View Item 
        •   OAsis Home
        • 05. Conference Proceedings & Working Papers
        • Pan-Commonwealth Forum 7 (PCF7), 2013
        • View Item
        •   OAsis Home
        • 05. Conference Proceedings & Working Papers
        • Pan-Commonwealth Forum 7 (PCF7), 2013
        • View Item
        Help
        JavaScript is disabled for your browser. Some features of this site may not work without it.

        Browse

        All of OAsis
        Communities & CollectionsBy Issue DateAuthorsTitlesSubjectsDocument TypeSeriesRegion
        This Collection
        By Issue DateAuthorsTitlesSubjectsDocument TypeSeriesRegion

        My Account

        Login

        Commonwealth of Learning COPYRIGHT © 2022 
        Contact Us | Send Feedback

        ICT in ODL: Mobile Learning for Inclusive Education

        Thumbnail
        View/Open
        2013_Salunke&Jadhav_ICTinODL.pdf (93.27Kb)
        Date
        2013-11
        Abstract
        UNESCO believes that information and communications technology (ICT) has great potential to facilitate knowledge dissemination, improve learning and assist the development of more efficient education services. ICT can extend educational opportunities to marginalized groups; increase education quality; and reduce inequalities based on gender, class, race, age and disabilities. Today, large population is using mobile for communication. Now a day, many researchers point out that mobile learning is an integral part of educational process and best gadgets for current scenario. In the age of ICT, we have to commit that every one gets education without any hurdles, we as part of educational system to devote for inclusion of education. The widespread diffusion of mobile technologies offers an opportunity to develop policies aimed at participation and social inclusion. // However, mobile learning can contribute to the global commitment to provide quality education for children, youth and adults specially students with disabilities i.e. visually impaired. A person is defined as visually impaired who has no vision or greatly reduced vision or partial vision and cannot perform their work without assistance of sighted person or assistive technology as the sighted person can do. // In this paper we focus on interaction of blind users with educational content delivered via mobile devices, posing a special attention to touch screen technology. The paper is organized in 2 sections. In the primary section, we are discussing about ICT device i.e. mobile, and it’s use in learning for specially visually impaired. And other section we have been discussed about our case. As a case study, researcher does a work on the person, who has no vision but with help of mobile he can perform his duties. He has been completed his diploma from Yashwantrao Chavan Maharashtra Open University, Nasik, and for this diploma he is using mobile for project guidance. Today he is using this gadget for his profession and earn desirable amount for his life. People with visual disabilities will benefit from the significant social, cultural and economic benefits of ICT as long as the information and services are designed appropriately. Tim Berners-Lee has said, ‘the power of the web is in its universality. Access by everyone regardless of disability is an essential aspect. // Paper ID: 149
        Author
        Salunke, Kavita
        Jadhav, Vaibhav

        Subject
        Technology and Innovation
        Mobile Learning (mLearning)
        Inclusive Education
        Information and Communication Technology (ICT)
        Learning Disabilities
        URI
        http://hdl.handle.net/11599/1974
        Collections
        • Pan-Commonwealth Forum 7 (PCF7), 2013 [269]
        Metadata
        Show full item record

        Related Items

        Showing items related by title, author, creator and subject.

        • Thumbnail

          Interactive West African Education Satellite model (IWASat) 

          Onwodi, G O (2013-11)
          In this study, we propose a unified and interactive mobile learning (M-Learning) model to help with the expanding need of education in West Africa. The model enables efficient channel allocation, where communication channels ...
        • Thumbnail

          Disabilities & ICTs for learning: developing an accessible learning environment from a User Centred Design perspective 

          Gill-Rodríguez, E P; Rebaque-Rivas, P; Sabaté-Jardí, L; Bourg-Arceo, L (2010-11)
          In today’s society, people with disabilities are increasingly socially integrated. However, this process still needs to be developed to achieve overall integration. In this sense, information and communication technologies ...
        • Thumbnail

          Mobile Learning: Reaching the Disadvantaged 

          Ntloedibe-Kuswani, G S (Commonwealth of Learning (COL), 2008)
          Business and leisure have long benefited from the use of mobile devices, such as mobile phones, but research in the use of mobile phones in learning is recent (Alexander, 2004; McNeal & van’t Hooft, 2006). The aim of ...
        • Thumbnail

          Girl Learners Using Mobile Phones in the Classroom for Mathematical Education 

          Greenop, Kirston; Busa, Dylan (Commonwealth of Learning (COL), 2008)
          The UN defines South Africa as a middle-income country, yet there are concerns about quality of education, especially in poorer areas. This concern, linked with unemployment figures of between 27 and 40% (over 5 million ...
        • Thumbnail

          Bridging the Technology Gap: Mobile Phones for Education and Learning 

          Balasubramanian, K (Commonwealth of Learning (COL), 2012-08-30)
          Slides from the Ministerial Roundtable, 18th Conference of Commonwealth Education Ministers (18CCEM), Mauritius, 30 August 2012. Presented by Dr. K. Balasubramanian, Commonwealth of Learning.

        Commonwealth of Learning COPYRIGHT © 2022 
        Contact Us | Send Feedback