Resources

Learning "technology" can feel overwhelming: so much so, that it's easier just not to get started. Mullen offers three easy ways to start small with big payoffs…and how to take them to the next level when you're ready. Covers back-up, writing in plain text, and organizing computer files.

Having attended her first "unconference," the writer shares five ideas she brought to the event about "Teaching teachers technology," and five ideas she returned with. Also includes reflection on the "unconference" as a model for better faculty pedagogy workshops.

We used to worry that an online presence would be perceived in academia as unprofessional. Increasingly, it's not "whether" to have an online profile, but how to manage one's online footprint professionally. The piece offers many annotated links with a variety of perspectives, advice, and how-to's. Comments also lend their own views.

Many instructors would like to make voice-recording (or audio-visual recordings) for their students, but either don't know how, or aren't sure how to make the recordings available to learners. This piece proposes one simple solution, while linking to others. Commenters also offer their own proposals.

This piece first describes the unprecedented possibilities offered by the Web to people with physical or cognitive disabilities. It then describes, with links, laws pertaining to accessibility. Finally, the work offers detailed guidance on creating Web (and also non-HTML electronic) content following the principles of assessible design.

This "help" document by Microsoft drills down into the details of making documents that are better accessible to users with physical and cognitive disabilities. Excellent organization and detail. Calls attention also to MS Word's "Accessibility Checker."

This free, online tutorial contains 10 modules, each explaining how to better design course materials for learners with physical and cognitive disabilities. Tutorials include: accessibility issues on online learning, and making more accessible PowerPoint presentations, videos, Word and Excel documents, PDFs, Web pages, and Web scripts.

Advocating that disability be valued as a form of diversity, Adams summarizes some of the less-obvious ways that campuses and classrooms stigmatize disability and in other ways fail to welcome the physically and cognitively disabled.

In this series, Williams provides annotated links to resources for building Web and other digital resources that are appropriately accessible to learners with physical or cognitive disabilities.

In this series, Williams provides annotated links to resources for building Web and other digital resources that are appropriately accessible to learners with physical or cognitive disabilities.