110 The European Commission's support for the production of this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Project Number: 2020-1-DE03-KA226-SCH-093410 Step 4: Infrastructure needs and adaptations • Provide and use adequate and reliable infrastructure (equipment, tools, Internet connection) that supports the needs of all those involved. Access should be ensured, regardless of a person’s background. • Use an online learning platform (LMS) to create, organise, manage classes, and communicate. This facilitates the completion of both administrative tasks (e.g., enroll students and create classes to assign grades, make announcements) and learning tasks such as the delivery of content, activity, and assessment: an “one-stop-shop” place for interaction through integral and external tech tools. • Promote equity through assistive technologies (e.g., text-to-speech, subtitle tools, navigation assistance, screen readers/magnifiers, etc.). Useful resources & tools: “The best learning management systems” an article from eLearning industry, Edmodo, Schoology, Moodle LMS, Balabolka, Subtitle Workshop, “11 must-have apps and tools for dyslexic students” an article by Lynch, Matthew (2017).
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