5.6.5 Software IBM, ‘Software accessibility’ guidelines and checklist, IBM Human Ability and Accessibility Center Trace Research and Development Center, University of Wisconsin-Madison,‘Application software design guidelines’
5.6.4 Educational software/learning application Barstow, C. andRothberg, M. (2002) IMS Guidelines for Developing Accessible Learning Applications
Hardware
IBM, ‘Hardware accessibility’ checklist.
5.4.1 Aim of accessibility evaluation The aim of an accessibility evaluation is to assess the extent of the accessibility of the teaching resource: not to evaluate whether it is or is not accessible. In other words, the question to ask is ‘To what extent is this product accessible to people with a range of disabilities?’ rather than ‘Is this product accessible?’ An accessibility evaluation should assess both technical accessibility and usable accessibility.
Acknowledgements Except for third party materials and otherwise stated (see terms and conditions), this content is made available under a Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Grateful acknowledgement is made to the following sources for permission to reproduce material in this unit:
Author(s):
4 Useful addresses Advisory Centre for Education Ltd (ACE) Tel: 0808 800 5793 (2–5pm, Monday to Friday) 1C Aberdeen Studios, 22 Highbury Grove, London N5 2DQ. Website: www.ace-ed.org.uk/ An independent advice centre for parents, offering information on state education
in England and Wales for 5 –16 year olds. Produces a Special Education
Handbook. Alliance for Inclusive Education (Allfie) Tel: 020 7737 6030 336 Brixton Road, London SW9 7AA
3.1 Introduction The following PDF document contains pages from Section 11 of the Open University publication ‘The Legal Framework’, which was written for the OU Masters Programme in Education. 2 Online learning – What does the research tell us? Marion Coomey and John Stephenson review a range of research to try to set out what designers of online learning should learn from experience. Read the article by 1.2 Copyright and OER I assume that you are reading this unit because you would like to create a unit similar
to the materials that you can find on the OpenLearn website. You therefore have a teaching
purpose and are particularly interested in the use of online tuition. Hopefully you are
also keen to share your teaching materials with others in OpenLearn Works. But why bother
creating a new Open Educational Resource? Surely there is so much material already
available for free on the web anyway! I would answe 1.1 Open educational resources Names quickly become loaded: distance learning, supported self study,
computer-based training/computer-aided instruction, home study and flexistudy, to name but
a few, have all been used to describe self instruction or self study and many of these
terms are thought wanting. The UK Open University is sometimes described as a
‘distance-learning institution’ yet the support that students receive from
their tutor through telephone, email and face-to-face tutorials and through correspondence
t Introduction This unit looks at the pedagogical issues involved in the creation and selection of self-study educational resources for a set of intended learning outcomes as exemplified here on OpenLearn. It is a unit about writing a unit. Although it considers the way that people at The Open University set about writing open-learning materials, it will not focus specifically on the University’s particular production system. Nor does it look deeply at the technical issues involved in producing certain ty 2 Finding evidence If the purpose of monitoring is to ensure that policies and plans are being put into action, it follows that governors should be focusing their attention on finding evidence that supports this. Governors are not inspectors, and need to be aware of the danger that they could impinge on the role of the headteacher through inappropriate involvement in day-to-day monitoring, rather than operating at the strategic level. How monitoring is undertaken is a matter for each individual gove 1 What is monitoring? Monitoring means gathering evidence to show what progress has been made towards strategic priorities and targets and the implementation of policies. Evaluation means making judgements about the results. DfES 2003, National Training Programme for New Governors, Module 2, p. 4. Monitoring is a key aspect of governors' remit; it is necessary so that governing bodies can carry out their strat Learning outcomes The aim of this unit is to: explain the nature and value of the governing body's monitoring role as part of school improvement; familiarise governors with different forms of monitoring and demonstrate ways in which governors can undertake their role as critical friends of the school; reflect upon the importance of sharing information between members of the governing body and school staff; raise awareness of the importance of the evalu Acknowledgements Except for third party materials and otherwise stated (see terms and conditions), this content is made available under a Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Sue Platt has been a school governor for 21 years, at both primary and sec References 4 Using data to set targets Target-setting will take place on a number of levels … but ultimately it should affect individual pupils. (Creese and Earley, 1999) As mentioned earlier, it is unlikely that the governing body will actually set the targets. The headteacher will have worked with the staff, drawing on a range of evidence including benchmarking information and consulting the teachers, who keep comprehensive reco 1 A revolution in schools The school we are in today will not be the school we are in tomorrow. This is especially apparent when the government's Extended Schools and Every Child Matters agendas for English schools are added to the mix, together with remodelling and the changes to the 14 – 19 phase. For details of the bursar's key role in this process visit Bursar's role in remodelling [accessed 26 January 2007].
Admittedly, there is no ‘one size fits all’ business manager (or bursar) role. The position a Learning outcomes The learning outcomes for this unit are: to review a job description for a business manager that takes account of today's context; to understand how a business manager can support teaching and learning and all stakeholders; to understand and use a range of analytical tools; to apply these analytical tools to your school's situation, in particular responding to government agendas; to understand how benchmarking data can 6.2 Citizenship at work Employment is an issue of growing relevance to the lives of young people. In addition to their contact with the world of work through work experience, work-related learning and Citizenship, many young people also combine part-time work with their studies…. Young people need to know about the importance of health and safety at work, how to tackle discrimination and how to exercise their rights. They also need to underst Introduction Successful transitions – whether from lower secondary to upper secondary; at age 16; into work-based training or university; or into work at any age – are life-enhancing for individuals and crucial to our future social and economic well-being. They are also an indicator of a good school. Careers education and guidance (CEG) is therefore at the heart of a school's personal development programme and all teachers have a role in securing successful transitions for their students. This u
Activity 2: Meeting legal requirements in Scotland
Activity 2
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