MODULE+5+-+Find+A+Ready+Made+Content


 * //What are some of the considerations you should keep in mind for persons with disabilities using these different technologies for delivering content?//**

One method is knowing the characteristics/disability of the students. There are students of diverse age, language skills, learning styles and physical/sensory abilities.

Some students have mobility impairments that require them to use special keyboards and speech recognition along with specialized devices to access internet based material courses. Students who are blind uses software and speech synthesizers to access certain courses. Special tech tools have a voice synthesized that reads the text content out loud on the screen. Certain graphics can be understood only if the text gives a description.

In the educational setting there must be accessibility standard/guidelines for everyone to use.

**//__Perceivable__//**: Content must be perceivable to all users. Keep in mind that users perceive content with a variety of senses, output devices, and settings.

**//__Operable:__//** User interface components, including menus, links, and controls must be operable by all users. Keep in mind that users operate such controls using a variety of input devices, including mouse, keyboard, stylus, touch screen, speech, and other assistive technologies.

**//__Understandable:__//** Content and the user interface must be usable and easy to understand.

Robust: Content must use standard technologies and be coded in a way that will increase the likelihood of its being supported across all web-enabled technologies, including assistive technologies and future technologies. []

**//__Consider the accessibility of video and audio clips.__//**

To make video clips accessible to students or instructors who are deaf, captioning can be provided. Similarly, transcripts should be provided for audio clips. Audio description (a technique for verbally describing visual content) should be provided for those who are blind. More information on open and closed captioning can be found in the AccessIT Knowledge Base articles What is the difference between open and closed captioning? and Is it better to caption or transcribe educational multimedia? The National Center for Accessible Media (NCAM) has developed a free software tool called Media Access Generator (MAGpie) that allows multimedia specialists, publishing companies, and service providers to add captions, subtitles, and audio descriptions to their work. You can visit the MAGpie website to find out more information about the product's features and to download a free copy.

**//__Accessible design is good design.__//**

People without disabilities may have situational limitations that are similar to the limitations imposed by disabilities. For example, a student or instructor may need to access course content from a handheld computer, low resolution monitor, or slow modem connection. High graphic content may not be easily viewable by these individuals. Also, a student or instructor may need to access multimedia content in a noisy environment and may be better able to access audio if it's captioned or transcribed. Designing a distance learning course to be accessible to students and instructors with disabilities will make it more accessible to everyone.. [|www.washington.edu]. What are some of the major drawbacks to using any teaching/learning tool such as some of these newer ways of presenting content?

How can there be a major drawback to using the newer teaching? Why isn’t every instructor twittering about a new addition to the typical lesson that involves using a computer, cell phone, clicker, camera, and download. When walking through the classroom building, why do we still see the teacher in front of the class while students are taking notes? It doesn’t matter if they have read the current articles on outstanding teachers, like the one written by Maryellen Weimer, Four Characteristics of Outstanding Teachers or Things Effective Teachers Do, by Mary Bart. No technology or mentor will influence their style. The major drawback is change. Change is uncomfortable and a tremendous amount of work. It does not always work and sometimes it is failure. It’s the half full half empty syndrome. When I read, Using Shared Online Video to Anchor Instruction: YouTube and Beyond by, Curtis J. Bonk, PhD. I found myself thinking of ways to apply videos to my classes and marveled at all the sources for searching for the perfect video. Quickly forgotten is the past struggles of locating something remotely related to the topic. Unfortunately, the in front of the classroom lecturing teacher, doesn’t feel that thrill. Even if they watch the Teachertube video, Pay Attention, will they feel guilty when reading, “Are you reaching your students?”, or realize students are saying “We have learned to ‘play school’. We study the right facts the night before the test so we achieve a passing grade and thus become a successful student.” While reading the articles will they click every link hungry to find something new and innovative, something that will take their lesson up a level on Bloom’s Taxonomy? Change requires large amounts of time and effort and some instructors are not ready. Excuses are accepted and even endorsed. The drawbacks for teaching using newer ways of presenting content are numerous. The ‘what ifs’ can destroy adding technology. Such as, cell phones-what if everyone does not have one or what if students just sit around and text. Videos-no time to find and too much trouble to set up, computers-lab not available or no time to set up lesson, calculators-how are students going to learn to do it on their own, or podcasting-how do you do it? …….. Drawbacks, the list continues. ...**mvcr online course Marna Sawyer**