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E-learning Glasgow May 27th


  • pg 1
• Web 2.0 integrated with elearning

• Ease of Use & Accessibility -evaluation
• Strategies developed by students.
Web 2.0 integrated with elearning
• Integrating elements of Web 2.0 type
  applications within a Virtual Learning

• Students collaborating – using applications not
  provided by the institution.

• Categorising the features offered by Web 2.0
• Will this do for all of you? Showing one size t-
• No that won’t fit me
• We are all unique with individual needs and
  Evaluation for Ease of Use and
• 14 checks based on WCAG 2.0 guidelines.
• From login to use of rich text editors.
• Plain text may not be best – You Tube allows
    for captions and accessible players are
• Mind mapping and Time line applications tend
   to do badly.
 Brain with legs and arms juggling
What happens when you have several models for making online
applications easier to use and accessible?
          on a tightrope
• Comment - There is only so much the brain
  can do

• Thinking as juggling - There are limits to
                     Description of 4 Models or
                     Approaches to Web Access
    Image description                                           Courtesy of Gregg Vanderheiden Ph.D
    •                                                           and Raising the Floor
    The picture is composed of three main objects with interconnecting lines and features. The first object is a
    blue sphere in the upper right corner with the label "WWW." The sphere represents content available on the
    World Wide Web (or Web for short). To the left and center is a large white cloud which represents "cloud"
    computing. The cloud includes servers on the Web that provide accessibility services and features that would
    be run on servers out in the Web somewhere. The third main component is a rectangle across the bottom of
    the page labeled "Local Computer/Device". This represents the device that a person would have in front of
    them such as a desktop computer, a laptop or a small screen mobile device. The computer could be a
    personal computer or just a computer that a person runs into someplace.
  • There is a line labeled "1" that has an arrow on the end and runs from the Web content directly down to the
    user agent (browser) in the Local Computer. This represents Model 1, where a browser directly reads and
    processes Web content.
  • There is an arrow line labeled "2" that runs from the browser in the Local Computer up into the cloud,
    through a box labeled "Transcoding Services" and then back to the browser in the local computer. This
    represents Model 2, where a browser, content in the browser or the user sends content to a transcoding
    service that changes the content in some way and then sends it back to the browser for display.
  • There is an arrow line labeled "3" that runs from the Web content in the upper right to the box labeled
    "transcoding services" in the cloud and then to the browser in the local computer. This represents Model 3
    where all content is routed through a transcoding service in a proxy server that changes the content in some
    way before the user's browser ever receives it.
  • The final arrow line labeled "4" runs directly from the Web content to a browser that is located mostly in the
    cloud, but partially in the local computer. This represents Model 4 where the user agent or browser with
    special access features built in is run as a service in the cloud. Only the basic human interface parts
    (keyboard, mouse, display, sound) are run on the local computer. The Local Computer aspect could be a
    special program on the computer, but would additional Assistive Technologies?.”
Added “Browser with or without usually run as an app within a browser on the local computer
                       Digital Decisions
• Some students mentioned simplicity, skills, suitability
  and cost as a deciding factors.

• All students talked about their decisions being
  influenced by time considerations regarding use of
  assistive technologies, training and social networking

         …when I got all my software in autumn last year, and they said:
       “You need to have your training on this” – as you quite rightly have
       said – I did feel like I was doing 2 courses and that was, frankly, too
         much. I had to stay with my old bad habits because I just didn’t
       feel I had the time to take out to learn something new to help me.
                             It was a viscous circle, really.
          Keep the tools simple
• “I’m just going to knock this nail in.” (using a
  very complex bit of kit
• “So why over complicate things? This would
  do the job perfectly well.” (holding up a
Mindmap of learning choices and
      digital decisions
          The technology hurdle

• Where technologies require Students to adjust
  their usual study practices, they can become a
  barrier. Such technologies require careful
  introduction and clear communication about
  the benefits of use.
• Quality academic digital content is regarded
  by Students as a significant benefit of FE/HE:
  they become significantly more adept at using
  it as they mature in their studies
     My Technologies - 24/7 access
• Students really value 24/7 access to online
  learning materials which allows them to fit
  learning into their lives
• Students expect to be able to use personal
  technologies and services in institutional
• Students are creating their own learning
  spaces, blending virtual with face-to-face, and
  formal with social networking.
              LexDis website
• There may be more than 1 direction open to
• But as long as we have information
• We can make informed choices

• The Learner Voice
• Signposts to assistive technologies,
  applications, guides and strategies from

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