Now showing items 2-8 of 8

    • Creating Accessible Online Content 

      Law, Sandra (Sandra Law, 2004-10-04)
      An overview of the guidelines that can be used when designing accessible online content as well as some technical tips on how to make particular document types accessible (e.g. PDF, PPT, HTML).
    • Creating Accessible Online Content 

      Law, Sandra (Sandra Law, 2003-10-04)
      An overview of the standards that exist for designers of accessible online content as well as some practical tips on how to make certain document types accessible (e.g. PDF, HTML, PPT).
    • EMD Response to the April 2007 Organizational Review of Educational Media Development at Athabasca University 

      Ives, Cindy (2009-07-20)
      This is a report of progress to date (April 2009) on the recommendations of the Organizational Review and a list of next steps in the redesign of the EMD department
    • EMD Response to the Review of Educational Media Development 

      Ives, Cindy (2009-07-20)
      This is the response of the department to the organizational review at April 2007. It describes the progress to date on the recommendations of the Review and lists the next steps in the redesign of EMD
    • HRMT 386 - Impact of Gender 

      Centre for Learning Design and Development (2011)
    • ID + SCORM Conference presentation link 

      Law, Sandra (2008-07-16)
      I think this conference would be of interest to EMD staff because it did not just focus on technical issues (although there was some discussion) but also on the ID issues related to SCORM. There was a great deal of lively ...
    • Web 2.0 Tools in Education: A Quick Guide. Adapted for Athabasca University 

      Embi, Mohamed Amin; Graham, Rodger (Centre of Academic Advancement, Universiti Kebangasaan Malaysia, 2011)
      Web 2.0 Tools in Education: A Quick Guide is a cursory survey of some of the most common Web 2.0 tools currently available. The Guide explains what each tool does, some of the educational uses of the tool, and how to install ...


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