Slides for a peer-reviewed paper on "Implementing A Holistic Approach To E-Learning Accessibility"presented by Brian Kelly, UKOLN at the ALT-C 2005 conference in June 2005.
See http://www.ukoln.ac.uk/web-focus/events/conferences/alt-c-2005/
Slides from a talk by Brian Kelly,UKOLN in the "Web 2.0: Behind The Hype" panel session given at the Institutional Web Management Workshop 2006 on 15 June 2006.
See http://www.ukoln.ac.uk/web-focus/events/workshops/webmaster-2006/talks/panel-1/
Slides for a paper by Brian Kelly, UKOLN presented at the W4A 2007 conference in Banff, Canada in May 2007.
See http://www.ukoln.ac.uk/web-focus/events/conferences/w4a-2007/
Engagement, Impact, Value: Measuring and Maximising Impact Using the Social Web
This document summarizes Brian Kelly's presentation on measuring and maximizing impact using social web services. The presentation explored the benefits and concerns of using social media, discussed approaches to measure its value and effectiveness, and examined how metrics can be used to enhance institutional activities. It also addressed legal, accessibility and sustainability concerns and concluded by soliciting feedback on next steps.
Welcome presentation given by Marieke Guy and Brian Kelly, UKOLN at Institutional Web Management Workshop 2009, University of Essex, 28 - 30, July 2009
Web Preservation in a Web 2.0 Environment (Brian Kelly, UKOLN)
Presentation given at the JISC PoWR workshop 3 (Embedding Web Preservation Strategies Within Your Institution), given in the Flexible Learning Space, centre for Excellence in Enquiry-Based Learning (CEEBL), University of Manchester on Friday 12th September 2008.
Blogs, Wikis and more: Web 2.0 demystified for information professionals
Marieke Guy from UKOLN will help you find out how Web 2.0 applications are being used in libraries and information centres, and what actually works. Blogs, wikis, RSS? Podcasts, Slideshare, Flickr and del.icio.us? Social Networking, Social Bookmarking and Video Sharing are the buzz words.
Blogs and wikis can be used to differentiate instruction by allowing students to communicate outside of the classroom, collaborate on projects, and publish examples of work. Both tools allow for instant publishing and free or low-cost use. While blogs are more linear and directed, wikis are more collaborative and dynamic. Popular wikis include Wikipedia and Wikispecies. Teachers can use blogs to provide materials and Q&A sessions and wikis for group projects and collaborative works. RSS feeds allow users to aggregate news and updates from blogs and other sources.
The Community Engagement projects (currently known as e-Learning Creative Community Partnerships) have moved from using discussion forums, to trialling a range of social software tools. We've been invited by the Social Software Research project, to be a case study, and share the progress so far.
Approaches to Archiving Professional Blogs Hosted in the Cloud
'Approaches to Archiving Professional Blogs
Hosted in the Cloud' presentation given by Marieke Guy, UKOLN on September 21, 2010 at the 7th International Conference on Preservation of Digital Objects (iPRES2010), Vienna, Austria. Available at http://www.ukoln.ac.uk/web-focus/papers/pres-2010/paper25/
Web 2.0: How Should IT Services and the Library Respond?
Slides used by Brian Kelly, UKOLN at a meeting on "Web 2.0: How Should IT Services and the Library Respond?" held at the University of Nottingham, on 16 November 2006.
What Does Openness Mean To The Openness Museum Community
Slides used in a professional forum on "What Does Openness Mean To The Museum Community" given at the Museums and Web 2008 conference.
See http://www.ukoln.ac.uk/web-focus/events/conferences/mw-2008/openness-forum/
From Web Accessibility 2.0 to Web Adaptability (1.0)lisbk
Slides for the opening plenary talk on "From Web Accessibility 2.0 to Web Adaptability (1.0)" given by Brian Kelly, UKOLN at the OzeWAI 2009 conference held in Melbourne, Australia on 21-23 January 2009.
See http://www.ukoln.ac.uk/web-focus/events/conferences/ozewai-2009/
Beyond Compliance - A Holistic Approach to Web Accessibilitylisbk
A talk on "Beyond Compliance - A Holistic Approach to Web Accessibility" given at the Techshare 2007 conference.
See http://www.ukoln.ac.uk/web-focus/events/conferences/techshare-2007/
Benefits of the Social Web: How Can It Help My Museum?lisbk
Slides for a talk on "Benefits of the Social Web: How Can It Help My Museum?" given by Brian Kelly, UKOLN at the AIM 2009 conference held in Ellesmere Port on 5 June 2009.
See http://www.ukoln.ac.uk/cultural-heritage/events/aim-2009/
Slides from a talk by Brian Kelly,UKOLN in the "Web 2.0: Behind The Hype" panel session given at the Institutional Web Management Workshop 2006 on 15 June 2006.
See http://www.ukoln.ac.uk/web-focus/events/workshops/webmaster-2006/talks/panel-1/
Accessibility 2.0: People, Policies and Processeslisbk
Slides for a paper by Brian Kelly, UKOLN presented at the W4A 2007 conference in Banff, Canada in May 2007.
See http://www.ukoln.ac.uk/web-focus/events/conferences/w4a-2007/
Engagement, Impact, Value: Measuring and Maximising Impact Using the Social Weblisbk
This document summarizes Brian Kelly's presentation on measuring and maximizing impact using social web services. The presentation explored the benefits and concerns of using social media, discussed approaches to measure its value and effectiveness, and examined how metrics can be used to enhance institutional activities. It also addressed legal, accessibility and sustainability concerns and concluded by soliciting feedback on next steps.
Welcome presentation given by Marieke Guy and Brian Kelly, UKOLN at Institutional Web Management Workshop 2009, University of Essex, 28 - 30, July 2009
Web Preservation in a Web 2.0 Environment (Brian Kelly, UKOLN)jiscpowr
Presentation given at the JISC PoWR workshop 3 (Embedding Web Preservation Strategies Within Your Institution), given in the Flexible Learning Space, centre for Excellence in Enquiry-Based Learning (CEEBL), University of Manchester on Friday 12th September 2008.
Blogs, Wikis and more: Web 2.0 demystified for information professionalsMarieke Guy
Marieke Guy from UKOLN will help you find out how Web 2.0 applications are being used in libraries and information centres, and what actually works. Blogs, wikis, RSS? Podcasts, Slideshare, Flickr and del.icio.us? Social Networking, Social Bookmarking and Video Sharing are the buzz words.
Blogs and wikis can be used to differentiate instruction by allowing students to communicate outside of the classroom, collaborate on projects, and publish examples of work. Both tools allow for instant publishing and free or low-cost use. While blogs are more linear and directed, wikis are more collaborative and dynamic. Popular wikis include Wikipedia and Wikispecies. Teachers can use blogs to provide materials and Q&A sessions and wikis for group projects and collaborative works. RSS feeds allow users to aggregate news and updates from blogs and other sources.
The Community Engagement projects (currently known as e-Learning Creative Community Partnerships) have moved from using discussion forums, to trialling a range of social software tools. We've been invited by the Social Software Research project, to be a case study, and share the progress so far.
Approaches to Archiving Professional Blogs Hosted in the CloudMarieke Guy
'Approaches to Archiving Professional Blogs
Hosted in the Cloud' presentation given by Marieke Guy, UKOLN on September 21, 2010 at the 7th International Conference on Preservation of Digital Objects (iPRES2010), Vienna, Austria. Available at http://www.ukoln.ac.uk/web-focus/papers/pres-2010/paper25/
Web 2.0: How Should IT Services and the Library Respond?lisbk
Slides used by Brian Kelly, UKOLN at a meeting on "Web 2.0: How Should IT Services and the Library Respond?" held at the University of Nottingham, on 16 November 2006.
What Does Openness Mean To The Openness Museum Communitylisbk
Slides used in a professional forum on "What Does Openness Mean To The Museum Community" given at the Museums and Web 2008 conference.
See http://www.ukoln.ac.uk/web-focus/events/conferences/mw-2008/openness-forum/
WOW Presentation-K12 Online ConferencePeggy George
Presentation for WOW AzTEA Conference by Peggy George and Ann Lumm. Slideshow created originally by April Chamberlain, Darren Kuropatwa, Shawn Nutting, Sheryl Nussbuam-Beach, and Wesley Fryer--"Lessons Learned from K-12 Online 2006" and modified slightly for our hands-on workshop. April 28, 2007.
This document provides an introduction to Web 2.0 tools that can enhance online learning. It discusses technologies like Ajax, wikis, blogs, RSS feeds, and social bookmarking/tagging that allow for more dynamic and interactive content. Specific Web 2.0 tools are highlighted like Google Docs, Flickr, YouTube, and social media platforms that can engage students and encourage collaboration.
Slides for a talk on "What Can We Learn From Amplified Events?" given by Brian Kelly, UKOLN at the University of Girona on 2 September 2010.
See http://www.ukoln.ac.uk/web-focus/events/seminars/girona-2010/
- The document is a slide presentation from the Institutional Web Management Workshop 2010 that provides an overview and history of the event as well as discussion of current challenges and the future.
- It discusses how the IWMW event has been held annually since 1997 to provide a forum for UK higher education institutions to discuss web management best practices and innovations.
- Recent budget cuts and changing priorities threaten the sustainability of the event, raising questions around reducing its length, making it virtual, or allowing commercial alternatives. The role of professional networks and adapting to change are emphasized.
The MarcOnt Initiative aims to create a framework for collaborative ontology development by domain experts. It provides mediation services like format translation and cooperation between heterogeneous systems. The central MarcOnt ontology is improved continuously through community influence and input from domain experts using tools on the MarcOnt Portal like an ontology editor, versioning, and suggestions.
Slides for a talk on "Digital Life Beyond The Institution" given by Brian Kelly, UK Web Focus at the ILI 2013 conference in London on Tuesday 15 October 2013.
See http://ukwebfocus.wordpress.com/events/ili-2013-plenary-talk/
This document summarizes a Wikipedia editing workshop given at the SpotOn 2013 conference. The workshop provided an introduction to editing Wikipedia, including how to create a user account and profile page, identify pages to improve, and create stub articles. Attendees were encouraged to edit Wikipedia pages during the session. The facilitators explained basic Wikipedia syntax for formatting text and inserting links. They also discussed strategies for creating new articles and key principles like relying on published sources and maintaining a neutral point of view. An overview was given of the Wikimedia Foundation and various Wikipedia and Wikimedia projects.
Slides on "Let's Predict the Future: Agile Thinking" for a workshop session on "Predicting the Future" held on 3 June 2014 at the SAOIM 2014 conference in Pretoria, South Africa and facilitated by Brian Kelly, Cetis.
See https://ukwebfocus.wordpress.com/events/saoim-2014-lets-predict-the-future-workshop/
Mobile Technologies: Why Library Staff Should be Interestedlisbk
The document discusses how library staff should be interested in mobile technologies. It provides examples of how the speaker uses their mobile device for professional purposes like consuming content on RSS feeds and social media, enhancing productivity with apps, and developing networks. The speaker argues mobile devices provide opportunities to support teaching, learning and research in libraries, and that libraries need to support information and new media literacy in this changing environment.
Accessibility is Primarily About People and Processes, Not Digital Resources!lisbk
Slides for a talk on "Accessibility is Primarily About People and Processes, Not Digital Resources!" given as a pre-recorded slidecast (with audio) by Brian Kelly, Cetis at the OZeWAI 2013 conference held at La Trobe University, Melbourne, Australia on Friday 29 November 2013.
For further information see http://ukwebfocus.wordpress.com/events/ozewai-2013/
Exploiting The Potential Of Blogs and Social Networks Introduction lisbk
Slides used in the Introduction talk at the UKOLN workshop on "Exploiting The Potential Of Blogs and Social Networks ".
See http://www.ukoln.ac.uk/web-focus/events/workshops/blogs-social-networks-2007/talks/introduction/
An Introduction To RSS Readers: Google Reader and Netvibeslisbk
This document provides an introduction to the RSS reader tools Google Reader and Netvibes. It discusses how RSS readers allow users to easily access and process information from various sources and are useful for purposes like information gathering, business intelligence, and brand management. The document demonstrates features of Google Reader and Netvibes, such as adding, organizing, and viewing RSS feeds. It also provides a brief comparison of different types of RSS readers.
Brian Kelly gave a presentation on new digital technologies and their uses. He discussed concepts like Web 2.0, social media, mobile access, and cloud computing. He acknowledged challenges like sustainability, privacy, and organizational barriers, but argued against overly simplistic or fundamentalist approaches. A balanced, managed approach was needed to harness new technologies while mitigating risks.
Web 2.0: What Can It Offer The Research Community?lisbk
What are the implications of Web 2.0 for the research community? In this presentation Brian Kelly, UKOLN describes how various Web 2.0 technologies are being exploited within the higher education sector and more widely.
See http://www.ukoln.ac.uk/web-focus/events/meetings/pparc-2007-03/
The welcome slides given by Brian Kelly, UKOLN at UKOLN's IWMW 2012 event held at the University of Edinburgh on 18-20 June 2012.
See http://iwmw.ukoln.ac.uk/iwmw2012/talks/welcome/
This document provides information about the IWMW 2014 conference to be held at Northumbria University from July 16-18, 2014. The conference will focus on rebooting institutional web management practices and sharing experiences. Brian Kelly will give an introduction and there will be presentations on social media, digital adaptation, and using technology to connect education. Participants will discuss institutional case studies and visions for the future of institutional websites. The organizers hope to continue the event in 2015 but are seeking feedback on potential changes.
Slides for a talk on "Web Preservation in a Web 2.0 Environment" given by Brian Kelly, UKOLN at a Web site preservation workshop at the UKOLN IWMW 2008 event.
See http://www.ukoln.ac.uk/web-focus/events/workshops/webmaster-2008/sessions/guy/
D2: Group Exercise: Future Technologies and Their Applicationslisbk
Slides for a 1-day workshop on "Future Technologies and Their Applications" facilitated by Brian Kelly and Tony Hirst at the ILI 2013 conference on Monday 14 October 2013.
See http://ukwebfocus.wordpress.com/events/ili-2013-workshop/
See http://ukwebfocus.wordpress.com/events/ili-2013-workshop/
See http://ukwebfocus.wordpress.com/events/ili-2013-workshop/
Accessibility 2.0: Blended Learning For Blended Accessibilitylisbk
Brian Kelly gave a plenary talk on Accessibility 2.0: Blended Learning For Blended Accessibility at the 'Blended Learning to Splendid Learning' Technology Innovation in Higher Education Conference at the Manchester Metropolitan Business School on 9th June 2006.
Major Technology Trends that will Impact Library Services?lisbk
Slides for talk on "What are the Major Technology Trends that will Impact Library Services and their Users?" to be given by Brian Kelly, Innovation Advocate, Cetis at the ILI 2014 conference in London on 21-22 October 2014.
See http://ukwebfocus.wordpress.com/events/ili-2014/
Slides for a talk on "Blogging practices to support project work" given by Brian Kelly, UKOLN at the JISC MRD Launch Meeting held in Nottingham on 1-2 December 2011.
See http://www.ukoln.ac.uk/web-focus/events/workshops/blogging-practices-jiscmrd-2011/
Slides for a talk on "Web 1.0, Web 2.0 and Digital Preservation" given at a workshop held on behalf MLA London on 14 July 2008.
See http://www.ukoln.ac.uk/web-focus/events/workshops/mla-london-2008-07/
Slides for a workshop on Managing Your Research Profile given by Brian Kelly, UKOLN at the University of Edinburgh on 20 June 2013.
See http://www.ukoln.ac.uk/web-focus/events/workshops/sgs-dtc-edinburgh-2013-06/
Talk on "Community Led Activities" given at JISC Emerge online event on 7 June 2007.
See http://www.ukoln.ac.uk/web-focus/events/online/emerge-2007-06/
Talk on "The Accessible Web" given at the Museums and the Web 2007 conference.
See http://www.ukoln.ac.uk/web-focus/events/conferences/museums-web-2007/
Slides for talk on Addressing The Limitations Of Open Standards given at Museums & the Web 2007 conference.
See http://www.ukoln.ac.uk/web-focus/events/conferences/mw-2007/talk-standards/
Rehearsal of a talk on "From Web Accessibility to Web Adaptability" given at Techshare 2009 conference on 17 September 2009.
See http://www.ukoln.ac.uk/web-focus/events/conferences/techshare-2009/
BS 8878 and the Holistic Approaches to Web Accessibilitylisbk
Slides from talk on "BS 8878 and the Holistic Approaches to Web Accessibility" given by Brian Kelly, UKOLN at a CETIS Accessibility SIG meeting held at the BSI Headquarters, 389 Chiswick High Road, Chiswick, London on 28 February 2011
See http://www.ukoln.ac.uk/web-focus/events/meetings/cetis-accessibility-sig-2011-02/
Web Accessibility: changes and developments over 10 years from a UK perspectiveDavid Sloan
The document summarizes the development of web accessibility over the past 10 years from a UK perspective in 4 stages:
1) Early days focused on guidelines to make the web accessible to disabled users.
2) Accessibility became part of web standards and was embraced by developers. Research showed guidelines were not enough.
3) Surveys found many sites still not conformant with guidelines, but some disabled users could use sites successfully. A holistic approach was needed.
4) Web 2.0 introduced new challenges. A practical view recognizes value of multiple formats. Tools now support inclusive authoring. Maintaining accessibility remains an ongoing challenge.
2016 it summit_accessibility_2016-05-24_standardkevin_donovan
This document introduces an online accessibility website created by Harvard University's Accessibility Team. The website provides resources for content creators, developers, and others to make digital content accessible. It includes best practices, examples, and techniques organized around Web Content Accessibility Guidelines. The website also previews an upcoming accessibility testing tool that will automate and facilitate testing of content and sites to identify and fix accessibility issues.
2016 it summit_accessibility_2016-05-24_standardkevin_donovan
This document provides an overview of web accessibility, including what it means, why it's important, and benefits. It introduces Harvard University's online accessibility website, which contains best practices, examples, and resources for content creators, developers, and others to support the WCAG 2.0 accessibility guidelines. The website includes sections on techniques, resources, and an accessibility testing tool that is currently in development.
The document discusses accessibility issues related to open educational resources (OERs) in the context of the UK OER programme pilot phase. It outlines some key OER-specific accessibility challenges including unknown user contexts, lack of quality control when resources are repurposed, and inability to control accessibility in different environments where resources are used. The document also analyzes how accessibility was approached during the UK OER pilot phase, noting it was often an afterthought due to cost and time constraints. It recommends producing specific OER accessibility guidelines and promoting tools to help create accessible resources.
This document provides an overview of accessibility and user-centered design. It discusses putting the user at the center of the design process to create accessible technologies. User-centered design is highlighted as an iterative process that uncovers problems early. Guidelines for accessibility like WCAG are also summarized, which include principles like content being perceivable, operable, understandable and robust. Assistive technologies that can be used to test accessibility are briefly described.
Accessibility analysis in MOOC platforms. A case study: UNED COMA and UAb iMOOCFrancisco Iniesto
This document summarizes Francisco Iniesto's presentation on evaluating the accessibility of MOOC platforms through a case study of the UNED COMA and UAb iMOOC platforms. It provides context on MOOCs, OERs, ICT and disabilities, and accessibility standards. The presentation describes the research objectives to evaluate accessibility using 5 approaches: automatic tools, disability simulators, testing tools, usability criteria, and content evaluation. It then provides results of evaluating the two MOOC platforms using an automatic accessibility tool, showing positive and negative findings for each platform. The overall results show room for improvement in meeting accessibility guidelines.
One Standard to rule them all?: Descriptive Choices for Open EducationR. John Robertson
R. John Robertson1, Lorna Campbell1, Phil Barker2, Li Yuan3, and Sheila MacNeill1
1Centre for Academic Practice and Learning Enhancement, University of Strathclyde, 2Institute for Computer Based Learning, Heriot-Watt University 3Institute for Cybernetic Education, University of Bolton
Drawing on our experience of supporting a nationwide Open Educational Resources programme (the UKOER programme), this presentation will consider the diverse range of approaches to describing OERs that have emerged across the programme and their impact on resource sharing, workflows, and an aggregate view of the resources.
Due to the diverse nature of the projects in the programme, ranging from individual educators to discipline-based consortia and institutions, it was apparent that no one technical or descriptive solution would fit all. Consequently projects were mandated to supply only a limited amount of descriptive information (programme tag, author, title, date, url, file format, file size, rights) with some additional information suggested (language, subject classifications, keywords, tags, comments, description). Projects were free to choose how this information should be encoded (if at all), stored, and shared.
In response, the projects have taken many different approaches to the description and management of resources. These range from using traditional highly structured and detailed metadata standards to approaches using whatever descriptions are supported by particular web2.0 applications. This experimental approach to resource description offers the wider OER community an opportunity to examine and assess the implications of different strategies for resource description and management
This paper illustrates a number of examples of projects’ approaches to description, noting the workflows and effort involved. We will consider the relationship of the choice of tool (repository, web2.0 application, VLE) to the choice of standards; and the relationship between local requirements and those of the wider community.
We will consider the impact of those choices on the dissemination and discoverability of resources. For example, the implications of resource description choices for discovery services which draw on multiple sources of OERs.
This document summarizes an accessibility analysis of the UNED COMA and UAb iMOOC MOOC platforms. The analysis evaluated the platforms using several methods: automatic accessibility tools, disability simulators, testing tools, usability criteria, and an analysis of educational content. Both platforms scored averages of 5-6 out of 10, indicating serious accessibility issues. Specific problems identified included lack of subtitles, sign language interpretation, and alternative text for images on both platforms. The analysis concludes the platforms have significant room for improvement to be accessible for students with disabilities. Future work is proposed to measure success of vulnerable students and provide more accessibility indicators.
The WAI-ACT project aims to expand cooperation and provide guidance on web accessibility. It has several key objectives:
1) Develop authoritative guidance on implementing accessibility in advanced technologies through resources like an accessibility support database and WCAG 2.0 application notes.
2) Harmonize evaluation methodologies internationally by developing a website conformance methodology and guidance for evaluators.
3) Coordinate accessibility research through activities like documenting research topics and seminars exploring topics like website accessibility metrics.
The project involves several organizations and covers ongoing and upcoming activities to meet its objectives of expanded cooperation, authoritative guidance, harmonized evaluation, and coordinated research on web accessibility.
Developing patterns in technical approaches for Open Educational Resources. R. John Robertson and Lorna Campbell, & Phil Barker
JISC CETIS. Presentation at OER 11, Manchester, May 11th 2011
Let's Do It Now! Mainstream Uses Of Collaborative Technologieslisbk
This document discusses strategies for mainstream adoption of collaborative technologies like blogs and wikis in organizations. It acknowledges barriers like legal risks, inertia and cultural resistance. It recommends addressing barriers through advocacy, listening to users, flexible policies, and safe experimentation. Risks can be minimized through approaches like piloting technologies at events and supporting widely-used external services. Adopting principles of openness, user focus, and collaboration from Web 2.0 can help organizations overcome conservatism and benefit users.
Improving usage and impact of digitised resourcesAlastair Dunning
A presentation from the JISC Programme Meeting for its Content Programme for 2011 http://www.jisc.ac.uk/whatwedo/programmes/digitisation/econtent11.aspx
Improving usage and impact of digitised resourcesJisc
This document discusses improving usage and impact of digitized resources based on findings from JISC projects. Some key points include:
1) Close user engagement is important when developing resources through methods like user panels and usability testing.
2) Designs that allow serendipitous discovery and flexible uses can increase impact. Resources should be discoverable on libraries, Google, and other trusted platforms.
3) Clear identifiers, citations styles, and stable URLs help resources be used in teaching and research over the long term.
Accessibility issues in the context of uk open educational resources programmeakgruszczynska
This document discusses accessibility issues related to open educational resources (OERs) in the context of the UK OER programme. It notes challenges in making OERs accessible due to unknown user contexts, lack of quality control when resources are repurposed, and inability to control access once deposited. The UK OER pilot phase aimed to follow accessibility guidelines but it was seen as an afterthought and prohibitively expensive. Barriers included a lack of skills and perception that materials were not "good enough" while enablers included using tools like the Accessibility Passport. The document recommends OER-specific accessibility guidelines and case studies to promote inclusive practices.
ecapability webinar Thursday 22nd April - ACE Model of ecapabilityYum Studio
The document summarizes the activities and outcomes of the AccessACE 2 Leadership Circle of Practice. The circle included 13 participants from various adult and community education organizations across Victoria. They engaged in professional development activities, local projects, and mentoring to increase their skills and organizational capacity for e-learning. Individual projects focused on areas like evaluation tools, implementation plans, and knowledge management. Challenges included engaging participants online and focusing on strategic issues. Successes included skills development, increased e-learning capacity, and identification of common issues and strategies. The circle model supported community development and an emerging knowledge base to build upon.
Similar to Implementing A Holistic Approach To E-Learning Accessibility (20)
This document provides an introduction to cloud storage and summarizes a presentation on the topic. It discusses the history of storage systems and how cloud storage works. Popular cloud storage services like Google Drive, Dropbox, and iCloud are examined. The document outlines some risks of cloud storage like security and privacy issues. It also provides a framework for selecting cloud services and questions to consider regarding purposes, benefits, costs and risks.
This document provides the agenda and brief technical tips for Wyld Morris Zoom Meeting No. 7, which is a new members evening that will include welcoming new potential members, learning about morris dancing from the squire, understanding the basic moves, and perspectives from a new dancer on why they enjoy morris dancing. The technical tips explain how to switch between speaker and gallery view and how to pin a video to focus on one participant.
The document provides information about an online meeting of the Wyld Morris group who enjoy morris dancing and singing. It outlines that the group will continue enjoying their interests during lockdown, support each other, and be even better when they next meet in person. The meeting agenda includes introductions, warm-ups, demonstrations, group dancing and music, an open discussion, and tips for using Zoom including muting audio when not speaking and only having one musician unmuted at a time. Links to online dance instruction videos and resources are also provided.
Predicting and Preparing For Emerging Learning Technologieslisbk
The document summarizes Brian Kelly's presentation on predicting and preparing for emerging learning technologies. It discusses identifying technology trends, drivers, and challenges through the Delphi process used by the NMC Horizon Report. It also provides tools and methods for institutions to plan for future technologies, including scenario planning, acknowledging risks, and engaging with challenges. The presentation aims to help attendees understand limitations of future forecasting and apply similar methodologies to plan locally.
Web Preservation, or Managing your Organisation’s Online Presence After the O...lisbk
Slides for talk on "Web Preservation, or Managing your Organisation’s Online Presence After the Organisation Ceases to Exist" given by Brian Kelly, UK Web Focus at the IRMS 2016 conference in Brighton on 17 May 2016.
See http://ukwebfocus.com/events/irms-2016-web-preservation
This document provides a summary and conclusions from a workshop on "Preparing for the Future: Technological Challenges and Beyond". It recaps the workshop which explored tools for thinking differently about the future, used a Delphi process to gather expert opinions, and developed an action brief planning template. It notes limitations in approaches and the importance of acknowledging risks while also learning from past examples. Contact details and additional resources are provided for those interested in further information.
This document discusses making a case to senior management for funding to explore innovative technologies. It provides guidance on identifying implications, risks, and risk management strategies for new technologies. It also presents an action brief statement template to convince management of a technology's potential benefits. The document concludes with an exercise where attendees in groups prepare a short presentation making a case for funding to investigate one technology.
This document discusses scenario planning as a strategic planning method. It describes the scenario planning process, which involves defining assumptions and drivers of change, developing initial scenarios, and identifying issues. The document then provides examples of scenarios for the library sector, including the effects of UK withdrawal from the EU or greater power for the European Court. Small groups are asked to develop scenarios focusing on alternative discovery sources, changed librarian roles, or other topics. Finally, the document summarizes scenarios developed in a previous workshop on commercialization of libraries, devolved ownership of services, universal skills, and niche librarians.
Slides "D1: The NMC Methodology" for a one-day workshop on "Preparing for the Future: Technological Challenges and Beyond" by Brian Kelly and Tony Hirst at the ILI 2015 conference. Held on Monday 19 October 2015
For further information see
http://ukwebfocus.com/events/ili-2015-preparing-for-the-future
Slides "C1: Future Technology Detecting Tools & Techniques" for a one-day workshop on "Preparing for the Future: Technological Challenges and Beyond" by Brian Kelly and Tony Hirst at the ILI 2015 conference. Held on Monday 19 October 2015
See http://ukwebfocus.com/events/ili-2015-preparing-for-the-future
This document discusses exploring emerging technologies. It provides information on discovering new technologies through peers, publications, experts, and online sources. The document outlines the ILI 2015 conference program and highlights some topics that may be relevant or surprising. It also describes the NMC Horizon Report, which is produced by an international community of experts and identifies important emerging technologies for libraries through a refined expert panel process. The conclusion emphasizes the importance of exploring emerging technologies through various approaches, but also understanding the wider context for implications and planning.
Preparing for the Future: Technological Challenges and Beyond A1 Introductionlisbk
Slides "A1 Introduction" for a one-day workshop on "Preparing for the Future: Technological Challenges and Beyond" by Brian Kelly and Tony Hirst at the ILI 2015 conference. Held on Monday 19 October 2015.
For further information seehttp://ukwebfocus.com/events/ili-2015-preparing-for-the-future
Slides for a talk on "Digital Life Beyond The Institution" given by Brian Kelly, UK Web Focus at the MmIT 2015 conference on “With Power Comes Great Responsibility – How Librarians can Harness the Power of Social Media for the Benefit of its Users” at the University of Sheffield on 14-15 September 2015.
See http://ukwebfocus.com/events/mmit-2015-digital-life-beyond-the-institution/
Developing an Ethical Approach to Using Wikipedia as the Front Matter to all ...lisbk
Slides for a talk on "Developing an Ethical Approach to Using Wikipedia as the Front Matter to all Research" given by Brian Kelly, UK Web Focus Ltd. at the Wikipedia Science 2015 conference at The Wellcome Trust, London on 3 September 2015.
See http://ukwebfocus.com/events/an-ethical-approach-to-using-wikipedia-as-the-front-matter-to-research/
Slides for a talk on "The Agile University" presented by Niall Lavery and Dan Babington, PwC at the IWMW 2015 event held at Edge Hill University, Ormskirk on 27-29 July 2015.
See http://iwmw.org/iwmw2015/talks/beyond-digital-the-agile-university/
This document provides information about the IWMW 2015 conference taking place from July 27-29 at Edge Hill University in Ormskirk. The conference theme is "Beyond Digital: Transforming the Institution" and will feature talks, workshops and master classes on digital transformation in higher education. Over the three days, participants can learn new skills, engage with peers, and identify new approaches for their institutions. Social events include a conference dinner and opportunities to explore Ormskirk and meet up in local bars and restaurants.
BS 8878: Systematic Approaches to Documenting Web Accessibility Policies and ...lisbk
Slides for a workshop session on "BS 8878: Systematic Approaches to Documenting Web Accessibility Policies and Practices" facilitated by Brian Kelly at the IWMW 2015 event held at Edge Hill University, Ormskirk on 27 July 2015.
See http://iwmw.org/iwmw2015/talks/systematic-approaches-to-documenting-web-accessibility-policies-and-practices/
Preparing Our Users For Digital Life Beyond the Institutionlisbk
Sides for a talk on "Digital Life Beyond the Institution" given by Brian Kelly, Innovation Advocate at Cetis, University of Bolton at a seminar for the iSchool, University of Northumbria on 11 February 2015.
See https://ukwebfocus.wordpress.com/events/digital-life-beyond-the-institution/
Why and how librarians should engage with Wikipedialisbk
Slides for a talk on "Why and How Librarians Should Engage With Wikipedia" given by Brian Kelly, Innovation Advocate at Cetis, University of Bolton at the CILIPS Autumn Gathering 2014 event in Edinburgh on 30 October 2014.
See http://ukwebfocus.wordpress.com/events/why-and-how-librarians-should-engage-with-wikipedia/
Slides for a talk on "Working with Wikimedia Serbia" given by Brian Kelly, Innovation Advocate at Cetis, University of Bolton at the Eduwiki 2014 conference in Edinburgh on Friday 31 October 2013.
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Lecture_Notes_Unit4_Chapter_8_9_10_RDBMS for the students affiliated by alaga...Murugan Solaiyappan
Title: Relational Database Management System Concepts(RDBMS)
Description:
Welcome to the comprehensive guide on Relational Database Management System (RDBMS) concepts, tailored for final year B.Sc. Computer Science students affiliated with Alagappa University. This document covers fundamental principles and advanced topics in RDBMS, offering a structured approach to understanding databases in the context of modern computing. PDF content is prepared from the text book Learn Oracle 8I by JOSE A RAMALHO.
Key Topics Covered:
Main Topic : DATA INTEGRITY, CREATING AND MAINTAINING A TABLE AND INDEX
Sub-Topic :
Data Integrity,Types of Integrity, Integrity Constraints, Primary Key, Foreign key, unique key, self referential integrity,
creating and maintain a table, Modifying a table, alter a table, Deleting a table
Create an Index, Alter Index, Drop Index, Function based index, obtaining information about index, Difference between ROWID and ROWNUM
Target Audience:
Final year B.Sc. Computer Science students at Alagappa University seeking a solid foundation in RDBMS principles for academic and practical applications.
About the Author:
Dr. S. Murugan is Associate Professor at Alagappa Government Arts College, Karaikudi. With 23 years of teaching experience in the field of Computer Science, Dr. S. Murugan has a passion for simplifying complex concepts in database management.
Disclaimer:
This document is intended for educational purposes only. The content presented here reflects the author’s understanding in the field of RDBMS as of 2024.
Feedback and Contact Information:
Your feedback is valuable! For any queries or suggestions, please contact muruganjit@agacollege.in
Join educators from the US and worldwide at this year’s conference, themed “Strategies for Proficiency & Acquisition,” to learn from top experts in world language teaching.
Split Shifts From Gantt View in the Odoo 17Celine George
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(T.L.E.) Agriculture: Essentials of GardeningMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏.𝟎)-𝐅𝐢𝐧𝐚𝐥𝐬
Lesson Outcome:
-Students will understand the basics of gardening, including the importance of soil, water, and sunlight for plant growth. They will learn to identify and use essential gardening tools, plant seeds, and seedlings properly, and manage common garden pests using eco-friendly methods.
How to Add Colour Kanban Records in Odoo 17 NotebookCeline George
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Understanding and Interpreting Teachers’ TPACK for Teaching Multimodalities i...Neny Isharyanti
Presented as a plenary session in iTELL 2024 in Salatiga on 4 July 2024.
The plenary focuses on understanding and intepreting relevant TPACK competence for teachers to be adept in teaching multimodality in the digital age. It juxtaposes the results of research on multimodality with its contextual implementation in the teaching of English subject in the Indonesian Emancipated Curriculum.
Webinar Innovative assessments for SOcial Emotional SkillsEduSkills OECD
Presentations by Adriano Linzarini and Daniel Catarino da Silva of the OECD Rethinking Assessment of Social and Emotional Skills project from the OECD webinar "Innovations in measuring social and emotional skills and what AI will bring next" on 5 July 2024
How to Handle the Separate Discount Account on Invoice in Odoo 17Celine George
In Odoo, separate discount account can be set up to accurately track and manage discounts applied on various transaction and ensure precise financial reporting and analysis
How to Handle the Separate Discount Account on Invoice in Odoo 17
Implementing A Holistic Approach To E-Learning Accessibility
1. Implementing A Holistic Approach To E-Learning Accessibility Brian Kelly UKOLN University of Bath Bath Email: [email_address] UKOLN is supported by: TechDis is supported by: http://www.ukoln.ac.uk/web-focus/events/conferences/alt-c-2005/ Lawrie Phipps JISC TechDis Service York Email: [email_address] Co-author: Caro Howell, University of Bristol Note : Permission is granted to record or broadcast this talk for non-commercial purposes.
2. About This Paper This paper: Summarises the role of W3C WAI and WAI WCAG guidelines in helping to provide universal access to digital resources Describes some of the difficulties experienced in implementing guidelines Describes some of the limitations and dangers with the guidelines Provides a holistic framework for e-learning accessibility BK
3. About The Speakers Brian Kelly: Works for UKOLN – a national centre of expertise in digital information management Web adviser to the UK higher & further education and cultural heritage communities Funded by JISC and the MLA Lawrie Phipps: Works for TechDis, an educational advisory service, working across UK, in the fields of accessibility and inclusion Senior Advisor for Higher Education Funded by the JISC BK This paper is based on the experiences gained by TechDis and UKOLN over several years in advising the HE/FE sector on best practices for Web accessibility
4. W3C WAI and WCAG W3C (World Wide Web Consortium): Body responsible for coordinating development of Web standards WAI (Web Accessibility Initiative): W3C group responsible for developing guidelines which will ensure Web resources are widely accessible WCAG (Web Content Accessibility Guidelines): One of three sets of WAI guidelines. WCAG provides advice of accessibility on Web content (e.g. HTML pages) Other two WAI guidelines cover accessible user agents (UAAG) and accessible authoring tools (ATAG) BK
5. Interpretation of WAI WCAG How do you interpret WAI WCAG (must use ALT tags for images; HTML must be valid; must use style sheets for presentation; …): Mandatory, with following characteristics: Clearly defined rules Objective Checking mostly objective Penalties for non-compliance Similar to checking that HTML complies with the standard Advisory, with following characteristics: Useful guidelines, to be interpreted in context It's about providing useful, usable resources Checking mostly subjective It's similar to checking that a Web site is well-designed BK Which reflects your views most closely?
6. WAI WCAG AA and AAA In order to achieve WAI WCAG AA compliance: Avoid deprecated features (e.g. FONT ) Use W3C technologies when available and appropriate (no Flash, MS Word or PowerPoint) .. use the latest versions [of W3C formats] Create documents that validate to published formal grammars (i.e. HTML must be valid) In order to achieve WAI WCAG AAA compliance: "Specify the expansion of each abbreviation or acronym in a document where it first occurs" (BBC?) Specify document collections with the LINK element and " rel " and " rev " BK I think this means the format is appropriate (i.e. HTML for slides) but others argue it means resources, expertise, … available
7. The WAI Model The WAI model for Web accessibility is based on three components: Content Authoring Tools Browsers Get all three right and you'll have universal accessibility But: We have no control over browsers & authoring tools The browsers and authoring tools aren't great The content guidelines are flawed Is universal accessibility really possible?
8. WCAG and E-learning WCAG 2.0 draft (implicitly) acknowledges that accessibility to everyone is not possible: “ Our target is to make things as accessible to as many people as possible given the need to have practical techniques and criteria. ” But there are issues for learning e.g. " Make text content readable and understandable " Issues: How practical are guidelines in e-learning (rather than for informational resources)? How practical are they in the HE context? Contextual issues Backwards compatibility issues "Clearly identify who benefits from accessible content, and who will benefit from each requirement e.g Impairments of intelligence, memory, or thinking The inability to interpret and/or formulate language symbols, learning disabilities " BK LP
9. The e-learning User Experience (in HE) LP Fieldwork Labwork Lectures Peer learning Group work Viva Voce Library Tutorials Web resources CAA E-learning Student
10. Usability Accessibility is not a product Creating a resource that is inclusive is a process The process must involve users The experience of the JISC X4L programme Creating learning materials A tick list for accessibility LP
11. Usability as a process … of accessibility, objectives and needs You need to consider your context What do your community want or need to access Prioritise those areas – test them with the users LP
12. The Holistic Approach Accessibility is only important in achieving a user's objective: This objective does not (usually) state “ I want to read Wuthering Heights on a Web site that is XHTML Strict and complies with WCAG AAA ” Create an ALT tag for pathos? You have resources other than the Web LP
13. Pragmatism and Holism You have limited resources: Prioritise Seek to implement a basic level of accessibility – but test the important resources with users Usability of material is as important as accessibility Be flexible, state that you want to support users and provide a contact LP BK
14. TechDis – UKOLN Approach Focuses on the user and recognises importance of: External pressures e.g. funders, QAA, … Technical infrastructure Resource implications Learning & teaching outcomes and requires quality assurance based on documented policies and systematic checking Remember UK legislation expects organisations to take "reasonable measures" BK Holistic framework for e-learning accessibility published in CJLT: Users Needs
15. I-Map – A Case Study Independently of our work Tate Gallery were using a similar approach: Need for an educational resources about Picasso/Matisse Aimed at visually impaired users Recognition that a universal approach was inappropriate Developed a hybrid approach i-Map Web site breaks WAI guidelines (e.g. it uses proprietary formats) and took a user-focused and pragmatic (what expertise do we have) approach. Positive comments received from target audience http://www.tate.org.uk/imap/pages/ animated/primitive/picasso/nude_arms.htm
16. Further Developments Need to develop a more formal methodology to support holistic approach to IT development programmes JISC-funded QA Focus project developed methodology: Supportive of open standards & best practices Recognises need for diversity (due to immaturity of technologies, richness of usage scenarios, ...) Recommendation that programmes allow for diversity & experimentation: Argues for diversity rather than universality Freedom to experiment on some areas Tolerance of mistakes in some areas Opt-out mechanisms This approach is being further developed through joint work with UKOLN, TechDis, AHDS & CETIS
17. Conclusions To conclude: WAI guidelines have been developed for a reason – so seek to understand them and implement them if and where appropriate. Be flexible if implementation is difficult or conflicts with (for example) learning. Think holistically! Students don’t come to HE to only sit in front of a screen. Select guidelines / standards that mean something to the context of the resource. Document your processes. BK
18. Questions Any questions? Acknowledgements : Many thanks to JISC for funding UKOLN and TechDis and the QA Focus project.