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New International Study by Research Now with Support of K&A BrandResearch Gives Insight into How the ‘Digital Generation’ Behaves on the Internet
The study of 2,490 respondents aged 12 – 17 years old from the US, Poland, Germany and the UK, looked at how this new digital generation connects with the internet, what they do online, and how they feel about digital and traditional advertisements.
The survey found that teenagers in all four markets enjoy unlimited and unsupervised access to the internet. Respondents reported that they are able to go online as long and as often as they wish, they do not need to ask for parental permission, and only in Germany are teenagers required to share internet access with siblings. 62% of the young people surveyed report that they go online every single day - 46% several times a day. Age does not make a big difference when comparing the amount of time teens spend on the net. There is no sudden explosion in internet use at the age of 16; more a gradual increase in the amount of time spent online as children age. Of those who go online several times a day, 11% are 12 years old and 21% are 17 years old. Teenagers in the UK and Poland use the internet 20% more often than their counterparts in Germany and America.
Why teens go onlineThe top reason why teens go online, cited by 92% of respondents, is to find out information – ‘looking up things I don’t know.’ The second most popular activity is finding out about events and what’s happening, with 83% of teens doing this. Next, young people use the internet to research public transport and ‘window shop’ (researching and browsing for items), with 74% saying that’s why they go online. Teenagers in Poland use the internet to search for and purchase products more frequently than their international counterparts. Overall, only 35% of teens say they actually purchase items online. After ‘window shopping,’ the most popular activity is playing games, with 73% of teens going online to do this.
Devices used to access the internetRoughly one-third of the teens surveyed from each country go on the internet most often via a PC or laptop. The additional two-thirds reported accessing the internet through a tablet, smart phone, video game console, television or other device. According to the survey, 27% of British teens go online via their smart phones, whilst fewer American (11%), German (9%) and Polish (2%) teens use their smart phone to get online.
What teenagers search for and buyMusic and CDs are the most popular items to search for online. Teens in Poland, however, search for online games more than music (64% in Poland as opposed to 59% in the US; 57% in the UK; and 56% in Germany). Shoes are also a popular search item among British (62%) and Polish (57%) teens, but not as popular among German (53%) and American (42%) teens.
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Whether your course includes one web assignment or is a full-blown online journey, you need to ensure your content is accessible. Download this web accessibility checklist to ensure your course contains accessibility standards.
Standardy elerningu, strony
“It is most important that learners can access the material, so understanding the learners and thinking about potential barriers is key. Making this your focus will change your thought processes and allow you to avoid potential accessibility issues from the start, saving time and improving the quality of your work.”
Accessible courses are the law of the land. This quick guide will help orient you to the issues.
Keynote Presentation, CIC Accessibility Conference, June 13, 2011
In this video, Dr. Timothy Cordes relays stories about his journey. He contrasts and compares the standard model of accessibility—an if-then statement: If the student minus the disability plus the accommodation is greater than or equal to the task—to a Computational model and to the Journey model.
Section 508 required web elements are just one part of Universal Design for learning.
Helpful blog with lots of links and resources about Universal Design for Learning.
"Universal Design for Learning (UDL) is a combination of pedagogy and technique that acknowledges the different levels of needs. UDL uses brain-based research to identify the need for addressing multiple methods of representation, expression and engagement of learners with information and knowledge. It involves instructional goals, methods, materials, and assessments."
Printed text into audio: quickly and easilyThere has never been a mobile device quite like the Intel® Reader. Such convenient access to the printed word can be life changing for people with vision or reading-related difficulties, blindness, or low vision. The level of success and freedom they stand to gain with the Intel Reader is unprecedented.
The paper identifies a set of universal instructional design (UID) principles appropriate to distance education (DE) and tailored to the needs of instructional designers and instructors teaching online. These principles are then used to assess the accessibility level of a sample online course and the availability of options in its LMS platform (Moodle) to increase course accessibility. Numerous accessibility-sensitive plug-in modules are found to be available to Moodle users, though relatively few features were included in the sample course analysed. This may be because they have not been made available to instructors at the institutional level. The paper offers a series of recommendations to improve the accessibility of online DE to learners with diverse abilities, disabilities, and needs.
What is Universal Design for Learning?
"Universal Design for Learning is a set of principles for curriculum development that give all individuals equal opportunities to learn. UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone--not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs."
Travis Moses is a blind student who can’t always do his homework because an online program the University of Montana uses is inaccessible to him.
“I’ve been told every year, ‘Oh, we’re working on it,’ ” Moses said Monday. “Well, you know, I’ve gotten to the point that I doubt it. I’m angry that something was put in place that was not verified.”
Last May, the Alliance for Disability and Students at the University of Montana – ADSUM – filed a complaint with the U.S. Department of Education alleging students such as Moses who have disabilities face discrimination at UM. On Monday, the department’s Office for Civil Rights confirmed in an email the complaint about educational technologies is under investigation.
Sometimes the only way to get a school to change is to sue. ~Dennis
What is accesselearning?
Access E-Learning is a tutorial of the Georgia Tech Research on Accessible Distance Education (GRADE) project at Georgia Tech.
This tutorial is comprised of 10 modules that offer information, instructional techniques, and practice labs on how to make the most common needs in distance education accessible for individuals with disabilities, and enhance the usability of online materials for all students.
The following standards are excerpted from Section 508 of the Rehabilitation Act, §1194.22. The pass/fail criteria in this document represent an interpretation of Section 508 web standards. This checklist is NOT official Section 508 documentation.
The sessions are part of a six-week Lighthouse program that offers blind and visually impaired students practice in daily living skills, training on electronic devices, and a chance to earn a little summer cash. The students are 14 to 22 years old.
An Interview with Kathleen Sadao and Nancy Robinson:
Michael F.Shaughnessy Kathleen Sadao and Nancy Robinson are the co-authors of “Assistive Technology for Young Children: Creating Inclusive Learning...
An accessible interface for users of assistive technologies to play YouTube videos independently
Tools for assessibility are always welcome. This service provides a way for instructors to use YouTube video and still remain 508 compliant.
Oh wow - this is pretty neat!
add your insight...
With an assist from interactive phonics programs, one student's reading and writing skills improved dramatically.
Anyone who has worked with the disabled understands they work much harder than most to get to their goals. Assistive technology begins to level the playing field. (But don't kid yourself. The disabled have so much more to do than most, the tech is just a means to an hard won end.)
This is a terrific resource for anyone interested in making e-learning accessible to all.
The international DO-IT Center promotes the success of individuals with disabilities in postsecondary education and careers, using technology as an empowering tool.
Read & Write is a free Google Chrome Web App that increases the accessibility of the text of documents in your Google Drive account. After installing the app you will see a Read & Write tab appear at the top of your browser window whenever you have a document open in Google Drive. Clicking that Read & Write tab will open a menu of accessibility options.
Students with disabilities require unique support in the online learning environment.
How can Web 2.0 tools help support UDL Principle 3: the "why" of learning? Here are just a few example on how wikis, podcasts and blogs can provide "muliple means of expression".
How can wikis help?
> Hyperlinks can be used to make meaningful connections between current content and its “real life” uses
> Hyperlinks can be used to connect to news reports and other information that validates the time spent in class on a topic
> Educators can offer students option to work together in an online format on group projects
> Educators can offer students the option to share work product online (either with or without comments and changes available to viewers)
How can podcasts help?
> Educators can offer multiple podcasts or vodcasts that explain content from different angles
> Educators can allow students to use podcasting (such as songs, radio shows, and news reports) and vodcasting (such as music videos, documentaries, and performing arts) technologies alone or as a group to create projects
How can blogs help?
> Educators can use daily and weekly blog postings to clarify choices and communicate to students and parents which parts are choice and which parts are required
> Educators can use blog postings to frequently make connections between the current content and real-life applications
Founded in 1984 as the Center for Applied Special Technology, CAST has earned international recognition for its innovative contributions to educational products, classroom practices, and policies.
Teaching Every Student in the Digital Age: Universal Design for LearningDavid H. Rose & Anne MeyerASCD, 2002
Yahoo!Corporate Blog - The Yodel Anecdotal...
Be honest. If you were able to picture our hundreds of millions of users, how often do you think that picture would include individuals with disabilities?
Never? Yes, that’s pretty much the average. And understandably so. Most of us, after all, have almost no direct experience with disabled others. So if we ever do think about kids or adults with disabilities, we usually think about them as being somehow “special.” As being very different from who we usually think of as Yahoo! users.
The Center for Universal Design, an initiative of the College of Design, is a national information, technical assistance, and research center that evaluates, develops, and promotes accessible and universal design in housing, commercial and public facilities, outdoor environments, and products. Our mission is to improve environments and products through design innovation, research, education and design assistance.
If you ever have a need to transfer an audio recording into text format, you'll likely love this little Chrome Web app.Aimed at journalists, students or anyone with a need to convert ...
Full Text Research Article:
There is wide agreement that information and communication technology (ICT) is a valuable tool for people with disability. Several research disciplines have focused on how people with disability can take advantage of the technology available for social, educational and personal purposes. Virtual worlds represent the latest addition to the technologies available, yet there is little research on how people with disability use and experience virtual worlds. A review of research conducted in different disciplines on the affordances and challenges of virtual worlds and ICT for people with disability is presented here. The main objective was to highlight areas that lack sufficient research in the field of virtual worlds for people with disability. Understanding how use of ICT influences people with disability is important to identify the possibilities and challenges virtual worlds offer to this group. Findings from this study indicate that there is little empirical research exploring the social aspects, work opportunities and personal value virtual worlds may offer people with disability. The research reviewed points to the importance of bringing research disciplines together to accelerate knowledge about the potential and promises of virtual worlds for people with disability.Journal of Virtual Worlds Research