Best Platforms to Create a Blog for Your Class

Blogs have become one of the most used tools among teachers. They have many benefits for teachers, students and their families. If you are planning to create a blog for your class, here is a compilation of platforms that you can use.

Not only blogs, but also webpages. This is what Weebly offers. It uses a simple widget-based site builder that you operate in the web browser. All the elements are drag-and-drop so it is really easy to configure. This tool generates also a mobile version of your blog automatically.

You can have your personal domain by paying an annual fee. If not, the default domain is .weebly.com

Storage through Weebly is unlimited. However, the service restricts individual file sizes.

By using education.weebly.com you can administer your students’ accounts, create online tasks and inform their parents.

9845502

 

Easy, safe and secure. It allows you easily create & manage student and teacher blogs, quickly customize designs and include videos, photos & podcasts.

However, if you want to manage your students’ accounts you have to upgrade to a “pro” version. This has a cost of about 40$ per year. This “pro” version also allows you to have multiple authors, which is forbidden with the free account.

It is a shame that the free version offers so little: you cannot neither include videos nor custom HTML to embed items into posts. You are allotted a free space of 32.00 MB.

Edublogs-2k7t2ct-1oe30zf

If you are not an expert, this is one of the simplest platform and it is absolutely free. In less than 15 minutes you can create your first post by using some of their templates. If you don’t like any of them, you can download millions of free templates that are on the net and adapt them to your necessities.

It supports 100 users, so you can have many publishers: colleagues, friends, students’ families… And it is possible to have a mobile version too.

It hasn’t got any advertisement, although if you want to insert them the only thing you have to do is to create an account on Google Adsense and generate the kind of ads you want to show. But… don’t expect to be rich instantly.

The price of having your own domain is about 15$ per year.

blogger

It is one of the most popular blogging platforms nowadays. This is a little more complicated than the previous one but it has plenty of options. When you sign up you can set up the blog on your own server or on a WordPress-hosted blog. The number of array of configurations is so big that you may be lost at first, but after watching some tutorials and examples it is easy to manage too.

It supports multiple authors and you can use your own domain by paying around 25$ per year.

Unfortunately, if you want to remove the ads that appear on your blog, it is necessary to pay a fee and, even if you want to have them, it is very difficult to obtain any money for publicity.

índice

 

 Now, take your time and start to publish!

 María Pérez Navarro

Advertisements

Advantages of Using Blogs for Teaching

Blogs had a great potential for students learning when tasks are developed to align with course objectives. A blog allows anyone (from pre-primary to post-graduates) to publish information online. Pupils use technology constantly so why not use this in our favor? Let’s see some their advantages!

  1. Writing skills improvement: students (and people in general) write better if they know that someone is going to read what they are creating. Blogs allow us to write to an authentic audience, even bigger than we could think. Our articles can be read all over the world and this creates great expectations. Students pay more attention to grammar, spelling, and punctuation because they know it. Teachers, friends, family, other people around the world can see our creations.
  2. Anytime, anywhere: there are not frontiers. Internet accesses allow pupils to engage with other students and teachers instantly, so they have the chance to discuss questions as they arise providing significant learning. Furthermore, we can access to this knowledge whenever we want. It is always available.
  3. Reflection time: as we have this availability we also have plenty of time to sit down, write and reflect on what we have learned while learning to create an emotional connection to that information. Instead of putting contents into our brains (as if into a bin) we can relax, think about our learning and establish meaningful connections.
  4. A place for everyone: if we think about it, we can always remember the typical shy boy/girl who sat at the other side of the classroom, as if hiding himself from the teacher. Blogs break this kind of barrier allowing students to communicate their inner thoughts and maybe we get astonish when a student who never wants to participate in our activities, writes in our blog and expresses himself/herself. This is a great opportunity to know them more and a starting point to practice social skills.
  5. Creativity: a blog is a great tool for improving our creativity and personal iniciative. As part of our reflection we can create things using other tools (videos, podcasts, pictures…).
  6. People learning from other people: we can share our ideas, feelings, questions, experiences… to others. Students can add to and edit content written by each other. They can communicate and receive feedback almost instantaneously. They are no longer confined to a class groupings or techers within a classroom. Maybe a student from New Zealand can solve our doubts. Our audience: the entire world. This may result in a net of interconnected knowledge with no geographical borders.
  7. Parents’ availability: each year more and more parents are not available to attend the school meetings because they work full-time. Blogs helps them to see what their children are doing in class, so they can bridge the gap in the home school connection.
  8. Motivation: all these reasons motivate our students a lot. Using ICT in class generates expectations and a great feeling of innovation. Our pupils have fun with this kind of activities while learning without even noticing.
  9. Interconnected knowledge: art, technological skills, writing skills, maths, geography, foreign languages… we can work on every subject and even integrating them.

Do you know more advantages of blogging for teaching? Then make a comment. I would really appreciate it.

María Pérez Navarro.

Interview to a Uned Librarian

Librarian interview

  • What are the requirements for becoming a librarian? Which are your tasks in the library?

You need to study a degree in Library and Information Studies, a fluent level of writing (English, French, or German) and to be successful in a public competition. In my case, as that degree didn´t exist, I studied Philology and some courses about cataloguing (monographs, magazines and file documents) in different formats (paper and CD-ROM).

My tasks in this very position are: process and cataloguing of reference works, as well as doctoral thesis. Management of databases, advice to researchers and teachers about electronic resources provided by the university, advice about evaluation tools for the research, classroom learning about databases, etc.

  • How many years have you been working as a librarian? How much has your work changed since you started working on it?

I have been doing this job for 18 years. It has changed a great deal, given that there were no computers in the library at the beginning. Cataloguing was done on cards, using a typewriter and sometimes by hand. You had to come to the library if you wanted to consult a book or an article.

  • Over the years, ICTs (Information and Communication Technologies) have been progressively introduced in our lives. To what extent do they affect a librarian?

It has had an impact on virtually every aspect of our work, from the cataloguing process to the way we communicate with the user, including literature searches.

  • What courses have you done in your work to adapt and better meet the needs of users?

I have taken courses dealing with assessment tools for research and with publications with a high impact factor.

  • How can a librarian support online users to prepare well-structured research or to do other tasks?

Through tutorials or video-tutorials development.

  • For you, which are the advantages of using either databases directly, metasearchers or platforms for research purposes? What search tool would you advise for undertaking the end-of-degree project?

Everything will depend on the degree of deepening that you need. In order to do the end-of-degree project, it will be enough with the search of a “metasearcher” or “discovery” such as Linceo+.

If you are writing a thesis or a further investigation, I would recommend you a database lookup.

  • Is it usual to call upon other libraries for the lending of books? Which are the procedures to follow?

Yes, it is. In almost all libraries, there is a service called Inter-library Loan. The procedure to follow will be to address you to the librarian (face-to-face or virtually) and you have to request the book or magazine that you are interested in. The librarians will be in charge of locating the book and indicating when the book is available. In the case of a magazine article, they send it to you digitally by e-mail.

  • What tools do you know that are better in making full texts searchable than Linceo+?

I don’t know any one better

  • When searching for information from different sources, which strategies can we use in order to avoid duplicities in the results?

You can use a reference manager such as Refworks which locates and deletes the duplicate records.

  • Do you think the librarian role (and profile) is in risk due to the technological advances? What will be its role in the mid-term?

I don’t believe this profession is in danger as information always needs to be managed… Although,  the format of that information will change and will be especially electronic. We will become the supervisors of the contents instead of the owners of the information, due to the fact that there will exist more electronic books than paper ones. 

Aplicaciones de las TIC Group 3: Becerra D., Merino L., Muñoz A., Núñez-Lagos B., Rebollo J., Sanjosé A. Supervisor & Reviewer: Borreguero L. Coordinator: Jordano M.

 

Livemocha: tool for learning

 Livemocha web as a tool for CoP ( http://learn.livemocha.com)

The Livemocha community is made up of language enthusiasts: teachers, language experts, other language learners, and native speakers proud of their language and heritage.  Community members help each other learn in a myriad of ways: they leave comments in response to practice exercises, build mini-lessons within exercise feedback, have practice conversations via text, video or audio chat, provide language practice and culture tips, and give much-needed encouragement.

It is universally agreed that conversational proficiency in a language is most effectively acquired and retained through immersion. The Livemocha community provides learners with a convenient and safe environment for language immersion and is an essential component of the Whole-Part-Whole methodology that makes Livemocha’s language courses effective.  After a learner has observed how the conversation is performed and learned the vocabulary and grammar components, they can then engage in a series of exercises with the native speakers in the Livemocha community. They practice, learn, and actually communicate.

Beginners or learners who like a bit more structure can connect with native speakers in the community to practice conversations using a set transcript. Practicing speech production in real time with a native speaker and receiving immediate feedback on your skills is a fun and effective way to develop comfort and confidence with synthesizing the components of a language for use in a conversation.

Language is not just an academic subject but also a performing art – something that must be actively practiced in order to master. A learner can watch people speak a new language, memorize all of the grammar rules, and talk about the language ad nauseam. But to truly speak a language, a learner must actually try it out with a partner. Real conversational fluency takes good instruction, a dose of courage, and a lot of real-life practice.

Whole-Part-Whole is a proven structure that allows learners to observe, learn, and then practice new language concepts. Consistently used in skills training, Whole-Part-Whole breaks down learning situations into three parts:

  • Demonstration: The learner watches and/or listens to native speakers engage in a conversation. The situation includes new language skills and is presented to learners in a complete real-life setting that helps with the construction of a mental model. For example, the learner may watch a video of people ordering coffee at a café and then complete a short exercise to gauge their own comprehension.
  • Deconstruction: The situation represented in the conversation is broken down into its vocabulary and grammar parts. This allows learners to fully understand the components of the new situation and to learn how those components can be applied to other situations as well.
  • Practice: Finally, the components are reassembled and the learner is given the opportunity to practice via a series of interactive activities.  These activities focus on written and spoken production and all involve interaction with and feedback from real native speakers of the language.

Livemocha’s learning materials are all made up of Activity Sets.  The building blocks of each course framework, one Activity Set represents a single Whole-Part-Whole deconstruction of a concept or scenario.  Activity Sets can be combined into Sequences that, when completed, allow the learner to do a specific task. Sequences are then combined into Courses, which deliver a specific learning outcome tied to the proficiency level a learner will achieve upon completion – for example, English Mastery for Business. Each Course is created to meet the needs of a particular Persona – the target learner for the Course, who has an assumed set of competencies including knowledge, age, skills, etc.

There is a chance to learn 35 languages, in a free online learning way, and with a worldwide community of native-speaking language learners. Hailing from every country in the world and speaking over 260 languages, the Livemocha community represents a rich blend of languages, cultures, and nationalities. Learners, teachers, and content creators—all equal members of the community—come together to learn, share, and connect, building each other’s language skills and expanding each other’s worldview.

Livemocha’s blog is very useful and is divided into entries from teachers and students. Submission exercises—in which a learner writes a passage or records him or herself speaking and then submits that exercise to the community for feedback—are found in all Livemocha courses and are also available as standalone activities.  In a lesson, they provide learners with the opportunity to practice writing and speaking, which synthesizes the vocabulary and grammar components of a conversation.  Learners who complete practice exercises are encouraged to submit them to the community for review and get the full benefit of the whole-part-whole structure of Livemocha’s courses.  Repeated practice and feedback from the community helps a learner develop the skills and confidence to eventually participate in a conversation in the new language.

The submission exercises are submitted to native-speaking members of the community at large for review.  Learners can also request feedback from specific members of the community to whom they are connected. As soon as their exercises are reviewed, learners receive notification and are able to view the feedback for their work.  All exercises and the associated feedback are saved for the learner to review as much as he/she wants.

Learners who submit their exercises to the community for review receive a rating for their work, a written comment and frequently, an audio comment as well.  The Livemocha community is made up of language enthusiasts who are teachers, language experts, native speakers proud of their language and heritage, and other language learners so getting comments specific to practice exercises is just the start. Learners can get feedback that includes detailed mini-lessons that extend beyond the subject of the exercise, language practice tips, culture tips and much-needed encouragement (after all, learning a new language is not easy!).

When you login for the first time, you get 50000 points and you get more if you help other users. Each advanced lesson in English is 7000 points, so you have enough points for 7 advanced lessons if you don’t help. Of course, you can buy more points, if you like it.

If you need special features for learning, Livemocha’s resources are related to Rosetta Stone (http://www.rosettastone.es/), a very interesting and complete learning method.

This content has been extracted taking into account public data from the Livemocha’s web published general information.

Javier Rebollo

Aplicaciones de las TIC

Duolingo – CoP

Do you know a community that  teaches you languages for free and at the same is easy to manage? Are you clumsy with technology? Do you have little time to spend with your computer?

I have recently discovered Duolingo. This community offers a funny way to learn a language, does not require sleepless nights in front of the computer, it is super easy to manage and the most important thing, it is free.

It is based on gamification, the icons and the way to play around, makes this website simple and accessible for any age and less challenging for those who are not feeling fully confident with technologies. It is a very intuitive website, it focuses on teaching, you forget about how to manage the program, because the deal here is learning.

From the beginning, you already know how to surf this website and how to handle its tools. These days, time is highly valuable, Duolingo knows it and focuses on that. Do you have five minutes during your day? Then do something productive for today, achieve a lesson!

Nowadays, it has been always said that: ‘ for learning a language you have to invest a lot of money!’ Heaps of them. But once again, Duolingo knows exactly that and gives you teaching for free.

Passionate about translation studies? Help to translate a text, step by step. Comment on that, feel part of a community. Learn from others, teach something, leave your comments. Remember the aim of this community: learning.

Share your thoughts, join one of their discussion forums. Know-how… Once again, learn.

But how to start using Duolingo? Sign in with your Facebook or Google account or create in just two minutes a new account with your email. Forget about installing a program, there is no need for users to download it, as you can work online.

You choose your source language and then the language you want to learn or improve.  At the beginning, you have the possibility to carry out a level test, if you conclude it, the system will assign you the level in which roughly you belong to. Lessons consist of translations from target/source to source/target language, listenings and pictures’ matching. They are so much fun!

Moreover, after completing your daily tests, you can pick the option of ‘Strengthen skills’ where you will have a sump up test about all your lessons taken until that very moment.

To become more challenging, you have a leaderboard that you share with your friends and you can see who is accomplishing their goals during that week or month! Independently of the language selected, the score between you and your friends will be related with your goals. So, there is no need to pick both the same language, you can be enrolled in German and your friend enrolled in English course and both check your progresses in languages. Do not forget that individually, you set your own goals from relaxed to intense aim, that is from 5 minutes to 20 minutes a day!

Aside from the lessons Duolingo offers, the following sections are available from its home screen:

  • Words. It indicates which words you should practice more.
  • Activity. It displays the history of your account (levels, friends, messages, discussions, etc.)
  • Discussion. It shows you different online discussions from groups within the same language community.
  • Immersion: Documents’ translation. When you reach a certain level, you can help others to translate documents. You can also upload a file for being translated.

Immersion filters available:

  • Fields of your interest.
  • Level: Easy to hard.
  • Status of the translation. Untranslated, unchecked or finished texts.

You might just want to translate two sentences or the whole document, but this is up to you!

After comparing it with other communities, as Livemocha, it stands out for its free and easy learning within a friendly community. Do you feel great? Join to more than one course language at a time!

Awesome discovery! But be careful! You will get addicted (in a good way) to it!

Any new discovery within this community? Please, feel free to post your comments! I want to learn!

Edmodo: Introducing the virtual classroom

Oxford University Press

Girl on sofa with laptop and papers Image courtesy of Alessandro Valli via Flickr

Sean Dowling, an Educational Technology Coordinator, looks at using Edmodo as an alternative to blogs for running web-based English language courses.

In my previous post, I discussed how blogs could be used to design, deliver and manage a complete English course. However, using blogs for this purpose has a number of potential weaknesses.

First, blogging platforms don’t have in built assessment tools. Second, while the comment/reply feature of blogs does allow for some interaction between course participants, it can get a little unstructured if there are a lot of learning activities. Finally, student privacy is a concern. Fortunately, there are some free, web-based learning management systems (LMS) that help with these problems. One such LMS is Claco; however, my favourite, which I have been using for about four years, is Edmodo.

Edmodo allows teachers to set up private, online…

View original post 489 more words

Results about impaired individuals’ accessibility

What is accessibility? A list of some Tools for Impaired Individuals

Below we include the results about impaired individuals’ accessibility. We have considered some videos, websites and guides related to how impairments affect individuals when accessing digital resources and we have mentioned some of the tools which have been developed to help them in their daily work.

Videos

https://www.youtube.com/watch?v=8Ik_LHmZx8Y

We have analyzed several videos, like this video. They talk about the importance digital accessibility has in our own websites for people with impairments and gives some advice on how to make a more suitable website with full accessibility for every necessity and try to build internet for everyone.

There is a video about an interview to Adobe’s Andrew K. in charge on accessibility issues:

https://www.youtube.com/watch?v=g3UvQl4k3_I

In 2001, there were section 508 requirements that said that agencies need to make sure that they are purchasing technology that is accessible to individuals with disabilities, now 9 years later according to Andrew there is very much a mixed bag in terms of how government agencies have performed with regard to accessibility, and industry in general has worked hard over this time to deliver accessible content.

However, he says there is a tremendous amount of business that is transacted through the government and thinks that there hasn´t been as much an active monitoring of how accessibility has been complied with within the government. So, within the past couple years, they have gone through a refresh of the Section 508 standards and access boards, that´s currently in progress.

For him, it is an on-going challenge because there is so much content and information, that making sure that is accessible, while important is also overwhelming.

Adobe, like other companies, makes software tools, like Acrobat PDF, FLASH… so the interviewer asks him how they educate the developers. For Andrew, it is a challenge, and the way they do it is by turning on by default those features in their products. They need to add visual equivalents, so they have created resources and they work with external advocacy groups.

Depending on the type of disability that people have, and making sure the content works for someone who requires use of the keyboard that can´t use the mouse. There are certain types of things that they are able to do a little bit more easily when they develop their interfaces and components people use, they can ensure that there is keyboard access in there to a much higher degree.

He talks about enabling the screen reader access for someone who is blind and there is data that needs to be added by the author with a proper label, so it tends to be that one of the criticisms that Accessibility gets is that there is a lot of focus on blindness. He says, in fact, it is because there is a lot of attention that needs to be paid. But there is also work that needs to go on for video with closed captioning for people who are deaf or hard of hearing.

Jeff and the Web Accessibility Deadline

https://www.youtube.com/watch?v=Rzh4aLrktQw

This rather awkward video refers to a WCAG 2.0 deadline for Australian government sites. WCAG stands for Web Content Accessibility Guidelines, and 2.0 is the latest version that superseded the 1.0 one. The Australian government endorsed these WCAG and set a deadline before which all government sites must comply with them (31 December 2012). You can find the guidelines here: http://www.w3.org/TR/WCAG20/#guidelines

This means that the Australian government is engaged with the problems that people with disabilities may have when using its websites.

Section 508 Awareness Video

https://www.youtube.com/watch?v=zQTxDRo840o

This video deals with Section 508 compliance, which means that “all electronic and information technology procured, maintained, or used by the Federal Government must be accessible to persons with disabilities”. In it we can see several people that work for the USA Government and who make use of these technologies of accessibility.

  • Moira Shea is visually impaired and uses screen reading software to read her e-mails and perform her job as a senior program analyst in the Office of the Assistant Secretary for Preparedness and Response.
  • Gary Moran is a program analyst at the Office of the Chief Information Officer at the National Institutes of Health; he cannot use his hands and thus he cannot use a mouse, so he uses a speech recognition technology to perform his tasks on his computer as well as to dictate the documents he needs to write.

Finally, all programs, documents and information technology purchased by the Federal Governments must comply with Section 508, otherwise they can be refused.

Web accessibility by the Government of Australia

https://www.youtube.com/watch?v=bEM9Fn9aOG8

This video is interesting because it has a somewhat broader scope. I mean, it includes not only people with disabilities, but also non-native English speakers, people with a low literacy level and those who are not using a computer but other devices. The definition of accessibility is related to universality: “making something that can be used by as many people as possible: those with reading difficulties, the hearing impaired, those with limited mobility, and anyone using handheld devices”. It explains how accessibility is something practical (your message will be more easily understood by more people) as well as a legal requirement. The point is: if you design your content/website/document/etc. having accessibility requirements in mind, it will be easier to comply with current regulations at the end of the process. It also stresses how accessibility is everyone’s responsibility, and thus it is wrong thinking that accessibility “is not my problem”. Content must be:

  • Easy to read
  • Adapted to different devices
  • Easy to navigate
  • Well designed
  • Showing colour contrast
  • Having images and graphs that are described well
  • Having video captions or transcriptions
  • Having documents and attachments in a format that can used by everyone, everywhere

It also talks about Word’s accessibility checker, a feature included in the Office Suite from 2010, which can be interesting: https://support.office.com/en-us/article/Check-for-accessibility-issues-a16f6de0-2f39-4a2b-8bd8-5ad801426c7f

BBC information for impaired individuals
Below we have included several guides, webs and links which can be very useful for impaired individuals:

Strategies for accessibility, as BBC proposals:

http://www.bbc.co.uk/accessibility/guides/allguides_index.shtml

I can’t see very well: Change text and background colours, Change your fonts, Magnify your screen, Make the mouse pointer easier to see, Make your computer speak text aloud, Make your text larger, Alternatives to keyboard and mouse

I am blind: Screen readers and talking browsers

I can’t hear very well: Content available in British Sign Language (BSL), Content available with subtitles

I find words difficult: Check your spelling and grammar, Dictionary and thesaurus software, Smart word prediction, Symbol browsers

I find a keyboard or mouse hard to use: Make your keyboard easier to use, Make your mouse easier to use, Use voice recognition, Use your keyboard to control the mouse

Strategies for deaf people:

British Sign Language, also known by the abbreviation BSL, is the language used by more than 50,000 deaf people in the UK.

Currently, there are not many sites that offer BSL as a communications medium. However, one example is the British Deaf Association, an organisation that promotes sign language and deaf issues. They provide information in BSL using Flash technology.

Another is ITV’s Signed Stories, in which storybooks for children are read out in BSL (along with subtitles).

The BBC broadcasts two different types of TV programmes with signing in British Sign Language (BSL) for the deaf community: BSL sign-interpreted versions of mainstream BBC programmes in the Sign Zone; and programmes created specifically for sign-language users, such as See Hear, the magazine programme for the deaf community. Both types of programmes have been available online on BBC iPlayer since March 2008.

For a list of BSL signed programmes that are currently available online, visit the BBC iPlayer Sign Zone page. Children’s programmes can also be found on both the Sign Zone: CBBC shows and Sign Zone: CBeebies shows pages.

There is a page in Facebook: BBC See Hear, with news like this one:

Amazon has already captioned 100 percent of the video it offers through its Prime Video and has agreed to continue to do so. Under the deal with NAD, Amazon will move through its back-catalog content, captioning an additional 190,000 titles which weren’t given captions by the content creators.

http://www.bbc.co.uk/accessibility/best_practice/useful_links.shtml

AbilityNet
Information, factsheets and step-by-step guides on approaches and technology to help disabled computer users. AbilityNet has useful links to UK organisations on their website, including literacy-related organisations and specialist IT suppliers.

Directgov – Disabled people
The Government’s one-stop directory of public services relating to disability.

Disability Now
Online edition of the magazine for people with disabilities.

Ouch! blog
The BBC’s blog about all things related to disability, both at the BBC and beyond

Webwise
The BBC’s guide to using the internet has courses and answers your questions.

Wikipedia – Computer accessibility
An overview of the topic on the collaborative online encyclopedia.

W3C – Web Accessibility Initiative
The WAI works with a variety of organisations to develop strategies, guidelines, and resources to help make the web accessible.

Operating systems’ accessibility web links

Apple – Accessibility
This section of the Apple website contains information on all aspects of disabled access to the Macintosh.

Gnome Accessibility
A project by developers and users to develop open-source accessibility solutions for this Linux desktop environment.

KDE Accessibility Project
A community of developers and other volunteers dedicated to ensuring this Linux desktop environment is accessible to all users.

Microsoft – Accessibility
Microsoft’s accessibility site includes information and tutorials on its disabled access features, for both users and developers.

Vision-related web links

British Computer Association of the Blind
A self-help group of visually impaired computer professionals and users.

Royal National Institute of the Blind
Information on all aspects of vision impairment, including computer access and other technologies. The RNIB’s Useful links page has a comprehensive list of UK vision-related technology and standards resources.

Hearing-related web links

Action on Hearing Loss
The website of the rebranded Royal National Institute for the Deaf (RNID) has information and resources for deaf and hard of hearing people.

British Deaf Association
News, information on British Sign Language, and other resources on the website of the organisation run by deaf people for deaf people.

BSL Academy
The BDA’s initiative to train and improve the quality of BSL (British Sign Language) teachers and to increase BSL awareness.

Deafax
The website of the charity that applies communications technology to create deaf-friendly resources, notably Viewtalk, which allows users to watch and upload video blogs and messages, and has training films for improving BSL vocabulary.

European Union of the Deaf
The EUD is a pan-European non-profit making organisation representing the interests of deaf Europeans.

University of Bristol – Centre for Deaf Studies
Europe’s first academic institution to concentrate solely on research and education that aims to benefit the deaf community.

Language and reading web links

British Dyslexia Association
Information on resources for dyslexic people, local support and publications.

Helen Arkell Dyslexia Centre
The HADC offers training and support for educators and people with dyslexia.

Dyslexia Action
Website of the charity providing services and support for people with dyslexia and literacy difficulties.

National Literacy Trust
Website of the charity that aims to improve reading and writing skills for all ages.

Keyboard and mouse: mobility-related web links

Ace Centre – Resources
The Ace Centre website’s Resources section includes UK suppliers of communication aids.

Institute of Ergonomics and Human Factors
Information on ergonomics and ergonomic design – including computer workstation design.

Inclusive Technology – Links
The Inclusive Technology website links to a wide range of suppliers, support organisations and other contacts in all areas of physical difficulty.

Multiple Sclerosis Society
The MS Society website has information and resources for people who have multiple sclerosis. Its Helpful Organisations page has links to organisations that provide advice on equipment and services for people with physical disabilities.

RSI Awareness
The Repetitive Strain Injury Association’s website includes information on all aspects of RSI: causes, treatments, research and legal issues.

Microsoft Corp. has its own guides, such as (links for each guide can be followed):

http://www.microsoft.com/enable/default.aspx

Guides available for:
Vision Impairments, Dexterity and Mobility Impairments, Hearing Impairments, Learning Impairments, Language and Communication Impairments, Age-related Impairments

Additional Accessibility Guides
Accessibility Guide for Educators, Accessibility Guides for Businesses and Government Organizations

Other videos related to this subject are:

Examples of subtitled videos:

https://www.youtube.com/watch?v=Ga8Q3LO5ulI

https://www.youtube.com/watch?v=8Ik_LHmZx8Y

https://www.youtube.com/watch?v=bI1dfddAnBs (subtitling for commercial uses)

https://www.youtube.com/watch?v=QP1rzxMRap4 (Deaf)

Open University & Disabilities

http://www.open.ac.uk/about/main/management/policies-and-statements/website-accessibility-open-university#

Accessibility for kids

https://www.google.es/webhp?sourceid=chrome-instant&ion=1&espv=2&ie=UTF-8#q=something+special+bbc&tbm=vid

Tools to subtitle videos

http://www.wondershare.com/subtitle/subtitle-editor.html

Inaugural session: PROGRAMA DE “DOCTORADO EN FILOLOGÍA: ESTUDIOS LINGÜÍSTICOS Y LITERARIOS. TEORÍA Y APLICACIONES”

“SESIÓN INAUGURAL PROGRAMA DE DOCTORADO EN FILOLOGÍA: ESTUDIOS LINGÜÍSTICOS Y LITERARIOS. TEORÍA Y APLICACIONES (2015-2016)”
Fecha de celebración: 12 de noviembre de 2015

11:30 – 12:00: APERTURA

ANTONIO MORENO HERNÁNDEZ, Decano de la Facultad de Filología

ESTHER SOUTO GALVÁN, Vicerrectora Adjunta de Transferencia

LAURA ALBA JUEZ, Coordinadora del Programa de Doctorado

12:00 – 13:00: CONFERENCIA INAUGURAL DRA. ROSARIO ARIAS DOBLAS, PROFESORA TITULAR DE LA UNIVERSIDAD DE MÁLAGA “Una aproximación a la narrativa inglesa contemporánea dentro de los estudios de Doctorado”

(You can read some of her articles and other works here: http://dialnet.unirioja.es/servlet/autor?codigo=1130548)
Organiza: Programa de Doctorado en Filología: Estudios Lingüísticos y Literarios: Teoría y Aplicaciones
Lugar: Sala A de la Facultad de Derecho de la UNED

El Acto será retrasmitido a través del Canal UNED https://canal.uned.es/teleacto/696.html