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Elearning Solutions | Grow your business

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We develop amazing elearning solutions with software so you can easily solve any training need without leaving isEazy.

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Free Unlimited Text-Audio Conversion Cloud-Based App

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Free Unlimited Text-Audio Conversion Cloud-Based App

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FreeTTS - Text to speech mp3 online free

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FreeTTS - your go-to free online text-to-speech solution. Convert text into MP3, WAV, OGG, and ACC formats effortlessly. Enjoy additional features such as speech transcription, vocal removal, voice enhancement, and audio editing tools

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Universal Design for Learning (UDL) Checklist

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Universal Design for Learning (UDL) Checklist

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Step-by-step planner: UDL lesson design template

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Step-by-step planner: UDL lesson design template

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Say Yes to TalentLMS - Where great teams go to grow

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Get complete buy-in by proposing an easy and customizable training platform that everyone will like. See why TalentLMS is the LMS built for your success.

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Text To Speech Converter - Text To mp3 Unlimited | SEOMagnifier

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Text to speech converter is a web-based text to mp3 conversion tool to convert unlimited text to audio for voice over and video projects.

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What we like most about iSpring Suite is the capability to develop training modules rapidly from simple media. The tool allows us to preserve our training heritage while enriching training content with sound, video, interactions, quizzes, simulated dialogues, etc. We also save time developing the design, thanks to iSpring's user-friendly interface and lots of ready-to-go content templates.

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Create cutting-edge eLearning content right in PowerPoint. Turn your presentations into SCORM courses and build quizzes for your LMS. All for free!

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Sign up | Miro | Online Whiteboard for Visual Collaboration

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Scalable, secure, cross-device and enterprise-ready team collaboration whiteboard for distributed teams. Join 35M+ users from around the world

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The mission of the Accessible Rich Internet Applications Working Group (ARIA WG) is to develop technologies that enhance accessibility of web content for people with disabilities. This includes continued development of the Accessible Rich Internet Applications (WAI-ARIA) suite of technologies and other technical specifications when needed to bridge known gaps.

Announcements

No announcements at the moment.

Current Work

The Working Group has established a road map for upcoming work. This road map is executed via publications and status, which include:

WAI-ARIA 1.1,

WAI-ARIA 1.1 modules for Digital Publishing and Graphics,

Accessibility API Mappings for ARIA, Digital Publishing, HTML, and SVG, and

WAI-ARIA Authoring Practices.

The ARIA Project Plan details intended timeline and milestones for this work and proceeds according to the ARIA Working Group Work Flow.

Task Forces

The ARIA WG uses task forces to focus work on specific projects. Current task forces include:

ARIA Authoring Practices sub-group: focuses on ARIA Authoring Practices.

CSS Accessibility Task Force; focuses on accessibility of CSS, ARIA role is to explore ARIA and accessibility API mapping features.

How to Comment, Contribute, and Participate

The ARIA Working Group engages with stakeholders in a variety of ways. See the following resources for information on:

Meetings and Communication

The ARIA WG conducts its work using a variety of synchronous and asynchronous tools. The communication page provides details about:

These tools are used by participants of the Working Group. For ways non-participants can contribute, see how to contribute to the Working Group and file comments.

Meeting Minutes

Minutes from previous meetings are available.

Administrative Information

Work of the ARIA WG is in accordance with the W3C Process. ARIA WG work is funded in part by the WAI Core 2015 Project. The work of this group does not necessarily reflect the views or policies of the funders.

The chairs of the ARIA WG, responsible for overall leadership and management, are James Nurthen and Valerie Young. The staff contact, responsible for W3C Process and general support, is Michael Cooper.

The Accessible Rich Internet Architectures maintains the following operational resources:

W3C maintains a public list of any patent disclosures made in connection with the deliverables of the group; that page also includes instructions for disclosing a patent.

Current participants in the ARIA WG.

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Accessible Rich Internet Applications (ARIA) Working Group

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The mission of the Accessible Rich Internet Applications Working Group (ARIA WG) is to develop technologies that enhance accessibility of web content for people with disabilities. This includes continued development of the Accessible Rich Internet Applications (WAI-ARIA) suite of technologies and other technical specifications when needed to bridge known gaps.

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Review of ABCD Objectives

•Who is to exhibit the performance?

•What observable performance is the learner to exhibit?

•What conditions are provided for the learner at the time of evaluation?

•What constitutes a minimum acceptable response?

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Phase 1 - Investigation of the issue and the ressources

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Phase 1 - Investigation of the issue and the ressources

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Phase 2 - Needs Assessment ( Goal, Learners and context)

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Phase 2 - Needs Assessment ( Goal, Learners and context)

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Phase 3: Explanation of how to conduct Task Analysis 

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Phase 3: Explanation of how to conduct Task Analysis 

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EDIS 7000 Task Analysis and Planning Phase overview

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Step 4: Job Aid - Develop instructional strategies.

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Step 4: Job Aid - Develop instructional strategies.

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step 4 -Pre-work to deisgn instructional strategies

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A Taxonomy of Learning Technologies: Simplifying Online Learning for Learners, Professors, and Designers by Richard Caladine.

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A Taxonomy of Learning Technologies: Simplifying Online Learning for Learners, Professors, and Designers by Richard Caladine.

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The Taxonomy of Learning Technologies is a taxonomy designed to “assist users of learning technologies efficiently gain an appreciation of the basic nature of learning technologies and hence apply them appropriately,” (247). The taxonomy consists of adaptations to “trait theories” used in the field of Organizational Communications, and “it allows differentiation of technologies based on communicative cues, or attributes” (248). The basis of this taxonomy uses Bates’ differentiation between one-way communication and two-way communication (Bates 1995, Rowntree 1992). The Taxonomy of Learning Technologies uses the term “Representational Learning Technologies” when describing one-way communication and “Collaborative Learning Technologies” when describing two- way communication. Further, Collaborative Learning Technologies are broken down into “Dialogic” and “Productive.” Caladine further classifies learning technologies into asynchronous and synchronous,

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"Personal Learning Environments in K-12"

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"Personal Learning Environments in K-12"

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Chapter 11 in the Handbook of Research on K-12 Online and Blended Learning discusses the use of personal learning environments (PLE’s). As educators, it can be difficult for us to give up our control in the learning process to students. However, PLE’s are designed to give students more control over their learning with a focus on them constructing their own knowledge. Part of this chapter focuses on the process that is required to construct a PLE. The chapter suggests “developing with a focus on the learning process rather than the specific tools used to build a PLE” (156). These processes include:

Practicing digital literacy

Practicing digital responsibility

Organizing content

Dealing with tech

Collaborating and socializing

Synthesizing and creating

Taking responsibility and control for learning

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Theoretical Foundations

The findings of Atkin and Karplus directly informed the creation of the 5E Model, which focuses on allowing students to understand a concept over time through a series of established steps, or phases.

These phases include Engage, Explore, Explain, Elaborate, and Evaluate.

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Empowering Students: The 5E Model Explained

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The following is an overview of the five phases of the 5E Model. ENGAGE In the first phase of the learning cycle, the teacher works to gain an understanding of the students' prior knowledge and identify any knowledge gaps. It is also important to foster an interest in the upcoming concepts so students will be ready to learn.