The RoboBraille SMART Alternate Media Training Course was developed as part of the RoboBraille SMART Alternate Media project. Funded by the European Commission under the Leonardi da Vinci part of the Life Long Learning programme, the goal of the project was to explore new smarter and easier methods to prepare and produce educational material in alternate formats (e.g., digital Braille, audio books, e-books and other accessible documents) using RoboBraille and other relevant free ICT tools, and to further educate teachers, parents and professional alternate media producers supporting people with visual and reading impairments to use such methods and tools.
A Course Handbook as well as six training units were produced as part of the project. The material can be downloaded from the links below:
Course Handbook
RoboBraille SMART Alternative Media Course Handbook (in PDF)
RoboBraille SMART Alternative Media Course Handbook (in Word)
Training Units
Unit 1 – An Introduction to inclusive education
In the first unit, the topic of inclusive education is introduced and discussed using case studies. Inclusive education is at the heart of the SMART course and learners will be introduced to the concepts such as universal design theory, assistive technologies and learning technologies. Building on these, learners will learn more about the RoboBraille Consortium and its members, in particular how inclusive education can be implemented at local, regional and national levels.
Slides supporting Unit 1
Unit 2 – Designing Accessible Documents
In the second unit, learners will be introduced to how to create accessible documents. To begin, the unit will offer learners an insight into the concept of universal design theory and the origins of accessibility in education. Following this, learners will learn about the procedures and challenges to creating accessible common documents. In particular, guidelines will be provided for the creation of accessible Word documents and PDF’s. From here, the unit will present an overview of the challenges to creating accessible PowerPoint documents. Finally, the unit will offer learners an insight into the principles behind accessible web content.
Slides supporting Unit 2
Unit 3 – Using Learning Technologies to support Learners
In the third unit, learners will be introduced to how to use learning technologies in an inclusive learning environment. To begin, the unit will offer learners an insight into free learning technologies such as mind maps, audio notes and RoboBraille. Building on this, the Unit will present an inclusive play strategy to improve brain harmonisation and coordination. Following this, learners will be directed to Unit 3 slides, where they will be introduced to the specific challenges of supporting Learners with visual impairments and Learners with specific learning difficulties.
Slides supporting Unit 3
Unit 4 – DAISY Conversions
In Unit four, learners will become familiar with the procedures needed in order to create DAISY conversions. To begin, the unit will focus on what is DAISY and offer learners an insight into the different types of DAISY conversion options. Following this, the Unit will guide learners through a complete DAISY process and outline specific tasks to be completed either in class or outside of class time.
Slides supporting Unit 4
Unit 5 – E-book conversions
In the fifth Unit, learners will become familiar with the procedures needed in order to create E-Book conversions. To begin, the unit will focus on what E-book conversions are and offer learners an insight into the different types of e-book conversions available. Following this, the Unit will guide learners through a complete E-book conversion process and outline specific tasks to be completed either in class or outside of class time.
Slides supporting Unit 5
Unit 6 – Braille conversions
In the sixth Unit, learners will become familiar with the procedures needed in order to create Braille conversions. To begin, the unit will focus on what Braille conversions are and offer learners an insight into the challenges of Braille conversion. Following this, the Unit will guide learners through a Braille conversion processes and outline specific tasks to be completed either in class or outside of class time.
Slides supporting Unit 6
