“Perhaps most of us assume that the population of our readers with physical, learning, or cognitive challenges is too small to make a difference. Fake news! Measuring those with sight impairments alone, the National Institutes of Health report 285 million people are blind or have low vision worldwide. Research shows that US colleges have 10-20% disabled student enrollment. Beyond the ivory towers, the overall rates of disabled persons in the US is on the rise – students today could be life-long customers if we’re able to effectively reach them.”
Read Lettie Y. Conrad’s piece in full at The Scholarly Kitchen.
The first step – to the surprise of no one familiar with how higher ed works – was to consult faculty members, who interact with the LMS on a daily basis. This Giering launched a series of focus groups, for which she expected a handful of attendees. “A ton of faculty” – far more than she expected – showed up each time, she said, demonstrating the widespread enthusiasm for taking a fresh look at the LMS.
Next, Giering hired a tech team from the local company Journey Group: a project manager, a user interface designer, a content expert and an application developer. She also brought in a Sakai developer to help transfer the institution’s newly developed code to other institutions using the Sakai platform.
They’ve spent the last six months updating the user interface and creating a “wizard” tool that surveys instructors upon creation of a new course with questions like “How do you want your students to participate in the course?” and “How do you want to evaluate your students?” The answers to those questions inform a customized version of the LMS tailored to the specific needs of the course.
Read Mark Lieberman’s piece in full at Inside Higher Ed.
While building on and trying to improve the (mostly) negative experiences concerning LMS usage, accessibility and interoperability in Macedonian Higher Education, we aim to establish operational compatibility with several fresh developments and initiatives at the Faculty of Philosophy and at the University in general: the Institutional Repository, the e-Library and the Digital Library of the Faculty, initiatives whose completion and application is expected within the upcoming year. The project aims to complement these initiatives by providing compatible and inter-operable accessibility LMS software modules aimed at disadvantaged learners as well; in combination, this project will provide a solid basis for a complete e-platform Faculty-wide studying solution for all students. Continue reading →
All participants in different project activities will be selected by a public call, in a transparent manner, in relation to their competencies, project and research experiences and capability to implement this innovative idea into practice.
The legal representative and the project coordinator in each country-participant will appoint project team members, which will be included in all project activities. The number of the team representatives will be proportional to the total number of employees of each institution involved in the project, so that a successful dissemination can be conducted. These researchers will be engaged in IO 1-4, the short-term joint training events and will coordinate and participate in the multiplier events and transnational meetings. Continue reading →
The needs assessment indicates that Universities that currently do not use eLearning platforms (such as the Faculty of Philosophy at the University Ss. Cyril and Methodius) can benefit from these user-friendly systems, which enable use of personalized high-education tools. A system of this kind will improve the digital skills of students and teachers aligned with the needs and challenges of the new century. In addition, universities that already use some kind of a LMS (such as the Universities from the partner countries) can benefit from the tools tailored for the students with disabilities.
Two groups will directly benefit from this project: Students in HEI’s participating in this project (including students with disabilities) and HEI’s teaching, management and administration staff. The indirect beneficiaries – through the multiplier events – are students, teaching, management and administration staff from other HEIs in the host and partner countries, as well as primary and secondary schools (including special schools), who may see benefit from the developed accessible LMS and the training module for LMS usage developed with this project. Continue reading →
Higher education is facing many challenges, as it is being constantly reshaped by the digital evolution. In order to provide open education, we have to follow the rapid scientific and technological development and create different types of learning management systems accessible for everyone.
Illustration by Lourdes Margain
A Learning Management System (LMS) is a software application for administration, documentation, reporting and delivery of educational courses or training programs. They help the HEI staff deliver course material to the students, administer tests and other assignments, track student progress, and manage record-keeping. LMSs are focused on on-line learning delivery but support a range of uses, acting as a platform for fully-fledged on-line courses, as well as for several hybrid forms, such as blended learning and flipped classrooms. An LMS provides interactive features such as threaded discussions, video conferencing, and discussion forums. One of the characteristics of the LMS is the possibility to access content via mobile phones and tablets, and therefore to also receive real-time notifications for different aspects of the teaching process. Continue reading →
And let’s hope it’s not too bumpy 🙂 Continue reading →