{"id":225,"date":"2010-05-19T23:38:25","date_gmt":"2010-05-20T03:38:25","guid":{"rendered":"http:\/\/blog.uvm.edu\/udl-2010conference\/?page_id=225"},"modified":"2010-05-19T23:38:25","modified_gmt":"2010-05-20T03:38:25","slug":"keynote-3-notes","status":"publish","type":"page","link":"https:\/\/blog.uvm.edu\/udl-2010conference\/session-notes-and-comments\/keynote-3-notes\/","title":{"rendered":"Keynote 3 Notes"},"content":{"rendered":"

Day 3 (May 20th),<\/span><\/p>\n

Skip Stahl Presentation: UDL (Revisit, Review, & Reinvision) <\/span><\/p>\n

*Don’t name the animals you are going to eat*<\/span><\/p>\n

Reviewed UDL and three principles.<\/span><\/p>\n

Interpretive Challenges<\/span><\/p>\n

Top Down V. Bottom Up:<\/span><\/p>\n

“Perception is manipulated by expectation” The brain RE-activates and RE-creates memories by drawing on experience (this is RE-membering)<\/span><\/p>\n

Top Down = What your brain thinks should be there.\u00a0 Think checkered squares in a shadow.\u00a0 Basically the brain is making stuff up (reality who knew?)\/ <\/span><\/p>\n

Sometimes the brain takes over at the autonomic level.\u00a0 When there is a conflict such a visual illusion (mergerc *sp? effect) the brain interprets things for you. <\/span><\/p>\n

On to…Universal Design. <\/span><\/p>\n

Moving the concepts of curb cuts (access for all) into the curriculum. <\/span><\/p>\n

4 Curriculum Components being assessed by CAST and UDL<\/span><\/p>\n

Standards<\/span><\/p>\n

Methods<\/span><\/p>\n

Materials<\/span><\/p>\n

Assessments<\/span><\/p>\n

These 4 components are assessed by the 3 UDL principles<\/span><\/p>\n

1.Representation<\/span><\/p>\n

2.Expression<\/span><\/p>\n

3.Engagement<\/span><\/p>\n

Check out you tube video “The Machine is using Us (final version)” for an example of the versatility of web 2.0, user generated content.\u00a0 That is, web content that can be customized by You the user to display informaition in ways that work for YOU. <\/span><\/p>\n

Assistive Technology<\/strong><\/span><\/p>\n

XML, a file type, is becoming the universal file type for using text with assistive technology. <\/span><\/p>\n

Daisy Reader \u2013\u00a0(Explorer gh Player): Technology example using visual and auditory supplements for people who are vision or hearing impaired. <\/span><\/p>\n

Represents the sequence of Braille and using screen readers is difficult to represent higher level mathematics for people.\u00a0 (When this technology first came out it was EXPENSIVE) .\u00a0 Now it is more affordable. <\/span><\/p>\n

NIMAS \u2013 Expanding our technological vocabulary and use. <\/strong><\/span><\/p>\n

XML \u2013\u00a0Exctensable markup language – digital text that can be manipulated.\u00a0 It uses tags to identify different parts of a whole by \u201ctagging\u201d digital media. <\/span><\/p>\n

Think of a shirt with a size and a price and a materials tag.\u00a0 This is similar to how a book can be tagged to separate content.\u00a0 XML can be used to tag structure (body text of a book or a title\/heading) with semantic structure (such as an introductory piece of text compared to a summarative body of text).\u00a0 This is closer to how Braille works. <\/span><\/p>\n

References in HTML can be used to identify these separate TAGS on a single webpage. This helps Braille transcribers by saving them time, thus they can have more turn over and more text can be made into Braille.<\/span><\/p>\n

The Future & How is this relevant to Higher Ed? <\/strong><\/span><\/p>\n

Every student buys their own books (22,000 publications), if there is more Braille and XML there can be more accessibility.<\/span><\/p>\n

This may squeeze out the market for publishers (think downloads from the music industry) \u2013 how can we make it accessible with control?<\/span><\/p>\n

No market potential in Braille \u2013\u00a0 it is too small. <\/span><\/p>\n

Legislated Solutions?<\/span><\/p>\n

RFB&D \u2013\u00a0learning through listening.\u00a0 An increase in human quality synthetic speech may lead to an increase in production from RFB&D, this will be supplemented by figure descriptions. <\/span><\/p>\n

Bookshare.org \u2013\u00a0Free site that provides digital materials for LD students (print disabled)\u00a0\u00a0 Free versions of READ: Outloud are available. Portable mp3\u2019s are available. <\/span><\/p>\n

ACCESS Text \u2013\u00a0Publishers want to control where their texts are going.\u00a0 DSS providers give access to students and this organizations send a request specific version of the text (like a course text book).<\/span><\/p>\n

Challenges<\/strong> : The oversight body for Access text is hesitant because of copy right disclosure of students. <\/span><\/p>\n

This would work for high school students accessing college texts. <\/span><\/p>\n

Positives<\/strong><\/span><\/p>\n

Key Searchable formatted files, track what\u2019s coming in and going out, request publisher files more efficiently. <\/span><\/p>\n

NIMAS Initiative<\/strong><\/span><\/p>\n

Accommodation Takes time.\u00a0 \u201cBuild once, Transform many\u201d <\/strong><\/span><\/p>\n

One example is transcripts to videos, this helps many students because they can also read along or you can search a video by the words based on what was said.<\/span><\/p>\n

UDLEditions.cast.org<\/a> has different levels of support for the user to toggle, built into this program are \u201cmaise\u201d features to help guide a student through understanding a book or selected text\/audio.<\/span><\/p>\n

Bookbuilder.org \u2013\u00a0allows you to download a complete book\u2026or customize a guided way through a book, such as table of contents, gif animations, etc.<\/span><\/p>\n

How to choose supported reading software?<\/strong><\/span><\/p>\n