I hate boring eLearning courses. I get frustrated when I’m not intellectually engaged in a course and when I feel like I’m wasting my time. I know many learners feel this way, too. As an eLearning developer, I’ve had good luck using engaging learning interactions in my courses. These interactions break up the monotony and improve the learning experience for the end-user. After covering new material in a course, a learning interaction (or from here on, simply an interaction) gives the learner a chance to actually do something and (gasp!) apply their knowledge!
This covers a lot of different ways in which learners can interact with a subject (through e-learning) and therefore enhance the learning process.
So there I was on leave, when I got a phone call from work, someone needed access to JORUM. Though they had an Athens account, they probably weren’t part of the staff group we have which allows access to JORUM (as JORUM is a staff only resource). So using my Athens Administrator account details I tried to login to Athens from home, only to find that I couldn’t because it was also restricted by IP address! So unfortunately the member of staff will have to wait till next week, because the other Athens administrator is also on leave (come on it is August, virtually no one is around).
Now I suppose if we had a VPN at work I could have logged into that and then I could have access. Or if I had my home IP address “added” to the list of safe IP addresses (I have done this before with other IP restricted resources). However at this point neither of those are possible, so the member of staff will have to wait a week!
Will Shibboleth solve these issues? Maybe, maybe not, as you still need to administrate accounts with Shibboleth.
TechDis have published the third of their accessibility essentials guides. This third guide can tell you all you need to know about creating accessible presentations in PowerPoint.
As multimedia presentations are increasingly favoured as a means of delivering lectures, the importance of making them accessible to all learners becomes crucial. Software such as PowerPoint can present barriers to some learners, but it can also support others, and this Guide to Creating Accessible Presentations can show you how.
It has four sections:
Using Microsoft PowerPoint Accessibly within Teaching and Learning
Implementing Inclusive Practice
Delivering Presentations Inclusively
Good Practice in Providing Alternative Outputs to Support Accessibility
The guide also looks at the importance of making PowerPoint components accessible for others to re-use.
Use NLN Materials to provide additional support to learners.
Use NLN materials in a similar vein to text book or reading list as additional support and resources for students. In my college we are able to provide ready-made-packages of NLN materials and weblinks which are ideal for this purpose.
Use NLN materials for differentiation (both less able and more able learners). Are you finding some learners need additional support or further extension, by providing access to extra materials, such as the NLN materials, you can provide a more indvidualised learning programme for your learners.
Use NLN materials to provide background for classroom delivery. You can use the NLN materials to provide background reading for a topic in the same way that you could use a chapter of a book, with the advanatage that the use of the materials is tracked and you don’t have to worry about having enough copies in the library.
Of course the NLN materials are just one way in which you can support learners, there are other e-resources and online materials which can provide additional support to learners in a similar way.
Reuse is using the learning object virtually as it is with a different group of learners and/or for a different qualification. In some cases additional materials will be presented alongside the original learning object.
For example using an object on customer service for Hospitality and using it with Business students
Repurposing can mean a variety of processes. From using a substantial part of the learning object with additional learning content to disaggregating the learning object and using components within a completely new learning object.
For example using a video clip from an object on health and safety for Hairdressing and using it within a new learning object for Business students.
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