3.13.7 Assistive technology software
Screen magnification
SuperNova Magnifier (formerly known as Lunar)Â from Dolphin Computer Access
SuperNova from Dolphin Computer Access ZoomText from Ai Squared Author(s):
3.13.4 Sight impairment Deafblind, ‘Refreshable Braille displays’ RNIB, ‘About sight loss – changing the way we think about blindness.
3.13.2 Deafness Deafblind, ‘Refreshable Braille displays’
3.8.1 Use of computers by physically impaired people As described above, people may have a wide range of physical impairments, which differ in terms of the extent to which they impair computer use, indeed they may only need suitable furniture. The assistive technology used depends on the person's specific disability. People who have limited use of their hands or arms, or have reduced control of fine movements, may use a variety of input devices that suit their specific requirements, such as adapted keyboards, mice, trackballs and joystick
3.8 Physical impairments People may have a range of physical impairments caused by a wide variety of conditions. It is not necessary to discuss causes of these conditions, but it is useful to note the kind of impairments that people experience. For example, people may have: tremor or shaking weakness pain reduced control of limbs inability to sit upright short or missing limbs.
Learning outcomes By the end of this unit you should: be able to discuss the main challenges facing disabled students in eLearning; have an understanding of the types of technology used by disabled students; be able to consider what adjustments you might make in your own role; be able to discuss disability and adjustments with colleagues involved in putting teaching into a virtual learning environment.
References Acknowledgements This unit was originally prepared for TeachandLearn.net by Zoe Macdonald who is Head of RE at Bourne Grammar School in Lincolnshire. She is active in the delivery of in-school training on a variety of subjects, and lectures annually at the St Gabriel’s National Conference for RE teachers. 5 Performance and pay The School Teacher's Pay and Conditions Document states that awards of additional points of salary should only be given for ‘sustained high-quality performance’. It should never be assumed that an award will be automatic, and salary points should not be given to a teacher or headteacher for simply doing the job that would normally be expected in order to fulfil their contract or job description. It is extremely important that the governing body reviews the headteacher's salary annua 3.2 What are aims and objectives/outcomes? It is best to start to settle on the aims and objectives/outcomes (these terms are variously used around the world but are largely interchangeable) of your study unit as soon as possible. You looked at the intended learning outcomes of some units in Activity 1. The difference between aims and objectives is that the aim is the general statement of 3.1 Introduction In planning your unit you need to keep four questions in mind. What are you trying to achieve with this teaching unit - what are your aims? What activities do you wish the learners to engage with in order to demonstrate or achieve those aims - what are the learning objectives or outcomes and how are they to be assessed? How will you evaluate the effectiveness of what you have produced? In the light of the ev 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 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 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 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 1 What are the targets?
National KS2 targets: 2006
85% of 11 year olds to achieve Level 4 or above in English and mathematics by 2006, with this level of performance sustained to 2008.
National KS2 targets: 2008
… to reduce by 40% the proportion of schools where fewer than 65% of pupils achieve Level 4+ in English and fewer than 65% achieve Level 4+ in mathematics. Source: DfES Standards website Learning outcomes The aim of this unit is to: explain briefly the aim of setting targets in an educational context; familiarise governors with the range of data available to them; demonstrate ways in which governors can extract more detailed information about data through focused questions to the professionals; explore the purpose of setting pupil attainment targets as part of raising standards in schools, and to offer an alternative view about the val Learning outcomes In this unit we will look at: why the global dimension in science is so important; what contributions have been made to science by ‘non-Western’ scientists; how to deliver the curriculum so as to bring global science to life for students. Many teachers have found that including the global dimension in science is exciting and motivating for both teachers and students – we hope you do too! 1.1 Experiencing film music People hear and experience film music differently, and it is important to respect and explore this subjectivity. No answer is wrong, but merely representative of different cultural perceptions. ‘All that I can say about my method in writing music for films is that it is intensely personal. I work completely emotionally. I cannot intellectualize about the role of music in film. I decide if it should be there purel Learning outcomes By the end of this unit, you will have: an awareness of methods of introducing film music to secondary school pupils; an understanding of how the concept of music accompanying image can be applied to skills of composition; an awareness of how to develop techniques of appraising and analysing film music through classroom activities.
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