According to a World Health Organization (WHO) Report, more than a billion people in the world today experience disability (2017). Higher education also has ...

This best practice report pertains to exploring the challenges and processes surrounding to support organizations in promoting inclusion through ICT by ensuring the procurement of accessible platforms that will support the access needs of PWD within the environment.

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The resource introduces the audience to the OER Service as well as the university’s efforts to improve the accessibility and inclusivity of its resources. By looking at and together analysing three already published OER (all listed below), learners are taught what points to keep in mind as they are creating their own resources. The resource is available as a video and in transcript format with PowerPoint slides embedded.

This resource is a collaborative effort and was created for Geoscience Outreach students to practice considering the accessibility, inclusivity, and OER suitability of their created resources. It was originally run as a workshop by Open Content Curator Interns Molly Wickett and Alyssa Heggison in 2022, and has now been adapted for sustainable use as a video with accompanying transcript by an Intern August Enger in 2023.

This unit "Accessible Word-Processing Documents" is designed to enhance learners' understanding of accessibility in digital content creation. Learners will explore the essential principles and techniques required to make word processing documents accessible, including testing and evaluating their accessibility. The aim is to equip learners with the skills necessary to ensure digital content is usable for all audiences, including those with disabilities.

In this lesson students use a structured format (an adaptation of Think-Pair-Share) to discuss and deconstruct complex text. The new core standards emphasize the importance of developing students' speaking and listening skills as well as helping them access complex text through reading, re-reading, re-thinking, and re-examining.The purpose of this lesson is to get the students to focus and stay on topic while they talk. As a result, students are required to think more extensively about a topic by repeatedly reading and discussing with others.

This is the third and last part of a webinar series on InterPro which is held between May 6th 2020 and May 20th 2020.

InterPro is a database that helps users to understand the possible functions of proteins sequence by identifying what family it belongs to or what domains and motifs it contains. To deal with the growing volume of protein sequence data and an increasing demand to retrieve subsets of the data, often via programmatic access, the InterPro website has been entirely redesigned. It provides additional features and more flexibility in querying, presenting and retrieving data. The website relies on an Application Programming Interface (API) which can also be utilised by users for direct access to the data.

This webinar describes how the InterPro data is structured in the API, and how it could be accessed programmatically for further bioinformatics analyses.

You can access the slides via GitHub.

Who is this course for?
This webinar is aimed at scientists and bioinformaticians, with basic programming knowledge, who are interested in accessing the InterPro database programmatically.

This lesson is designed to help students learn to access health care on their own.

This lesson is designed to help students learn to access health care on their own.

This is a computer-based activity in which students retrieve data from websites maintained by the US Geological Survey (USGS) and the National Weather Service (NWS), and then use that data to test different hypotheses regarding streamflow and precipitation. Students import data from web sites into a spreadsheet program where they can construct scatter plots and perform simple statistical tests. The activity has two components, the first focusing on relations between streamflow and drainage basin characteristics (drainage area, slope, precipitation), the second focusing on trends in annual precipitation at two locations in the USA: Burlington, VT, and Boulder, CO. As part of the second component, students conduct a statistical test to determine if the long-term trends in precipitation are significant.

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This Module highlights classroom considerations that promote access to the general education curriculum for students with disabilities (est. completion time: 1.5 hours).

The Access to Justice Legal Apps Challenge Modules intend to get participants to think of new ways to use technology to better increase access to justice, and to ultimately design a concept for a legal app to address an access to justice issue.

The set of five modules are intended to operate as a “mini-course” for Ontario high-school students. Each module contains background information on the topic to help instructors prepare for the lessons. The background information has sources to support instructors and students delving further into topics of interest. The modules are designed so that they can be used in either an in-person or virtual learning environment.

This segment from Swift: Eyes through Time traces the history military officers and engineers discovering a strange phenomenon in the sky that astronomers now know are gamma-ray bursts.

This seminar discusses vocabulary dealing with accidents and how they occurred.  Many of the words are in some form of the past tense that can help you write how something occurred and make it clear to a reader with details of how the event happened and the effects afterwards. ACTFL StandardsCommunications: Interpersonal Communication, Presentational CommunicationCommunities: School and Global CommunitiesLearning TargetI can write a short article on a current event.Habits of MindListening with understanding and empathyCritical Thinking SkillAnalyzing Perspectives

This Module provides an overview of accommodations for students with disabilities (est. completion time: 1 hour).

The resources in this Module offer helpful tips on setting up the physical aspects of your classroom and will introduce types of equipment used by students with visual disabilities (est. completion time: 1 hour).