Transcript Foundation Skills

Foundation Skills
E-learning implications and
opportunities
We have a new training package
Presentation overview:
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Toolboxes and resources
What are people doing?
What’s on the horizon?
Other tools that could work
Apps you can use
Access and equity
Were to get more information
What are the themes?
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Digital technology
Strategies for work-related learning
Numbers, money and measurements
Fractions, decimals and percentages
Spoken Language
Read and respond
Writing
All in the workplace context
Communication
toolboxes.flexiblelearning.net.au
New site
Case studies
• I know me - WestOne Services – Correction services
computer studies simulation
• Pre vocational taster for Children’s Services – Charles
Darwin University – ESOL, dyslexia and indigenous
• Removing Barriers to Sustainable Work Practice –
Fishtail Education – LLN, agriculture and horticulture
• Merchandising Games – North Coast TAFE – Transition
to work – learners with intellectual disabilities
North Coast TAFE
Deadly Skills in using Real World Technology
http://www.youtube.com/watch?feature=player_embedded&v=CgEgDCLBri0#!
EmployAbility skills
What’s on the horizon?
Top trends
People expect to be able to work, learn, and study whenever
and wherever they want.
Increasingly, students want to use their own technology for
learning.
Education models are shifting to include online learning,
hybrid learning and collaborative models.
What were previously thought of as new and disruptive forms
of education are now becoming the norm for scholarly
communication.
The Technology Outlook for Australian Tertiary Education 2012-2017
Tools you can use
Document sharing
Hot potato
VoiceThread
YouTube
Tagging the Cloud Using the NBN
Gesture based technologies
Access education
Personal productivity
Creation tools
Autism Apps
Learn how to write & speak English #2
Myhomework
Evernote
Google Apps
Toontastic
Picturebook
Educreate
Podcasting and voice tools
Garageband
Quickvoice
Dragon Dictation
Vocation specific
Tradies
Foreman’s Mate
Quick Chippy
Marine Education
Active Education
Better Health Channel
Clean Eating Recipies
File management
Dropbox
iDisk
Google drive
Communication and chat
Skype
WhatsApp
Yammer
Google Hangouts
Blogging and microblogging
For teachers
eCove Observation Software
Teacher clicker – Socrative
Notability
Presentations and documents
Keynote
Pages
Prezi
Smart objects and scanners
QR Reader
Scan
Aurasma Lite
Wordpress Mobile
Flickr
iBlogger
Facebook
Twitter
iPadio
eBooks and resources
Khan Academy
iTunes U
Mindtools
Spelling and math
Spelling Notebook Free
SBSpelling
Maths Factory
Social bookmarking
Diigo
Pocket
Reference
Google Maps
The free dictionary
Accessibility is …
‘the usability of a product, service, environment, or
facility by people with the widest range of capabilities’
(ISO)
Types of disability affecting web access
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Visual – low vision, blind, colour blind
Auditory – hard of hearing, deaf
Cognitive – dyslexia, autism, memory loss
Neurological – seizures, MS, mental health
Physical – partial limbs, limited dexterity,
paralysis, arthritis, tremors
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http://www.w3.org/WAI/intro/people-use-web/diversity
Who benefits from accessible content?
Accessible web content means access to the Web by
everyone, regardless of ability
If web content is accessible, all users can easily:
• Perceive the information
• Understand the information
• Access and operate all the features provided
• Gain robust and compatible access with any assistive
devices they require
DDA Advisory notes – Transitioning to WCAG 2.0
The Commission’s advice is as follows:
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All Australian government websites should comply with the timelines
and conformance requirements of the NTS, whether or not they are
specifically mandated to do so. In particular, state and territory
governments are strongly encouraged to comply with the AA
conformance level that applies to Commonwealth Government
websites;
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Non-government websites and web resources whose development
commences after July 1 2010 should comply with WCAG 2.0 to a
minimum of AA-Level conformance;
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Existing non-government websites or web resources that undergo
substantial change in the period July 2010 – December 2013 should
comply with WCAG 2.0 to a minimum level of AA conformance;
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All existing non-government websites and web content should
comply with WCAG 2.0 to a minimum level of AA conformance by
December 31 2013.
Access and Equity
Conforming to WCAG 2.0
Five requirements must be met for content to be classified as 'conforming' to
WCAG 2.0.
1. Conformance level – one of the Success Criteria conformance levels is
fully met.
2. Full pages – conformance is for full web pages only and can’t exclude
parts of the page.
3. Complete processes – when a web page is part of a continuous process,
all pages in the process must conform at the specified level.
4. Accessibility supported ways of using of technologies – only accessibility
supported uses are relied on to meet the Success Criteria.
5. Non-interference - technologies that are not accessibility supported, or
used in a non-conforming way, do not block the ability of users to access
the rest of the page.
Aging population: Australian demographic forecast
Year
65+ years
80+ years
2010
14%
1.8%
2020
16%
2.1%
2030
19%
2.4%
2040
21%
3.5%
2050
22%
4.4%
Developed with material from W3C Web Accessibility Initiative (WAI) www.w3.org/WAI/ and data from ABS Population Projections
Accessibility also improves
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Access for mobile device users
Discovery of sites through SOE
Access for people with social and economic barriers
Access for people with temporary impairments
Access for the aging population
Access for people with low literacy
The speed that sites can be accessed
Top ten accessibility failures noted by the AHRC
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Failure to include appropriate text descriptions (such as “alt-text” labels) for images;
Failure to provide accessible alternatives when using a visual CAPTCHA;
Failure to use technologies in ways that are accessible;
Failure to use HTML features appropriately to indicate content structure such as the
hierarchy of headings;
Failure to explicitly associate form input controls with their labels;
Failure to ensure sufficient difference between foreground (text) colour and background
colour;
Failure to identify data tables with Summary or Caption, and failure to mark-up data
tables correctly;
Failure to provide a way for users to disable content such as advertisements from
flashing rapidly (rapidly-flashing content may cause seizures in susceptible individuals),
and failure to provide a way for users to stop a page from auto-refreshing;
Failure to ensure that web pages can be used from the keyboard (that is, without the
mouse);
Failure to alert the user to changes on a web page that are triggered automatically when
selecting items from a dropdown menu.
Resources
Understanding Accessibility
Accessibility Guide for Teachers
Creating Accessible Audio and Video
Increasing PDF and Microsoft Word Document Accessibility
Structuring documents for accessibility - TAFE NSW ECommunities
Developing and Testing for WCAG 2.0
http://e-standards.flexiblelearning.net.au/index.php
conVerge13 – Save the Date!
We are excited to announce that conVerge13 will take place on Thursday 21 and
Friday 22 November 2013 at Melbourne Convention and Exhibition Centre.
[email protected]
@phisar2