"Accessibility Considerations for Different Multimedia Formats" is a component of Unit 6, titled "Accessible Digital Content," within the course "An Introduction to ICT Accessibility and Inclusive Design" developed by MADA Center in Qatar.
This section covers accessibility best practices when working with various multimedia formats including audio, video, images, text, and animations. The goal is to teach principles of accessible and inclusive design to create digital content and websites that are usable for everyone, including people with disabilities. It outlines important considerations for making different media formats accessible based on Web Content Accessibility Guidelines (WCAG).

What cognitive styles do you use to interact with technology? PRE-REQ: https://www.oercommons.org/courseware/lesson/87536 LAST UPDATE: Changed title

What cognitive styles do we use to interact with technology? The GenderMag Project has identified five cognitive facets we bring to our use of technology.

What cognitive styles do we use to interact with technology? The SESMag Project has identified six cognitive facets we bring to our use of technology.

A self-study online course with modules about how to do and teach GenderMag. Available any time. Multiple certificates available (free). Target audience = educators, developers, engineers, students, anyone interested in GenderMag

The main objective of the MADA ICT-AID competency framework is to provide the community with a framework that can be used as a template to assist educational institutions, organizations and individuals in delimiting the required relevant competencies in the ICT accessibility and inclusive design field. This framework can help in creating learning resources and teaching materials on ICT accessibility and inclusive design, and also to make other courses accessible.

In this guide you will learn about:What makes an educational resource open; Why OERs are important in the practice of Inclusive Design for Learning; How to find and use OERs; How to jump in and make your own OER.

The Floe Inclusive Learning Design Handbook is a free Open Educational Resource (OER) designed to assist teachers, content creators, Web developers, and others in creating adaptable and personalizable educational resources that can accommodate a diversity of learning styles and individual needs.

This workbook provides an overview to creating effective academic posters.it offers a series of guidelines for inclusive design, planning and production; dealing with copyright issues, creating the 'message' and graphics and image creation.

Inspired by the guidelines of the Universal Design for Learning (CAST, 2018), "Universal Latin Fables" wants to give the opportunity to discover Phaedrus' fables to as many students as possible. The web-site uses storytelling process based entirely on the Augmentative and Alternative Communication (AAC). Not only does it make the reading process easier, but it also allows autism spectrum students to understand the fable on several levels.

To whom it turns?

DYSLEXIA:
This website uses the OpenDyslexic font in order to increase readability.

AUTISM SPECTRUM
All the fables can be read using Alternative and Augmentative Communication and PECS symbols offered by SymWriter, specific for autistic people but usable by everyone.

VISUAL IMPAIRMENT
The "Listen" step can be useful to blind students. Furthermore, the website is responsive and the text is scalable.

HEARING IMPAIRMENT
The "Watch" and the "Read" step can be useful to deaf students.

The website is designed to be used by adults and teenagers or by children helped by a parent or a supporting teacher.

Learning Outcomes: (1) Explain conceptualisations of gender and gender differences, (2) Describe gender issues in ICT/STEM and inclusive design, (3) Express the basic components of the GenderMag method, (4) Apply the GenderMag method, (5) Be able to formulate a plan to evaluate a software product to investigate gender issues, (6) Critically appraise work on gender and inclusive design

A presentation for more advanced students who already have an understanding of personas and cognitive walkthroughs. Good for introducing gender-inclusive design.

ICT accessibility and inclusive design is considered as a relevant and essential topic that needs to be well covered and integrated within capacity building, training and education curricula and programmes. Despite this urgent need, there is a lack of integration of ICT-AID aligned courses in educational institutions and professional development services based on a comprehensive Global competency framework delimiting all required relevant competencies and capabilities in the field of ICT accessibility and Inclusive Design. It is in this context that Mada center has developed an open competency framework in a bid to guide globally training of students and workers on ICT accessibility and inclusive design, so that they will be well prepared to excel in their accessibility professions and contribute in the creation of accessible products, contents and services.

The Information and Communication Technologies ICT -evolving into an integral part of everyday life, shapes profound changes in our societies. Consequently, everyone should access ICT in the same way as everyone else, which means that ICT should be accessible to everyone, regardless of his/her abilities, needs, or disabilities. This calls, among other effective measures, for developing skills in ICT accessibility, which includes a shared understanding of ICT accessibility and Inclusive Design ICT-AID, as well as acquiring necessary digital accessibility competencies for everyday life and work. Nevertheless, selecting appropriate accessible training and education materials aligned with specific ICT-AID competencies, especially in the Arabic language, remains a barrier to all, inhibiting aspirations and willingness to build capability and proficiency in ICT accessibility. This paper presents Mada ICT Accessibility and Inclusive Design ICT-AID Competency Framework, encompassing all core competencies required to effectively integrate ICT accessibility principles into training and educational curricula toward closing the training and knowledge gap in this field.

About 15% of the world’s population lives with some form of disability.  Many are not having their needs met because of barriers to participation in rituals, worship and faith community activities at their places of worship. To truly empower people with disabilities to become agents of positive change in their local communities, we recognize that everyone has a role to play. Our Doors Are Open seminar helps all faith communities to understand how to open their mind, hearts, and doors to people with all kinds of abilities. Traditionally, faith communities position people with disabilities as recipients of care and not as givers. Most faith communities do not have proper representation of people with disabilities throughout their activities despite a desire to be open and inclusive. This disparity is often the result of lack of understanding of how to think about disability differently. In this seminar, students will learn the social model of disability, which positions disability as a function of exclusively designed environments rather than a lack of ability. Our Doors Are Open Seminar will guide students on how to see their activities and situations through an inclusive lens as well as how to take actions to improve inclusion and achieve the welcoming goals of congregations.

Preguntas de historia oral, adaptado del inglés hecho por University of North Carolina Library: Archivist in a Backpack oral-history question cards.

Preguntas de historia oral, adaptado del inglés hecho por University of North Carolina Library: Archivist in a Backpack oral-history question cards.