Managing New Technologies: The Challenge Of Web 2.0

Web accessibility is a growing priority across industries, and in light of recent lawsuits, the threat of non-compliance in higher education is very real. However, bringing an entire organization up to accessibility standards can be daunting. In this webinar, David Berman, the #1 rated speaker on the topic of web accessibility standards as well as an international expert in the field, will provide you with strategies for meeting WCAG 2.0 standards in various design platforms. David's presentation will focus on building accessibility into your design process, with tips for web, Office, InDesign, and PDF. David provides not only a deep understanding of web standards and requirements, but also a passion for accessibility. His enthusiastic and entertaining presentation style will give you a new perspective on the importance of web accessibility, and his expert approach to developing an accessible infrastructure will provide you with a roadmap of what needs to be done to meet your accessibility goals. This webinar will cover: - An overview of WCAG 2.0 guidelines and conformance levels - Current legal requirements for web accessibility - How WCAG 2.0 will impact the Section 508 refresh - Why accessibility matters - Tips for creating accessible PDFs and web content - Accessibility tips for Office, Acrobat, and InDesign

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. See https://ukwebfocus.wordpress.com/events/eduwiki-2014/

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/

Slides from a talk by Andy Powell on "Reflections on 10 years of the Institutional Web" given at the Institutional Web Management Workshop 2006 on 16 June 2006. See <http://www.ukoln.ac.uk/web-focus/events/workshops/webmaster-2006/talks/powell/>.

The document discusses the University of Wales, Newport's strategy for adopting and supporting Web 2.0 technologies to enhance the student experience. It outlines how the university changed its approach from focusing only on course materials to recognizing how technologies like blogs, wikis and social networking could improve communication between students, staff and the university. The strategy aims to provide some Web 2.0 services while also supporting external tools, address technical, teaching and marketing challenges, and fully deploy these technologies in the next academic year.

This document discusses digital wellbeing and defines it as considering the impact of technologies and digital services on people's mental, physical, and emotional health. It can be viewed from individual, organizational, and societal perspectives, and includes emotional, social, physical, and mental aspects within personal, work, learning, and community contexts. The document provides examples of positive and negative impacts on digital wellbeing and discusses supporting digital wellbeing from both individual and institutional perspectives.

Slides related to a peer-reviewed paper on "Contextual Web Accessibility - Maximizing the Benefit of Accessibility Guidelines" presented by Brian Kelly, UKOLN at the W4A 2006 workshop held in Edinburgh on 23 May 2006. See http://www.ukoln.ac.uk/web-focus/events/conferences/w4a-2006/

The document discusses Kent Learning Zone (KLZ), Kent's proposed learning platform to help schools meet government targets for online learning tools. KLZ is built on Microsoft SharePoint and provides personal online spaces for students and teachers, collaboration tools, and will integrate with schools' student information systems. It is presented as a low-cost and flexible option for schools to begin using online tools while retaining control over their choice of virtual learning environment software. The rollout of KLZ over 2007-2010 is outlined, along with next steps schools could take to evaluate and adopt the new platform.

The document discusses using social software to make blended learning successful. It describes Brandon Williams' background working for The Educe Group implementing learning management systems. The objectives of the presentation are to discuss blending social learning with industry examples, the Educe solution through a case study, using social software for employee onboarding and beyond, and key elements of blended learning success. Case studies of blended learning implementations at companies like TELUS, Virgin Media, and Bechtel are provided. The presentation encourages participation through Twitter using the hashtag #blendlrn.

Presentazione per il corso di Digital Media presso il master in Accademia di Comunicazione a Milano. Contenuto: - EIAA: estratti della ricerca sul consumo dei media in Europa con Focus in Italia. - Digital News: Aggiornamenti su notizie e "flash" del quotidiano relativo ai media digitali

Digital capability is critical to learning, living and working in the C21st. The specific role of higher education, as laid out by successive UK Governments, is to equip a generation of learners with high level skills for the global knowledge economy and – more recently – lead a national recovery based around digital industries (Livingstone and Hope 2011). Students too expect that higher education will equip them for employment in a digital economy, and for participation in a digitally-mediated society. NSS returns show that ICT facilities and support services are being more harshly judged, as students who have grown up digital – and experienced e-learning during school – expect higher standards of provision. There is evidence from the introduction of student fees in the UK that ICT provision is a factor affecting where students will choose to study (JISC/IPSOS MORI 2008). The evidence from more than 75 proposals to the JISC Developing Digital Literacies programme is that the digital learning experience is also being used as a marker of institutional distinctiveness. Universities need rethink their offer, from induction to graduation and into research careers, in terms of the digital experiences students have and the digital practices they encounter (Beetham et al, 2009). This session will introduce tools for auditing and developing digital capability at an institutional and departmental level, including student-facing surveys, competence frameworks mapped to professional body standards, and models of organisational change. Participants will also explore a number of different models for becoming a successful digital institution, based on the outcomes of previous JISC work. References: Beetham, H., Littlejohn, A. and McGill, L. (2009) Thriving in the Twenty-First Century: Report of the Learning Literacies in a Digital Age project. JISC. Available online at: http://www.academy.gcal.ac.uk/llida/LLiDAReportJune2009.pdf JISC/IPSOS MORI (2008) Great Expectations of ICT: How Higher Education Institutions are measuring up. Available online at: http://www.jisc.ac.uk/media/documents/publications/jiscgreatexpectationsfinalreportjune08.pdf Livingstone, I. and Hope, A. (2011) Next Gen: transforming the UK into the world’s leading talent hub for the video games and visual effects industries, Nesta. Available online at: http://www.nesta.org.uk/home1/assets/documents/next_gen_video_games_and_vfx_skills_review

1) Mount Gilead Exempted Village Schools needed a more flexible and granular web filtering solution to balance student safety and access to educational resources online. 2) They implemented the Bloxx 1250W Web Filter, which allows filtering policies to be tied directly to individual student and staff accounts for improved safety and control. 3) The Bloxx solution has significantly reduced the time spent managing web filtering for the Director of Technology, improving staff productivity while maintaining a safe online environment for students.