card)
Create a screencast of you using a piece of software just with keyboard shortcuts and post it on a blog post
Take screenshots of your improved workspace and share them in a blog post with a description of how this impacts productivity and accessibility
Optional advanced: Report on the impact using improved productivity has had on one of your colleagues or students in a blog post
Optional advanced: Ask or answer a question on a public forum related to a particular piece of software you are using and share a link to it via twitter, Course Discussion topic or Submit assignment
Submit
Link to blog post with remix of Cue Cards
Link to a blog post with a screencast or screenshots
Full original unit overview. Historical wording and activities are retained.
ITR12 Unit 6 Overview
Deadlines
Unit dates: 21 January 2013 – 3 February 2013
Outcomes
By the end of this unit, you should:
Know about the different hardware platform used for reading electronic documents
Evaluate the benefits and disadvantages of e-ink, smartphones and tablet platforms
Take advantage of an understanding of the different formats of ebooks and methods of their manipulation (creation, conversion, acquisition, organization)
Demonstrate the ability to acquire e-books from various sources
Demonstrate the ability to organize, convert and transfer e-books onto a device using free software
Activity To Do List
Watch
Video introducing the unit
Video from EA Draffan on hardware for reading
Video of Dominik discussing hardware with Jamie Munroe
Screencasts on how to use Calibre
Online videos of people reviewing ereaders
Read
Comparative reviews of the latest eBook readers
Wikipedia entries for key ebook formats (ePub, .mobi, .azw/.prc)
Do on your own
Try one of each kind of eBook reader and compare their disadvantages and advatages against the videos and cue card on ereaders (you can do this in a computer store if you do not own a device – make sure you spend at least 1-2 hours doing this)
Download some ebooks from Load2Learn (free sample), Project Gutenberg and Archive.org
Install Calibre and import downloaded books into it
Use Calibre to convert your downloaded books into a different format appropriate for a particular device
If you have a device, transfer some downloaded book
Take quiz summarizing the unit
Optional advanced: Buy or borrow an ereader (Kindle, Nexus 7, Kobo, etc.) and read an entire book using it
Optional advanced: Use a tool (AsposeExpress, Sigil, Mobipocket) to convert a Word Document into an e-book format
Create and share
Write your own pros and cons analysis of ebook readers based on your experiences and share it on your blog (this could be in the form of a remix of the Cue Card on eReaders or commentary on the unit videos or some other videos online)
Write a blog post with links to key resources about using ebooks in education (this could be reviews of ereaders, research reports, online videos, online tutorials, sources of free and commercial ebooks)
Optional advanced: Write a blog post comparing ebook creation software (see above) and share ebooks you created (from Microsoft Word) using it
Submit
Link to a blog post with your analysis of pros and cons of different eReaders
Link to a blog post with links to sources of ebooks
Full original unit overview. Historical wording and activities are retained.
ITR12 Unit 7 Overview
Deadlines
Unit dates: 4 February 2013 – 24 February 2013
Outcomes
By the end of this unit, you should:
Understand the difficulties of founding a consistent support policy based on the definition of print disability
Justify the inclusion or exclusion of students with particular profiles of need under the definition of Print Disability
Evaluate different scenarios of use of documents under the CLA print disability license
Understand the benefits of alternative solutions
Justify the benefits of different technologies with reference to research evidence
Evaluate the research in light of personal experience with the technology
Understand difficulties faced by learners and support staff in dealing with PDs
Analyse the barriers to using assistive technologies for reading in a particular environment: List resources, people, skills, actions necessary for successful implementation
Be able to suggest appropriate methods for support within different environments
Identify key techniques for using assistive technologies for reading in the classroom, home and work environments
Develop a plan for a student to use assistive technologies for reading in the different contexts of learning (school, home, travel)
Develop a plan to assist a particular teacher in their support of a student with a specific profile of needs
Activity To Do List
Watch
Video introducing the unit
Video on what you can do with Load2Learn materials
Read
Conditions of Using Load2Learn
Print Disability license guidance
Research evidence introduced in previous units for alternative formats
Do on your own
Develop a plan for a student to use assistive technologies for reading in the different contexts of learning (school, home, travel) – submit this plan using Assignment submission
Develop a plan to assist a particular teacher in their support of a student with a specific profile of needs – submit this plan using Assignment submission
Take a quiz on what is typical in reading
Take a quiz on licensing
Take quiz summarizing the unit
Create and share
(Even though the instructions say “Write a blog post” you could use any format including audio, video or text)
Write a blog post that summarizes what you’ve learned on the course so far
about the range of difficulties people have when accessing text;
how this affects you personally in the classroom and your school.
Write a blog post summarizing what others you have engaged through your involvement on the course have learned or reported to you (this could be colleagues, students, friends, family). Has their practice changed as a result?
Write a blog post summarizing your experiences of implementing changes as a result of what you have a learned. Consider all the challenges of using new software, learning new skills, involving other people, etc. Compare your final experiences with the plans you set out in Unit 1.
Contribute a page in a collaborative eBook on Inclusive Technologies for Literacy in the Classroom (http://booki.cc/inclusive-technologies-for-literacy-in-the-classroom you will have to create a free account to be able to edit it)
Full original unit overview. Historical wording and activities are retained.
ITR12 Unit 8 Overview: Software for VI students
Deadlines
Unit dates: 20 February 2013 – 20 March 2013, running in parallel with other optional units (course participants to choose 3 from 6)
All work for certificate must be submitted by 20 March
Outcomes
By the end of this unit, you should:
1. Understand the differences between screen reader and screen magnification software with reference to the needs of blind and partially sighted learners.
Describe the main features of screen magnification software.
Describe the main features of screen reader software.
Identify the different learner needs being met by screen magnification and screen reader software.
2. Appreciate the importance of document accessibility for blind and partially sighted learners using screen magnification and screen reader software.
Recognise the importance of document structure as an aid to navigation for blind and partially sighted learners.
Use screen magnification software in order to identify potential difficulties faced by partially sighted learners.
Use screen reader software in order to identify potential difficulties faced by blind learners.
3. Explore the capabilities of screen magnification and screen reader software in the performance of basic tasks.
Demonstrate the ability to perform simple tasks using keyboard input and shortcuts only.
Change visual display settings to demonstrate use of high contrast screen modes and colour settings.
Complete a series of basic computing tasks (like finding and opening a file, copying a file, reading a web page, reading text in a text editor, writing text, editing text) using both screen magnification and screen reader software.
4. Discover further sources of information and resources to support blind and partially sighted learners using screen reader and magnification software.
Create a list of useful online information and resources to support learners using screen magnification and screen reader software.
Identify sources of both free and commercial software suitable for use by blind and partially sighted learners.
Subscribe to an appropriate forum as an ongoing source of help and support.
Activity To Do List
Watch
Watch the video of someone using a screen magnifier and note down the different uses (e.g. http://www.youtube.com/watch?v=SafNTEHJ0DM)
Watch the video of someone using a screen reader and note down how he navigates through the document (e.g. http://www.youtube.com/watch?v=VvWCnFjAGgo)
Read
Instructions on how to check a page with a NVDA from Webaim http://webaim.org/articles/nvda/ (compare to http://www.marcozehe.de/articles/how-to-use-nvda-and-firefox-to-test-your-web-pages-for-accessibility/)
Overview of assistive technologies for Blind and Partially Sighted people from RNIB http://www.rnib.org.uk/livingwithsightloss/computersphones/guides/Pages/access_tech.aspx
Comparison of free screen magnifiers from RNIB http://www.rnib.org.uk/livingwithsightloss/computersphones/pc/accessibility/assistive/Pages/free_windows_magnification.aspx
Comparison of free Screen Readers from RNIB http://www.rnib.org.uk/livingwithsightloss/computersphones/pc/accessibility/assistive/Pages/free_windows_screenreaders.aspx
Optional: Keyboard shortcuts for different software packages http://www.rnib.org.uk/livingwithsightloss/computersphones/pc/Pages/shortcuts.aspx
Optional: WebAim survey of screen reader users http://webaim.org/projects/screenreadersurvey4
Do on your own
Install the free screen reader software NVDA (or use VoiceOver on MacOS) or a trial of a commercial alternative like JAWS or SuperNova
Try using the screen reader to navigate a page (using Shortcuts) following the guideline
Use the screen magnifier built into your operating system and compare it to an alternative screen magnifier
Compare a screen magnifier with zoom options available in MS Word and Adobe Acrobat
Use screen reader software to navigate two supplied documents with the same content, one visually formatted and one structured. Note the differences using any screen reader you have (free NVDA, JAWS demo etc.).
Use any (free or demo) screen magnifier at 4X magnification to explore the supplied document. Note down any difficulties you encounter.
Unplug your mouse (or disable your touch pad) for one hour and try to complete all tasks using only the keyboard (important keys for this are Tab (Shift-Tab) for navigating buttons, Arrow Keys, PageUp/Down, Home/End for moving the cursor in text or in a list of options, Shift plus navigation keys selects text, F6 for switching between different panes in software, Enter for selecting options, Esc for cancelling an option, Alt for displaying shortcut letters under commands)
Print out the relevant Cue Cards for this activity and/or make your own
Take a unit summary quiz
Create and share
Write a blog post about your experiences with the VI software and what are the key 'do's and don'ts' for both screen reader and screen magnification software based on what you’ve learned
Optional: Share a remix of Cue Cards you made on a blog post
Optional: Contribute to the collaborative Inclusive Technologies for Reading eBook on screen readers and screen magnification
Full original unit overview. Historical wording and activities are retained.
ITR12 Unit 9 Overview: Tactile / simplified images for VI and dyslexia
Deadlines
Unit dates: 20 February 2013 – 20 March 2013, running in parallel with other optional units (course participants to choose 3 from 6)
All work for certificate must be submitted by 20 March
Outcomes
By the end of this unit, you should:
1. Understand what an accessible image is and how and why it differs from a mainstream visual image.
Correctly identify good design practice when evaluating an accessible image against the original mainstream image.
List five key principle processes in accessible image transcription.
Classify images according to their complexity and explain why you grouped them together.
2. Use design principles to modify a mainstream visual image and create an accessible image.
Evaluate a mainstream visual image and demonstrate the ability to modify it appropriately.
List the modifications made and explain the decisions made and why.
3. Understand why a navigation description is essential in enabling learners with print disabilities to access information in an image.
1. Demonstrate the ability to write a short navigation description for an accessible image.
Activity To Do List
Self-Study Materials
Review training on L2L about good basic design practice (exercises 1 and 2 – videos) (http://load2learn.org.uk/training/imagetrain/image_training_modules/image_module1.php)
Review training on L2L about design principles (downloadable complexity exercise – exercise 6) http://load2learn.org.uk/training/imagetrain/image_training_modules/image_module1a.php
Review training on L2L about practicing design skills (downloadable eye exercise – exercise 9) (http://load2learn.org.uk/training/imagetrain/image_training_modules/image_module2.php)
Review information about navigation descriptions on L2L (http://load2learn.org.uk/training/imagetrain/image_guidelines/image_description/image_description_intro.php)
Submit
Provide the original and accessible version of the image for evaluation, for example the cross section of heart from Load2Learn. (http://load2learn.org.uk/database/record.php?usi=007-004-002-314-C&scache=5od0f6f9ww&searchdb=rnib_scran)
Provide an accessible image to write the navigation description about.
Full original unit overview. Historical wording and activities are retained.
ITR12 Unit 10 Overview: Software for supporting active reading for Dyslexic students
Deadlines
Unit dates: 20 February 2013 – 20 March 2013, running in parallel with other optional units (course participants to choose 3 from 6)
All work for certificate must be submitted by 20 March
Outcomes
By the end of this unit, you should:
1. Be able to support student’s reading with additional software tools
Evaluate different tools that give students access to a dictionary when reading documents in Word, PDF and web pages
Evaluate the different tools that make digital documents (including Word, PDF and webpages) more readable
Evaluate different tools that allow readers to take effective notes while reading allowing for their disability (e.g. audio note taking, note organisation, etc.)
Evaluate different tools that help you assess the level of difficulty of a text to choose appropriate software.
2. Be able to support student’s writing with basic tools
Evaluate different tools that help writers create writing plans and outlines including stuctured documents, mind maps and specialised outliners.
Evaluate different tools that assist writers in predicting the next word including text expansion, Google search, LibreOffice as well as commercial tools such as CoWriter and WordQ
Evaluate the different tools that help writers check their spelling (both during writing and after) comparing spell checkers built into word processors with additional specialised tools.
3. Know about the available hardware to support reading
Evaluate the suitability of a special pen recording audio for a learner
Evaluate the suitability of a specialised hardware spell checker or text processor
Evaluate the suitability of scanners and scanning devices and OCR tools for different tasks related supporting students with print disabilities
Activity To Do List
Do on your own
Install
MyStudyBar (or alternatively LetMeType, XMind, TinySpell, Lingoes Talking Dictionary)
Demo versions of commercial software:
CoWriter
Read&Write Gold
SpeakQWordQ
SaySo
Inspiration, MindGenious, MindView 4, iMindMap 6, MindJet, (or other)
Dictionary/Spelling plug-in for browsers
Readability plug-in for browsers
Watch videos describing each software package
Watch a video on the use of the Echo Smart pen
Use and compare the free and commercial alternatives in these categories:
Mind mapping
Text prediction
Spell checking / Dictionaries
Audio Notetaking
Optional: Try online alternatives to some of the packages such as MindMeister or Ikon for MindMapping or AfterTheDeadline for spell checking
Optional: Try one or more of these packages with your students
Take unit overview quiz
Create and Share
Write a blog post comparing the different software packages you tried
Optional: Write a blog post about your learners’ experiences with one or more of these software packages
Full original unit overview. Historical wording and activities are retained.
ITR12 Unit 11 Speech recognition
Deadlines
Unit dates: 20 February 2013 – 20 March 2013, running in parallel with other optional units (course participants to choose 3 from 6)
All work for certificate must be submitted by 20 March
Outcomes
By the end of this unit, you should:
1. Understand the basic principles of speech recognition for the purposes of using it with print disabled learners.
Explain the key principles of use of speech recognition software.
Identify and evaluate the advantages and disadvantages of the speech recognition software packages required for each platform (including free and commercial options)
2. Be able to create a document using speech recognition software.
Demonstrate the ability to give commands to control software using speech recognition
Demonstrate the ability to create and edit a document using speech recognition
Demonstrate to other users the best practices of creating and editing documents using speech recognition
Activity To Do List
Do on your own
Set up speech recognition on your computer (either the one built into your operating system or purchase Dragon Naturally speaking) Note: You will also need a headset with a microphone (these can be purchased for £10-15)
Watch video about speech recognition use by students
Print out relevant Cue Cards with speech recognition commands
Write at least one full document and one email using speech recognition only
Optional: If you have a smartphone or tablet, try speech recognition built in to device (Search by Voice Android or Siri on iOS)
Optional: Try search by voice built into Google Chrome
Optional: Try helping your student use speech recognition
Take unit overview quiz
Create and Share
Write a blog post purely by voice about your experience and advantages vs disadvantages of using speech recognition
Optional: Write a blog post the experiences of one or more of your students with using speech recognition
Full original unit overview. Historical wording and activities are retained.
ITR12 Unit 12 DAISY - Synchronised text and audio
Deadlines
Unit dates: 20 February 2013 – 20 March 2013, running in parallel with other optional units (course participants to choose 3 from 6)
All work for certificate must be submitted by 20 March
Outcomes
By the end of this unit, you should:
1. Understand the basic principles of DAISY for the purposes of using it with print disabled learners and appreciate the reading needs that the DAISY format addresses.
Describe the key principles of the DAISY format.
Identify the different types of DAISY books that can be produced.
Identify the advantages and disadvantages of the DAISY format.
Explain how the DAISY format addresses the reading needs of learners with different print disabilities.
2. Understand the different technologies used to access DAISY material.
Identify the different types of DAISY playback technology available.
Evaluate the suitability of various DAISY playback technology for different types of print disabled learners.
3. Be able to use DAISY playback software to support print disabled learners.
Demonstrate the ability to use DAISY playback technology.
Demonstrate to other users the basic functionality of DAISY playback technology.
Create a resource list of free and commercially-available DAISY software players.
4. Be able to create a document using DAISY generating software.
Demonstrate the ability to access and use DAISY generating software.
Demonstrate the ability to create a DAISY book from a structured text file.
Successfully play and navigate the DAISY book that has been created.
Create a resource list of free and commercially-available DAISY creation software.
Activity To Do List
Watch
Videos introducing DAISY
Video on how to use Amis
Video on how to use Word DAISY Converter Plug in
Do on your own
Read about the evidence for the benefit of DAISY
Install:
Amis DAISY Reader (free) or a trial of a commercial alternative such as Dolphin EasyReader
DAISY Word Plugin (or a trial version of a commercial alterantive such Dolphin Easy Converter
Convert a structured Word document into DAISY and test it with a DAISY reader
Introduce DAISY to one of your students and teach them how to use the DAISY software
Optional: Install a DAISY Reader app on your smartphone and tablet and try the DAISY book
Take Unit overview quiz
Create and Share
Create a screencast (using Jing or Screenr) of you or your student using a DAISY reader and share it on your blog with a description of the experiences
Full original unit overview. Historical wording and activities are retained.
ITR12 Unit 13 - Assistive technologies for physical disabilities
This unit is intended for people who are working with physically disabled learners. If you only want to learn general overview of the solutions on offer, simply watch the video.
Deadlines
Unit dates: 20 February 2013 – 20 March 2013, running in parallel with other optional units (course participants to choose 3 from 6)
All work for certificate must be submitted by 20 March
Outcomes
By the end of this unit, you should:
1. Understand the range of physical disabilities that may impact a person’s ability to access print
Explain the sources of difficulty faced by a person with a physical disability
Evaluate the consequences of physical disabilities on access to print and electronic text
2. Be able to identify sources of solutions for making reading accessible for people with physical disabilities.
Identify key types of hardware solutions (like switches, eye-gaze) that
Identify the important features of a software that can be made accessible to people with physical disabilities
Identify sources that schools and individuals can use to obtain appropriate assistive technologies
Activity To Do List
Watch
Video of Jamie Munro demonstrating some assistive hardware
Do on your own
Visit a website or shop selling assistive hardware
Work with a person who uses assistive hardware to overcome a physical disability
Take Unit overview quiz
Create and Share
Write a scenario of a person who has a print disability and suggest an appropriate software and hardware solution
Write a blog post about your experiences with hardware for physical print disabilities
The original brochure asked participants to choose two optional units; later unit overviews say three. Both versions survive in the recovered records.
The course asked participants to use, create and remix cue cards for techniques such as keyboard shortcuts. They connected a demonstration with something a learner or colleague could keep beside the computer and use while practising.
Dominik first developed computer cue cards for Peace Corps language teachers, then expanded them for Load2Learn and revised them further. Their history connects the course with an earlier approach to learning computer skills through everyday practice.
Watch the original Load2Learn introduction to Accessibility and Productivity Cue Cards.
The surviving public blogs give examples of participants documenting their learning and reusing it in their work.
suerog identified herself as a member of the ITR12 learning group in November 2012. Her January 2013 posts include an audio reflection on Unit 4 and a set of remixed cue cards for teaching assistants, with thanks to Dominik for a document-navigation technique.
Explore suerog’s course-related posts or open her remixed cue cards for teaching assistants.
In February 2015, sparklepix described starting a blog to document the requirements of the ITR course. A later reflection described renewed interest in continuing professional development. These are later-dated accounts, rather than evidence of participation in the 2012–13 pilot.
The original Load2Learn YouTube channel still lists presentations and demonstrations connected with this work. These include explicitly named ITR12 sessions and broader Load2Learn tutorials.
Browse the original Load2Learn channel.
The channel listings and titles were checked in October 2026. Playback has not yet been checked. Videos retain their named speakers and original uploaders.
The recovered materials preserve the course’s objectives, tasks and assessment approach. They include thirteen unit overviews, a core-unit outline, a resource planner, a video outline and nine teaching documents.
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
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?
The course was part of Load2Learn at Dyslexia Action. The original curriculum draft names Dominik Lukeš, Justine Flower and Glenys Heap. Dominik’s Oxford profile describes his role in designing and running the course.
Tech Thursday, the daylong reading-technology workshops and Collaborate for Change are related strands of work with their own histories. The course also forms part of the background to Dominik’s later work on a digital reading lab.