FET8611_2006_Jennifer

Table of Contents

Table of contents

• FET8611 Semester 2, 2006
  • Table of Contents
  • Facilitated Pages and Weblogs
  • Blogs
  • Wikis or Blogs
  • Bibliography
  • Progress Report

This page is was my knowledgeGarden User Page it was originally set up for FET8611 Semester 2, 2006. I have created a new user page that I can use which is not course related.

Facilitated Pages and Weblogs

I have created:

• Technology: Exploring the use of adaptive technologies in the Online Environment
• Resources - Adaptive Technology
• Accessibility - knowledgeGarden
• Test page 6
• Genealogy - Skeletons, Cupboards and Cemeteries
• Adaptive Technology Working in the Online Environment (ATWOE) - Assignment 3 Final Report

Our Group Page

• Early Birds Group

Blogs

I have created

• Jennifer's Long ago in a galaxy far far away
• What does it mean for people using adaptive technology?

Wikis or Blogs

I have commented on

• To blog or not to blog... the education question?
• Educational Design Interest Group
• Communities of Practice
• One Stop Help Shop
• Screen Readers
• Terms of Service
• Deafness

Australian Flexible Learning Framework, 2005, Accessible Technologies and the Online Learning Process: Adaptive and assistive technologies in e-learning. Retrieved May 12 2006, from http://www.flexiblelearning.net.au/projects/resources/2005/adaptive_and_assistive_technologies_in_elearning_report.pdf
ASL Manual Alphabet, Retrieved September 13 2006, from http://www.deafmissions.com/?PageID=37
Auslan Sign Bank, Retrieved September 17 2006, from http://www.auslan.org.au/

Bristol Dyslexia Centre, Retrieved September 28 2006, from http://www.dyslexiacentre.co.uk/
British Two-Handed Fingerspelling Alphabet http://www.crazycolour.com/os/deaf_01.shtml
Burgstahler, Sheryl., 2002, 'Universal Design Of Distance Learning'Information Technology and Disabilities Vol. VIII No. 1 January, 2002 http://www.rit.edu/%7Eeasi/itd/itdv08n1/burgstah.htm
Burgstahler, S., 2005, (ND) Universal Design of Instruction. Accessed April 13, 2005 from http://www.washington.edu/doit/Brochures/Academics/instruction.html

Chickering, A.W., Gamson, Z.F. 1991 Seven Principles for Good Practice in Undergraduate Education. Retrieved April 20, 2005 from http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/7princip.htm
Cook, Robin A., A Survey Of Online Instructional Issues And Strategies For Postsecondary Students With Learning Disabilities, Retrieved October 15 2006, from http://www.rit.edu/%7Eeasi/itd/itdv08n1/gladhart.htm
Cutler, Ellen., Vasquez, Laurie., Norris, Marcia., 1999, Designing For Universal Access: How To Communicate The Critical Information To Your Campus. Retrieved on October 15 2006, from http://www.dinf.ne.jp/doc/english/Us_Eu/conf/csun_99/session0245.html

Doyle, C.A., Robson, K., & Cooper, C.D., 2003, 'Accessibility in Digital Education' ascilite newsletter April 2003. Retrieved on October 15 2006, from http://www.ascilite.org.au/index.php/Newsletter:_April_2003

Fletcher, M., 2004, Peer-to-peer networks: Opportunities for alignment of technology and pedagogy. AACE Journal 12(3), 301-313. Retrieved August 25 2006, from http://www.aace.org/dl/files/AACEJ/AACEJ123301.pdf#search=%22%22Peer%20to%20peer%20in%20education%22%22
Flexible Learning Network, Learners with Disabilities Policy and Research Program Report, Retrieved October 30 2006, from http://www.flexiblelearning.net.au/flx/webdav/site/flxsite/shared/Inclusive %20E-learning/Learners_with_Disabilities_Policy_and_Research_Program_Report.pdf (a space has been added after Inclusive)
FolderShare, Retrieved October 4 2006, from https://www.foldershare.com/info/aboutFoldershare.php?PHPSESSID=17c3d484921518dbbb23290501e2e6df

It's About People, Not Technology, Retrieved October 6 2006, from http://easi.cc/podcasts/people/people.htm

Koneru, Srikanth., 2002, Open Peer to Peer networks: Independent Study CS 5974, Department of Computer Science, Virginia Tech Retrieved October 28 2006, from http://eprints.cs.vt.edu/archive/00000613/01/KoneruIndependentStudy-Peer2Peer.pdf

Kurzweil Flash Demonstration, Kurzweil Educational Systems. Retrieved on October 15 2006, from http://www.kurzweiledu.com/k3000demo/k3000demo20.html

Lance, Denise G., Distance Learning And Disability: A View From The Instructor's Side Of The Virtual Lectern Retrieved September 15 2006, from http://www.rit.edu/%7Eeasi/itd/itdv08n1/lance.htm
Law school of the air: An example of adaptive technology in legal education Retrieved October 15 2006, from http://www.ascilite.org.au/conferences/perth04/procs/day.html
Lift Text Transcoder, Retrieved October 28 2006, from http://www.usablenet.com/products_services/text_transcoder/text_transcoder.html

Moisey, Susan D. Students with Disabilities in Distance Education: Characteristics, Course Enrollment and Completion, and Support Services in Journal Of Distance Education Vol. 19, No 1, 73-91, Retrieved October 28 2006, from http://cade.athabascau.ca/vol19.1/MOISEY_article.pdf
Murray, Corey. Accessibility goal: ''Tear down barriers to virtual schooling in eSchool News, Retrieved October 28 2006, from http://www.eschoolnews.com/news/showStoryts.cfm?ArticleID=5071

Neal, Lisa., 2006 eLearn magazine - Predictions for 2006 E-learning experts map the road ahead Retrieved October 28 2006, from http://elearnmag.org/subpage.cfm?section=articles&article=31-1

Online Learning Helps Make College Accessible to Students with Disabilities, Retrieved October 28 2006, from http://www.microsoft.com/presspass/features/2000/05-22ecollege.mspx

Pearson, Elaine 2001., Guidelines for Accessible Online Courses Retrieved October 28 2006, from http://www.edtec.unsw.edu.au/intra/files/accessibilty/default.html

ReadPlease, Retrieved September 4 2006, from http://www.readplease.com/
Rehberg, Stephen., Some Thoughts on Accessibility & Universal Design As Applied to the Internet, in general, and WebCT, in particular Retrieved October 28 2006, from http://www.webct.com/wyw/ViewContent?contentID=2627931

Seale, K., 2005, A contextualised model of accessible e-learning practice in higher education institutions, Use the following ID and password to access this article ID: ascilite Password: member, Retrieved April 10 2006, from http://www.ascilite.org.au/ajet/ajet22/res/seale.html
Seimens, G., 2006, Connectivism Blog June 2006 Networks - Revisiting Objective/Subjective, Retrieved October 8 2006, http://www.connectivism.ca/blog/67
Schenker, Katarina., The Design Of Accessible Distance Education Environments That Use Collaborative Learning, Retrieved October 8 2006, from http://www.rit.edu/%7Eeasi/itd/itdv08n1/scadden.htm
Sign Language, Retrieved October 8 2006, from http://www.apocalypsefoundation.co.za/HTML/SignLanguageDeaf.htm
Smulders, Dave., Designing for Learners, Designing for Users, page 3 Retrieved October 8 2006, from http://elearnmag.org/subpage.cfm?section=best_practices&article=11-3

TalkR, Retrieved September 2 2006, from http://www.talkr.com/
Text to Speech Live Player, Retrieved September 2 2006, from http://www.speaktext.com/text-to-speech-live-player/index.htm
The Deafblind Manual Alphabet, Retrieved September 2 2006, from http://www.deafblind.com/card.html
The Ultimate WebCT Handbook: WebCT, Accessibility, Usability and the Disabled Student Retrieved September 2 2006, from http://www.ultimatehandbooks.net/excerpts/accessibility.html
Tobin, Thomas J., Issues In Preparing Visually Disabled Instructors To Teach Online: A Case Study Retrieved October 28 2006, from http://www.rit.edu/%7Eeasi/itd/itdv08n1/tobin.htm

Vischeck Retrieved September 2 2006, from http://www.vischeck.com/

Webner, W., Hunter, C., Jenne, R., Munyard, R., Bainbridge, J., 2006, Early Birds Group, In KnowledgeGarden: Our Learning Community. Retrieved August 20 2006, from http://knowledgegarden.usq.edu.au/tiki-index.php?page_id=435
WebCT Accessibility: Good Practice Guide London Metropolitan University 2004 Retrieved September 2 2006, from http://www.londonmet.ac.uk/library/u24368_3.PDF, http://www.londonmet.ac.uk/tltc/webct/accessible-webct/home.cfm
WebCT Accessibility Interest Group 2006 Retrieved September 2 2006, from http://www.cita.uiuc.edu/collaborate/webct/scenarios.php

• Technology: Exploring the use of adaptive technologies in the Online Environment
  • Approximate number of words: 1968 as at 17/10/06
  • Number of links to and from the page: 26 as at 17/10/06

The creation of pages within the knowledgeGarden is a simple and easy to follow process. The help files were enough for me to put together a page fairly quickly. If users were doing this for the first time and had no idea of coding the process may not be as easy as I felt it was.

I cannot remember reading anywhere that you can work on your pages in a text program outside of knowledgeGarden. This is the way some users may prefer to work on pages only pasting the content into the page when ready then using the preview before saving to check for any mistakes.

The templates seem to give people the idea of what to do, I created Test page 6 that may be of help to people who struggle to understand the code.

The above two options could help to improve the process for some users.

• As part of our group the wiki Early Birds Group was created. My contributions have been my bio, meeting agenda items and resource links.
• Communities of Practice This wiki was created by Carole. I have added comments with resources for the page.
• One Stop Help ShopThis wiki was created by Andrew. I have added comments for inclusion in the page.
• Educational Design Interest Group I added a paragraph to the page.
• Screen Readers Added a link to Wikipedia for JAWS history.
• Terms of Service Changed the word iLearn to knowledgeGarden, tested hidden comment.

Initially this was proving to be a non event even with prompts to do so. We focused on our group as the contributors so that each of us would be able to help build the others pages with comments or content to our main facilitated pages.

Users seem reluctant to add comments even with openings to do so. This simply could be that people are focusing on their own groups, which would be an easier way of ensuring that comments etc. were made on facilitated pages. I feel there are too many areas for people to be commenting and they are unsure of where their comments would be best placed.

Changing the requirement that comments are made on User pages may be a way of helping to initially direct users to post comments.

To encourage participation I changed just the initial invite to post to the comments section, and added a section with examples of responses. This has received a positive comment from our group member Carole, and the inclusion of two posts. Others may be further encouraged to post seeing examples and other posts.

Other than having to upload and download Word files, the process is really no different in the outcome of what you end up with.

Because there is an emphasis on group work and comment and edit requirements throughout the course, I would be more inclined to have a number of pages that are highlighted for editing initially. Have all users create their User page and link it to the Unit page. Once these things have been completed then the focus can be on their facilitated page.

I would like to think that the facilitated page I create for this course would be something that I would be able to build from for other studies or my own research. In all good intentions that is how my page has been set up. In reality life and work may get in the way of that being a reality, let's hope not.