Sintaxis Grafica de la Multimedia (Graphical Syntax of Multimedia)
The multimedia offers an integration that must be made by the subject with the stimuli given, in their majority visual. For that reason it is interesting to know how effective may be the use of images and to propose some basic norms for designing multimedia software based on a graphic syntax
Author(s): Araya, N., Alvarado, R.G. and Gallador, N.A.

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How to Test Homeschooling Students
In this clip a home school teacher talks about evaluations and standardized tests.  She explains that home school students typically perform standardized tests administered by a non-biased third party to evaluate their performance at the end of the year.  She discusses various methods of evaluation for home school students. 

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Educational Software
MAIN AIMS OF THE MODULE: To achieve an understanding and practical experience of key principles, methods and theories in the area of educational software. LEARNING OUTCOMES FOR THE MODULE: The module provides opportunities for students to develop and demonstrate knowledge and understanding, qualities, skills and other attributes in the following areas: 1. Obtain understand of major learning principles, theories, and approaches 2. Identify key factors of successful educational software design a
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The Arts in Every Classroom: Responding to the Arts
Learner Team members and students compare two multi-arts performance pieces from different eras, Quidam (1996) and Parade (1917). They discover how our perception of a work of art is influenced by what we know about the time and place it was created. They also explore how music can establish a mood, create their own vaudeville acts, and learn a process of critical evaluation.
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Organise personal work priorities and development
This unit covers the knowledge and skills required to organise your own work schedules, monitor and obtain feedback on your work performance, and maintain required levels of competence. Topics include goal-setting, organisation, self-evaluation and professional development.
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5.2.2 Key accessibility principles
It is part of a teaching professional’s skills to understand the needs of a diverse population of students. This unit introduces the challenges for disabled students who may use computers in different ways when taking part in eLearning or may need alternative teaching methods. It covers the technology and techniques used by disabled students, the adjustments to teaching methods that might be reasonable, design decisions which affect the accessibility of eLearning tools and strategies for evalu
Author(s): The Open University

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4.4.6 Do – seek additional funding for expensive adjustments
It is part of a teaching professional’s skills to understand the needs of a diverse population of students. This unit introduces the challenges for disabled students who may use computers in different ways when taking part in eLearning or may need alternative teaching methods. It covers the technology and techniques used by disabled students, the adjustments to teaching methods that might be reasonable, design decisions which affect the accessibility of eLearning tools and strategies for evalu
Author(s): The Open University

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3.13.5 Simulations
It is part of a teaching professional’s skills to understand the needs of a diverse population of students. This unit introduces the challenges for disabled students who may use computers in different ways when taking part in eLearning or may need alternative teaching methods. It covers the technology and techniques used by disabled students, the adjustments to teaching methods that might be reasonable, design decisions which affect the accessibility of eLearning tools and strategies for evalu
Author(s): The Open University

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1.2.2 Usability
It is part of a teaching professional’s skills to understand the needs of a diverse population of students. This unit introduces the challenges for disabled students who may use computers in different ways when taking part in eLearning or may need alternative teaching methods. It covers the technology and techniques used by disabled students, the adjustments to teaching methods that might be reasonable, design decisions which affect the accessibility of eLearning tools and strategies for evalu
Author(s): The Open University

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Introduction
It is part of a teaching professional’s skills to understand the needs of a diverse population of students. This unit introduces the challenges for disabled students who may use computers in different ways when taking part in eLearning or may need alternative teaching methods. It covers the technology and techniques used by disabled students, the adjustments to teaching methods that might be reasonable, design decisions which affect the accessibility of eLearning tools and strategies for evalu
Author(s): The Open University

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G20 at Five forum: Part one
The G20 at Five public forum brings together experts from around the world to examine the history and trajectory of G20 summits over the last five years. The forum looks back on the past five years for trends, themes and forces which capture elements that might help to define the future of the G20 in its effort to provide strategic guidance for the global economy. The forum aims to help inform national, regional and global debate on critical policy issues and will be an important input into Aus
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3.5 Feedback

A further component of the transformation model in Figure 1 is the feedback loop. Feedback information is used to control the operations system, by adjusting the inputs and transformation processes that are used to achieve desired outputs. For example, a chef relies on a flow of information from the customer, through the waiter, about the quality of the food. Adverse feedback might lead the chef to change the inputs (for example by buying better quality potatoes) or the transformation process
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8 Drawing up the implementation plan

Once the detailed planning and risk assessments have been carried out, you are ready to assemble your implementation plan. A typical implementation plan, including diagrams and charts where appropriate, will contain:

  • a description of the background to the project;

  • its goals and objectives in terms of intended outputs and/or outcomes;

  • the resource implications (budget, personnel – including any training requirements
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References
It is part of a teaching professional’s skills to understand the needs of a diverse population of students. This unit introduces the challenges for disabled students who may use computers in different ways when taking part in eLearning or may need alternative teaching methods. It covers the technology and techniques used by disabled students, the adjustments to teaching methods that might be reasonable, design decisions which affect the accessibility of eLearning tools and strategies for evalu
Author(s): The Open University

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5.6.6 Website and browser
It is part of a teaching professional’s skills to understand the needs of a diverse population of students. This unit introduces the challenges for disabled students who may use computers in different ways when taking part in eLearning or may need alternative teaching methods. It covers the technology and techniques used by disabled students, the adjustments to teaching methods that might be reasonable, design decisions which affect the accessibility of eLearning tools and strategies for evalu
Author(s): The Open University

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5.6.5 Software
It is part of a teaching professional’s skills to understand the needs of a diverse population of students. This unit introduces the challenges for disabled students who may use computers in different ways when taking part in eLearning or may need alternative teaching methods. It covers the technology and techniques used by disabled students, the adjustments to teaching methods that might be reasonable, design decisions which affect the accessibility of eLearning tools and strategies for evalu
Author(s): The Open University

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5.6.4 Educational software/learning application
It is part of a teaching professional’s skills to understand the needs of a diverse population of students. This unit introduces the challenges for disabled students who may use computers in different ways when taking part in eLearning or may need alternative teaching methods. It covers the technology and techniques used by disabled students, the adjustments to teaching methods that might be reasonable, design decisions which affect the accessibility of eLearning tools and strategies for evalu
Author(s): The Open University

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5.6.3 Accessible technology
It is part of a teaching professional’s skills to understand the needs of a diverse population of students. This unit introduces the challenges for disabled students who may use computers in different ways when taking part in eLearning or may need alternative teaching methods. It covers the technology and techniques used by disabled students, the adjustments to teaching methods that might be reasonable, design decisions which affect the accessibility of eLearning tools and strategies for evalu
Author(s): The Open University

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5.6.2 Accessibility design guidelines
It is part of a teaching professional’s skills to understand the needs of a diverse population of students. This unit introduces the challenges for disabled students who may use computers in different ways when taking part in eLearning or may need alternative teaching methods. It covers the technology and techniques used by disabled students, the adjustments to teaching methods that might be reasonable, design decisions which affect the accessibility of eLearning tools and strategies for evalu
Author(s): The Open University

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5.6.1 Accessible mobile technology
It is part of a teaching professional’s skills to understand the needs of a diverse population of students. This unit introduces the challenges for disabled students who may use computers in different ways when taking part in eLearning or may need alternative teaching methods. It covers the technology and techniques used by disabled students, the adjustments to teaching methods that might be reasonable, design decisions which affect the accessibility of eLearning tools and strategies for evalu
Author(s): The Open University

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Except for third party materials and otherwise stated (see http://www.open.ac.uk/conditions terms and conditions), this content is made available under a http://creativecommons.org/licenses/by-nc-sa/2