tag:blogger.com,1999:blog-76755328281171588682024-02-08T15:01:26.178+11:00Aam Sudrajat's Blogeverything towards to an equilibrium pointAam Sudrajathttp://www.blogger.com/profile/08981013950877780014noreply@blogger.comBlogger43125tag:blogger.com,1999:blog-7675532828117158868.post-54155866821956710672011-06-25T21:41:00.001+10:002011-06-25T22:17:46.892+10:00RECEH PANAS<div class="separator" style="clear: both; text-align: center;"><a href="http://goo.gl/dTEOF"><img border="0" height="64" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjGPfLFmqMeusOU_KIeY54UL5lNF3elHxc8EOUA4ROdTPDuP8D5GVWEBkgU2ctfT9_UuBfL1cEpE1HFrD5v7AXixYAaDIhqZ57ST2l3ynNtZfhyXB3MLCzzWpl98g7h3riyNIbPPqtoMK2V/s320/click2.jpg" width="320" /></a></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiNUpCiSBzi_zpyZYDHK8Jd83sotfG61Xmzqyo0JCFZQ2XKmmCmwbhyCKmSq03t_Z4L88tPZAWNCcIENiBajW0wXl7UyLwDziF5AN94LnMZRfOhbZq94rae34K5HkyNmTfrDiw8nLvhP1Vz/s1600/click.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><br />
</a></div>Aam Sudrajathttp://www.blogger.com/profile/08981013950877780014noreply@blogger.com0tag:blogger.com,1999:blog-7675532828117158868.post-82203593382115474202011-05-10T15:32:00.000+10:002011-05-10T15:32:10.429+10:00Segmen 17, 9, 6, 5 cm<applet name="ggbApplet" code="geogebra.GeoGebraApplet" archive="geogebra.jar"
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</applet>Aam Sudrajathttp://www.blogger.com/profile/08981013950877780014noreply@blogger.com0tag:blogger.com,1999:blog-7675532828117158868.post-91699716140299326742010-05-20T16:05:00.002+10:002010-05-20T16:14:57.582+10:00Luas dibawah Dua kurva dengan GeoGebraUntuk menghitung luas dibawah dua kurva atau fungsi, kita bisa menggunakan perintah <b>Integral </b>lihat <a href="http://www.geogebra.org/help/docuin/index.html">http://www.geogebra.org/help/docuin/index.html</a> di bagian Perintah-Perintah atau akses <b>Bantuan</b>.<br />
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<b><span class="commands">Integral[fungsi f, fungsi g, angka a, angka b]</span></b> <br />
Integral tertentu dari perbedaan fungsi <i>f(x) - g(x)</i> dari nilai <i>a</i> ke nilai <i>b</i>. Contohnya:<br />
<b><span class="commands">Integral[f(x), fungsi g(x), 1, 2]</span></b><br />
<span class="commands">Dalam a</span>nimasi di bawah ini, semua parameter fungsi dan batas-batas fungsi dibuat dinamis dengan bantuan <b>slider</b>/<b>Luncuran. </b>Silahkan anda explorasi contoh<b> </b>berikut dengan menggeser nilai<b> a, b, c, k, l, m, n, v, </b>atau <b>w.</b><br />
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<applet name="ggbApplet" code="geogebra.GeoGebraApplet" archive="geogebra.jar"
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<param name="framePossible" value="true" /><param name="showResetIcon" value="true" /><param name="showAnimationButton" value="true" /><param name="enableRightClick" value="true" /><param name="errorDialogsActive" value="true" /><param name="enableLabelDrags" value="true" /><param name="showMenuBar" value="true" /><param name="showToolBar" value="true" /><param name="language" value="in" /><param name="showToolBarHelp" value="true" /><br />
<param name="showAlgebraInput" value="true" />Sorry, the GeoGebra Applet could not be started. Please make sure that Java 1.4.2 (or later) is installed and active in your browser (<a href="http://java.sun.com/getjava">Click here to install Java now</a>)<br />
</applet>Aam Sudrajathttp://www.blogger.com/profile/08981013950877780014noreply@blogger.com0tag:blogger.com,1999:blog-7675532828117158868.post-27780019858047406752010-05-06T21:12:00.002+10:002010-05-06T21:13:56.669+10:00The ADDIE Instructional Design Model<div id="__ss_171551" style="width: 550px;"><object height="450" id="__sse171551" width="550"><param name="movie" value="http://static.slidesharecdn.com/swf/ssplayer2.swf?doc=the-addie-instructional-design-model-1195445965112166-5&stripped_title=the-addie-instructional-design-model" /><param name="allowFullScreen" value="true"/><param name="allowScriptAccess" value="always"/><embed name="__sse171551" src="http://static.slidesharecdn.com/swf/ssplayer2.swf?doc=the-addie-instructional-design-model-1195445965112166-5&stripped_title=the-addie-instructional-design-model" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" width="550" height="450"></embed></object><br />
<div style="padding: 5px 0pt 12px;">View more <a href="http://www.slideshare.net/">presentations</a> from <a href="http://www.slideshare.net/CPappasOnline">Christopher Pappas</a>.</div></div>Aam Sudrajathttp://www.blogger.com/profile/08981013950877780014noreply@blogger.com0tag:blogger.com,1999:blog-7675532828117158868.post-50061620457605318192010-05-04T22:34:00.002+10:002010-05-04T22:46:17.897+10:00Reviewing Indonesian Teachers TrainingThere are two types of teacher training that conducted by 12 P4TKs and supported by 30 LPMPs, namely face-to-face trainings and e-training. The allocated budget for teacher training in 12 P4TKs is about 180 billion rupiahs (Ditjen PMPTK, 2009). According to national standard of budgeting for 100 hours training, face-to-face training unit cost is about 2 million rupiahs per teacher per training and for e-training is about 3,5 million rupiahs per teacher per training. Thus every year the Ditjen PMPTK will conduct teacher training for about 100,000 teachers per year, so it is believe that it will take more than ten years for disseminating new curriculum standard or teaching methodology to more than a million teachers.<br />
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Face-to-face training is conducted either on campus or off campus involving participants from several provinces. This training has several patterns such as 50 hours, 100 hours, 200 hours, and 600 hours which every training group is followed by about 30 participants. For instance, P4TK TK & PLB<img align="top" src="http://latex.codecogs.com/gif.latex?%5E%7B1%7D" /> is able to conduct 50 hours on campus training followed by two groups of 30 participants. On the other hand, e-training is off-campus conducted involving participant from almost all 30 provinces. This training has a specific pattern which is 100 hour for academic writing guidance. The P4TK which has been developing and conducting e-training with national coverage is only P4TK TK & PLB involving more than 5000 participants a year.<br />
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Besides unit cost of training and participants, there is an extrinsic factor which is government policy about education quality improvement throughout teacher certification that gives profession incentive up to 100% of main salary to accredited teachers. Obviously, this policy will lead the increase of the national education budget that gives direct implication to the teacher training budget in the future because of limited foreign exchange reserves. It is believe that if global economic crisis will still remain for the next five years, then there will be teacher training budget crisis. <br />
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This over viewing about Indonesian teacher training and budgeting condition encourage us to make a breakthrough action to endorse teachers’ quality improvement throughout training in the limited budget condition. In the other words, we should develop teacher training model that has optimum both units cost and number of participant. We can combine the positive aspects of the face-to-face training and e-training respectively, which are the low face-to-face training unit cost and the relative high number of e-training participants, to establish an optimum training model. The convergence face-to-face training and e-training which is called blended training comes from blended learning concept.<br />
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<img align="top" src="http://latex.codecogs.com/gif.latex?%5E%7B1%7D" />P4TK TK & PLB is a P4TK that takes care kindergarten and special needs school teachers<br />
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<div style="color: #660000; font-family: Georgia,"Times New Roman",serif; margin-bottom: 12px; margin-left: 1cm; text-indent: -1cm;">Ditjen PMPTK (2009). <i>Rencana Kerja Anggaran – Kementrian Lembaga Ditjen PMPTK</i>. Government Budgeting System, Software, Jakarta: Direktorat Jenderal Anggaran.<br />
<div style="text-align: justify;"></div></div>Aam Sudrajathttp://www.blogger.com/profile/08981013950877780014noreply@blogger.com0tag:blogger.com,1999:blog-7675532828117158868.post-45353536176953148382010-05-04T22:17:00.003+10:002010-05-04T22:29:02.743+10:00IntroductionIndonesia is a big country with a population of more than 220 million which 3,423,946 of them are teachers (Ditjen PMPTK, 2010). There are 42 technical institutions (12 P4TKs<img align="top" src="http://latex.codecogs.com/gif.latex?%5E%7B1%7D" /> and 30 LPMPs<img align="top" src="http://latex.codecogs.com/gif.latex?%5E%7B2%7D" /> scattered over 33 provinces dealing with teacher training as training providers under the General Directorate of Quality Improvement of Teachers and Education Personnel (Dijen PMPTK) - National Education Department. There are two types of training conducted by them, namely face-to-face training and e-training. A face-to-face training has smaller unit cost of training rather than e-training, but an e-training involves much bigger participants rather than face-to-face training involves. All the training is funded by the national budget allocated for National Education Department. On the other hand, government has a policy to improve education quality throughout teacher certification which gives profession incentive up to 100% of main salary to accredited teachers. So that there may be a crisis of education budget for teacher training in the future because of limited national budget and increase of budget for teachers’ incentive.<br />
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<img align="top" src="http://latex.codecogs.com/gif.latex?%5E%7B1%7D" />P4TK is a technical unit as a centre of development and empowerment of teachers that has a study field specialization<br />
<img align="top" src="http://latex.codecogs.com/gif.latex?%5E%7B2%7D" />LPMP is technical unit as an institution of education quality assurance that lies in 30 provinces in Indonesia<br />
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<div style="color: #660000; font-family: Georgia,"Times New Roman",serif; margin-bottom: 12px; margin-left: 1cm; text-indent: -1cm;">Ditjen PMPTK (2010). <i>Laporan berdasarkan status nuptk</i>, retrieved 22 April 2010 from <a href="http://www.nuptk.info/content.php?pageid=3">http://www.nuptk.info/content.php?pageid=3</a>.</div><div style="text-align: justify;"></div>Aam Sudrajathttp://www.blogger.com/profile/08981013950877780014noreply@blogger.com0tag:blogger.com,1999:blog-7675532828117158868.post-46267116484525276662010-05-01T09:13:00.001+10:002010-05-01T09:35:42.630+10:00E-Tivities - Stage 1: Access<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEigK0b6bydGu58R96NRNjty7MtTT8VUjSbwHLJkZNdfHQIzB8OMUXaLuEEpGS2g1B0xQW_8oTqC-CeNxPT6L_eLssVS_p6SOX7SAMdAddqePRXnfOzIwuRTWHfSlJ7LRKtUMrTgpLCSuinB/s1600/stage1a.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEigK0b6bydGu58R96NRNjty7MtTT8VUjSbwHLJkZNdfHQIzB8OMUXaLuEEpGS2g1B0xQW_8oTqC-CeNxPT6L_eLssVS_p6SOX7SAMdAddqePRXnfOzIwuRTWHfSlJ7LRKtUMrTgpLCSuinB/s320/stage1a.jpg" /></a></div>Aam Sudrajathttp://www.blogger.com/profile/08981013950877780014noreply@blogger.com0tag:blogger.com,1999:blog-7675532828117158868.post-3224078671714151502010-04-21T03:09:00.000+10:002010-04-21T03:09:31.162+10:00Accessible WebsiteHere are some examples of accessible website:<br />
<div class="separator" style="clear: both; text-align: left;"><a href="http://ualr.edu/pace/tenstepsud/images/sample.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="351" src="http://ualr.edu/pace/tenstepsud/images/sample.png" width="400" /></a></div><div style="text-align: left;"> Sample of simple and consistent navigation</div><div style="text-align: left;"><br />
</div><div style="text-align: left;"><br />
</div><div class="separator" style="clear: both; text-align: left;"><a href="http://www.webaim.org/techniques/skipnav/media/usu.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="132" src="http://www.webaim.org/techniques/skipnav/media/usu.jpg" width="400" /></a></div><div style="text-align: left;"> Sample skip-to-navigation link</div><br />
<div class="separator" style="clear: both; text-align: left;"><a href="http://www.webaim.org/techniques/skipnav/media/usa_jobs.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="207" src="http://www.webaim.org/techniques/skipnav/media/usa_jobs.jpg" width="400" /></a></div> Sample of invisible skip-to-navigation linkAam Sudrajathttp://www.blogger.com/profile/08981013950877780014noreply@blogger.com0tag:blogger.com,1999:blog-7675532828117158868.post-19004981586043191332010-04-21T01:57:00.004+10:002010-04-21T15:35:13.637+10:00Reading 10<div style="color: #660000; font-family: Georgia,"Times New Roman",serif; margin-bottom: 12px; margin-left: 1cm; text-indent: -1cm;">Takagi, H., Asakawa, C., Fukuda, K., & Maeda, J. (2004). <i>Accessibility designer: Visualizing Usability for the Blind</i>. Paper presented at the Proceedings of the 6th international ACM SIGACCESS conference on Computers and accessibility. Retrieved from: <a href="http://doi.acm.org/10.1145/1028630.1028662">http://doi.acm.org/10.1145/1028630.1028662</a></div><div style="text-align: justify;">This purpose of this study is to develop software for improving web usability and blind user’s productivity called Accessibility Designer. The authors describe the factors that become problems beyond the software development which are accessibility checker, requirement of guidelines compliance, and syntactic checking of web page. For overcoming the problems, the author develop a new software that has three fundamental features: background color pattern for presenting reaching time to each part a web page, color filling analysis for indicating accessibility particular area of a web page, and visual layout analysis using text information that generated by standard screen reader. This new software is expected to improve usability of a web page.<br />
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In the use, the author found that the background-color-based analysis has the power to reveal several problems such as availability and appropriateness skip-links navigator, availability and appropriateness of headings usage, and content order. The result of the analysis will contribute to development of web design that may decrease the time and cost maintenance, determine web usability even for high level accessibility, achieve real accessible and usable website by focusing on the user experience and actual productivity.<br />
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Even tough this article is technical oriented and focus on usability for user with visual impaired, but it has valuable knowledge for improving accessibility and usability of information displayed on a web page.</div>Aam Sudrajathttp://www.blogger.com/profile/08981013950877780014noreply@blogger.com0tag:blogger.com,1999:blog-7675532828117158868.post-8004586147107384642010-04-21T01:55:00.003+10:002010-04-21T14:36:03.873+10:00Reading 9<div style="color: #660000; font-family: Georgia,"Times New Roman",serif; margin-bottom: 12px; margin-left: 1cm; text-align: left; text-indent: -1cm;">Villegas, E., Sorribas, X., Pifarr, M., & Fonseca, D. (2009). <i>Improving the design of accessible web pages through a study of user experience in order to define requirements</i>. Paper presented at the Proceedings of the 1st ACM SIGMM international workshop on Media studies and implementations that help improving access to disabled users. Retrieved from <a href="http://doi.acm.org/10.1145/1631097.1631099">http://doi.acm.org/10.1145/1631097.1631099</a></div><div style="text-align: justify;">The authors’ purpose is to compare the two study phases of web accessibility that are based on the Web Content Accessibility Guidelines version 2.0 which level AA (double A) is a level acceptance in Spanish Law. The first phase is analyzing several Spanish AA-certified websites in order to collect the pattern of user accessibility defined by user (people with disabilities) requirements. Result from the first phased becomes guidance for group task-based test in second phase for determining the satisfactory of accessibility a web page creation.<br />
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This study found that obtaining an accessible experience in the first step leads to the creation of a web page with real accessibility which is not only compliance with the WCAG guidelines, but also “a requirement to provide the user with a satisfactory user experience and to enable the user to work autonomously” (p.5).<br />
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Although this study is only involved 12 students with disability, but this article is a good example for creating and analyzing web page that accessible for person with disabilities. Perhaps world class study involved various type students with disabilities would be better to evaluate the latest Web Content Accessibility Guidelines and the result might give some recommendation the web builders to create the real accessible websites.</div>Aam Sudrajathttp://www.blogger.com/profile/08981013950877780014noreply@blogger.com0tag:blogger.com,1999:blog-7675532828117158868.post-4290261354588191472010-04-21T01:54:00.004+10:002010-04-21T14:35:28.720+10:00Reading 8<div style="color: #660000; font-family: Georgia,"Times New Roman",serif; margin-bottom: 12px; margin-left: 1cm; text-align: left; text-indent: -1cm;">Rose, D., Hall, T., & Murray, E. (2008). Accurate for All: Universal Design for Learning and the Assessment of Students with Learning Disabilities. <i>Perspectives on Language and Literacy</i>, 34(4), 23-28. Retrieved from <a href="http://ezproxy.lib.monash.edu.au/login?url=%20http://proquest.umi.com/pqdweb?did=1639898021&Fmt=7&clientId=16397&RQT=309&VName=PQD">http://ezproxy.lib.monash.edu.au/login?url= http://proquest.umi.com/pqdweb?did=1639898021&Fmt=7&clientId=16397&RQT=309&VName=PQD</a></div><div style="text-align: justify;">This article explorers the implementation of three principles of universal design for learning in the assessment of students with learning disabilities. The authors state relevant constructs of the instrument and full spectrum of students is the keys to make sure the assessment is accountable and accurate for all students.<br />
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The first principle elucidates by the authors is that flexible formats and options of assessment can be generated by modern technology, even it can be determined by individual basis of learning disabilities, so that the information in the assessment can be accessed by all the students. The second one is that assessment should be able completed by any kind of response from various students with disabilities. Thus other supports are needed for preparing and organizing responses such as assistive technology for completing the assessment. The last one is that validity of assessment should be achieved by maximum engagement of the students. For making sure students with learning disabilities have maximum level of engagement, they should be motivated to concentrate to the assessment and ignore other activities when the time has come. If the treatment of external motivating condition is considered not adequate for accountability assessment, then we have to consistent with the implementation of previous principle which is providing options and alternatives of testing and engagement conditions.<br />
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Although the article is focus on the assessment of students with learning disabilities in the face-to-face context, the assessment concepts are valuable to be implemented in the on line learning environment for students with disabilities by occupying various modalities of assessment.</div>Aam Sudrajathttp://www.blogger.com/profile/08981013950877780014noreply@blogger.com0tag:blogger.com,1999:blog-7675532828117158868.post-67174661415750786572010-04-21T01:53:00.002+10:002010-04-21T14:34:13.643+10:00Reading 7<div style="color: #660000; font-family: Georgia,"Times New Roman",serif; margin-bottom: 12px; margin-left: 1cm; text-align: left; text-indent: -1cm;">Orkwis, R., & McLane, K. (1998). <i>A Curriculum Every Student Can Use: Design Principles for Student Access</i>. ERIC/OSEP Topical Brief (055 Guides: Non-Classroom; 071 ERIC Publications): Special Education Programs (ED/OSERS), Washington, DC.; Office of Educational Research and Improvement (ED), Washington, DC.</div><div style="text-align: justify;">Orkwis and McLane explore some issues in universal design for learning which are related to accessibility of general education curriculum for students with disabilities. The authors describe universal design for learning as generating learning materials and activities in the flexible curriculum which provide alternative options for students with various abilities and background.<br />
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The authors also complement the report with two figures for illustrating universal design for learning. The first figure illustrates the differences between universal design for product or environment and universal design for learning. The second one illustrates about three essential qualities of universal design for learning which are representation, expression, and engagement.<br />
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Even tough it is a quite old monograph, I really agree that universal design in the notion of learning means “learning materials, instructions, and activities that make learning objectives can be achievable by individuals with wide differences in their abilities to see, hear, speak, move, read, write, understand English, attend, organize, engage, and remember” (p.10). This concept works not only accommodate various students with physical, sensory, and cognitive disabilities, but also various abilities, culture and language backgrounds, and learning approaches.<br />
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</div>Aam Sudrajathttp://www.blogger.com/profile/08981013950877780014noreply@blogger.com0tag:blogger.com,1999:blog-7675532828117158868.post-37412897891545825112010-04-21T01:49:00.006+10:002010-04-21T14:54:45.898+10:00Reading 6<div style="color: #660000; font-family: Georgia,"Times New Roman",serif; margin-bottom: 12px; margin-left: 1cm; text-align: left; text-indent: -1cm;">Harris, C. R., Kaff, M. S., Anderson, M. J., & Knackendoffel, A. (2007). Designing Flexible INSTRUCTION. <i>Principal Leadership</i>, 7(9), 31-35. Retrieved from <a href="http://ezproxy.lib.monash.edu.au/login?url=http://proquest.umi.com/pqdweb?did=1277145451&Fmt=7&clientId=16397&RQT=309&VName=PQD8">http://ezproxy.lib.monash.edu.au/login?url=http://proquest.umi.com/pqdweb?did=1277145451&Fmt=7&clientId=16397&RQT=309&VName=PQD8</a></div><br />
<div style="text-align: justify;">This monograph describes the implementation of universal design for learning that should be based on flexible-designed instruction. The selective use of flexible pedagogy are implemented to incorporate flexibility into instructional planning for accommodating the various learning needs of the students in the classroom. The authors complement the concept of universal design for learning with several testimonies of students who either have or have not special needs.<br />
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The author also points out a framework for instructional planning which the principal should build strong foundation based on principles of universal design for learning since in the beginning rather than retrofitting instructions to meet the needs of students with disabilities later and should manage collaboration of general teachers and special education teachers for making sure the curriculum works for a wide range abilities and disabilities of the students.<br />
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Although this article elucidates the instructional design in the classroom setting, the flexible-designed instruction also should be applied in the online setting so that the online learning environment rich of flexible modalities.</div>Aam Sudrajathttp://www.blogger.com/profile/08981013950877780014noreply@blogger.com0tag:blogger.com,1999:blog-7675532828117158868.post-39236247745169434382010-04-21T01:46:00.005+10:002010-04-21T14:48:45.335+10:00Reading 5<div style="color: #660000; font-family: Georgia,"Times New Roman",serif; margin-bottom: 12px; margin-left: 1cm; text-align: left; text-indent: -1cm;">Hitchcock, C., & Stahl, S. (2003). Assistive Technology, Universal Design, Universal Design for Learning: Improved Learning Opportunities. <i>Journal of Special Education Technology</i>, 18(4), 45-52. Retrieved from <a href="http://ezproxy.lib.monash.edu.au/login?url=http://proquest.umi.com/pqdweb?did=569989481&Fmt=7&clientId=16397&RQT=309&VName=PQD">http://ezproxy.lib.monash.edu.au/login?url=http://proquest.umi.com/pqdweb?did=569989481&Fmt=7&clientId=16397&RQT=309&VName=PQD</a></div><br />
<div style="text-align: justify;">In this article, Hitchcock and Stahl points out about developing and implementing of a universal designed curriculum by considering the goals of learning material, the instructional method, and the learning assessment.<br />
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The article also elucidates the barriers to access and learning that amplified with some analogies of universal design that make definition and principle of universal design can be applied as well as appropriate use of assistive technology in the educational learning environment. In addition the authors make a table comparison of traditional approach and emerging approach of universal design for learning principles that exposes ten factors that influence teaching and learning process for achieving learning goals in the respective learning environment.<br />
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I strongly agree that the best practice of universal design for learning which will support the achievement of all students can be implemented by providing: (a) suitable learning and activities objectives, (b) flexible and supportive electronic learning materials and its assistive technology for access and learning, (c) flexible and various format of challenges and supports, and (d) flexible and accessible assessment.</div>Aam Sudrajathttp://www.blogger.com/profile/08981013950877780014noreply@blogger.com0tag:blogger.com,1999:blog-7675532828117158868.post-3578052976579738992010-04-21T01:44:00.005+10:002010-04-21T14:46:35.296+10:00Reading 4<div style="color: #660000; font-family: Georgia,"Times New Roman",serif; margin-bottom: 12px; margin-left: 1cm; text-indent: -1cm;">Eberle, J. H., & Childress, M. D. (2007). Universal Design for Culturally-Diverse Online Learning. In A. Edmundson (Ed.), <i>Globalizing E-Learning Cultural Challenges</i> (pp. 239-254). Retrieved from <a href="http://www.igi-global.com.ezproxy.lib.monash.edu.au/Gateway/ContentOwned/Chapter.aspx?TitleId=19304&AccessType=InfoSci">http://www.igi-global.com.ezproxy.lib.monash.edu.au/Gateway/ContentOwned/Chapter.aspx?TitleId=19304&AccessType=InfoSci</a></div><div style="text-align: justify;">In this book chapter, Eberle and Childress use the principle of universal design for learning (UDL) to point out the framework for online learning design in the culturally-diverse population and global learning. The authors suggest that for designing UDL-based instruction which accommodate various type of learning in a flexible and systematic way, the principles of universal design can be implemented learning to the six steps of dynamic instructional design (DID).</div><div style="text-align: justify;"><br />
</div><div style="text-align: justify;">The authors also point out the characteristics and factors of learner that should be considered for online learning environment that accommodate various differences based on “clientele identification, abilities/disabilities, language, culture, gender, time barriers, and technology” (p.246).</div><div style="text-align: justify;"><br />
</div><div style="text-align: justify;">This reading is a good source for implementing universal design for learning in the instructional design that sensitive to culturally diverse in the global context so that online learning environment will become more globally inclusive for heterogenic populations, regardless of language, culture, abilities, and gender, time barriers, and technology.</div>Aam Sudrajathttp://www.blogger.com/profile/08981013950877780014noreply@blogger.com0tag:blogger.com,1999:blog-7675532828117158868.post-67698593158284436892010-04-21T01:34:00.004+10:002010-04-21T14:43:21.238+10:00Reading 3<div style="color: #660000; font-family: Georgia,"Times New Roman",serif; margin-bottom: 12px; margin-left: 1cm; text-align: left; text-indent: -1cm;">Sapp, W. (2009). Universal Design: Online Educational Media for Students with Disabilities. <i>Journal of Visual Impairment & Blindness</i>, 103(8), 495-500. Retrieved from <a href="http://ezproxy.lib.monash.edu.au/login?url=http://proquest.umi.com/pqdweb?did=1862973271&Fmt=7&clientId=16397&RQT=309&VName=PQD">http://ezproxy.lib.monash.edu.au/login?url=http://proquest.umi.com/pqdweb?did=1862973271&Fmt=7&clientId=16397&RQT=309&VName=PQD</a></div><br />
<div style="text-align: justify;">Sapp discusses the implementation of universal design learning using Universal eLearning, which is an under development project of integrated online learning module which are compiling accessible technology, universal design for learning principles, and the best practice of online learning.<br />
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The author also elucidates about Universal eLearner system that has incorporated four new features, namely two-tiered video captioning for students with hearing impairment, two-tiered audio description for students with visual impairment, end-of-chapter summary information for supporting the comprehension of students with range of learning and sensory disabilities, and description-embedded language for increasing understandability of the content. Those new features can be set on or off by either students or teachers for making sure students not only can access the online course, but also can understand the contents. Thus the learning goals can be achieved by individuals with range disabilities.<br />
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Even though the article just discusses several new features in a universal-designed online learning, but it is very valuable knowledge about how to increase access and understanding of students with disabilities in the notion of flexible online learning.</div>Aam Sudrajathttp://www.blogger.com/profile/08981013950877780014noreply@blogger.com0tag:blogger.com,1999:blog-7675532828117158868.post-51418139102591479502010-04-21T01:32:00.004+10:002010-04-21T14:30:26.595+10:00Reading 2<div style="color: #660000; font-family: Georgia,"Times New Roman",serif; margin-bottom: 12px; margin-left: 1cm; text-align: left; text-indent: -1cm;">Palloff, R. M, & Pratt, K. (2001). The Art of Online Teaching. <i>Lessons from the Cyberspace Classroom: The Realities of Online Teaching </i>(pp. 20-36). San Francisco: Jossey-Bass. Retrieved from <a href="http://cemmx.educ.monash.edu.au/moodle/file.php/4/docs/%20Palloff_Pratt_2001.pdf">http://cemmx.educ.monash.edu.au/moodle/file.php/4/docs/ Palloff_Pratt_2001.pdf</a></div><br />
<div style="text-align: justify;">Palloff and Pratt purpose several factors that should be considered for shifting face-to-face learning to online learning such as determining who should teach online which influenced by characteristics and willingness of instructor, conducting training for trainers or instructors before order them into design and delivery (electronic pedagogy), instructors involvement which is important to achieve a successful learning outcome instead of students engagement.<br />
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Besides those factors, the authors elucidates the keys to success for online learning which are determining of technology access and familiarity, setting of relative loose and free flowing rules which are generated from participants’ input, gaining maximum engagement of participants with the best effort, encouraging participants for collaborative learning, and developing reflection system for participants. At the end of the authors provide "Tips for a Successful Online Course" (p. 36).<br />
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This is very good reading for understanding how to establish and manage online leaning environment, so that the online course not only converting face-to-face leaning material to digital format, but also reach with sources, activities, and evaluation to achieving learning goals.</div>Aam Sudrajathttp://www.blogger.com/profile/08981013950877780014noreply@blogger.com0tag:blogger.com,1999:blog-7675532828117158868.post-36471052389415309382010-04-21T01:29:00.006+10:002010-04-21T14:40:43.096+10:00Reading 1<div style="color: #660000; font-family: Georgia,"Times New Roman",serif; margin-bottom: 12px; margin-left: 1cm; text-align: left; text-indent: -1cm;">Collis, B. & Moonen, J. (2002). Flexible Learning in a Digital World. <i>Open Learning: The Journal of Open and Distance Learning</i>, 17(3), 217-230. DOI: 10.1080/0268051022000048228</div><div style="text-align: justify;">Collis and Moonen elucidate the flexible learning that has four keys components in the higher education context which are technology, pedagogy, implementation strategies, and institutional framework. The authors define the term of flexible learning is not merely as distance learning, but it is used in a broad way that allow the learner to choose different aspects of learning experiences is the key idea. In the most of the explanation, the authors try to define real flexible learning in the terms of institutional framework. Thus flexible learning can be realized by implementing strategy in the institution, making pedagogical approaches become learning value, and occupying technology to enhance flexibility.<br />
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The authors also explain about lessons learned series from previous cycle of education change and technology potential. The authors state that a well-design web based system is appropriate technology for flexible learning if it has wide range possibilities and contribution-oriented learning. Indeed, usability and accessibility of WWW-based system are key point for flexible learning in the online learning environment.<br />
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Even tough the authors explain the flexible learning in the notion of higher education, but its principles can be implemented in the either level or field of education, including special education needs.</div>Aam Sudrajathttp://www.blogger.com/profile/08981013950877780014noreply@blogger.com0tag:blogger.com,1999:blog-7675532828117158868.post-82782379090156540942010-04-19T09:32:00.002+10:002010-04-19T10:03:07.554+10:00Open Caption VideoSample of open caption video<br />
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<i>YouTube Video</i><br />
<object height="385" width="500"><param name="movie" value="http://www.youtube.com/v/v5XrgRmfFR4&hl=en_US&fs=1&"></param><param name="allowFullScreen" value="true"></param><param name="allowscriptaccess" value="always"></param><embed src="http://www.youtube.com/v/v5XrgRmfFR4&hl=en_US&fs=1&" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" width="500" height="385"></embed></object><br />
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The embedded subtitle can not be interactively changed. It is fixed.Aam Sudrajathttp://www.blogger.com/profile/08981013950877780014noreply@blogger.com0tag:blogger.com,1999:blog-7675532828117158868.post-50194210016317559322010-04-19T09:17:00.006+10:002010-04-19T10:31:41.147+10:00Closed Captioning (CC) Video<i>YouTube Video</i>s:<br />
Automatic Captions in YouTube Demo <br />
<object height="385" width="500"><param name="movie" value="http://www.youtube.com/v/kTvHIDKLFqc&hl=en_US&fs=1&"></param><param name="allowFullScreen" value="true"></param><param name="allowscriptaccess" value="always"></param><embed src="http://www.youtube.com/v/kTvHIDKLFqc&hl=en_US&fs=1&" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" width="500" height="385"></embed></object><br />
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Google Announces Automatic Captions on YouTube<br />
<object height="385" width="500"><param name="movie" value="http://www.youtube.com/v/w4BRY56u2xw&hl=en_US&fs=1&"></param><param name="allowFullScreen" value="true"></param><param name="allowscriptaccess" value="always"></param><embed src="http://www.youtube.com/v/w4BRY56u2xw&hl=en_US&fs=1&" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" width="500" height="385"></embed></object><br />
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The feature of closed caption (CC) can be adjusted by clicking CC icon and there are settings:<br />
1. Type of Font<br />
2. Background (short cut b)<br />
3. Size (short cut + / -)<br />
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<i>Moodle Closed Caption Video</i><br />
By default, Moodle does not provide video captioning. Flv player addition based on JW FLV Player 4.3 can be installed to provide closed video caption. Here are the screen shots installed closed caption in the local server using <a href="http://www.pendriveapps.com/usb-webserver/">USB WebServer 7.0</a> and <a href="http://download.moodle.org/download.php/stable19/moodle-weekly-19.zip">moodle 1.9.8+</a>:<br />
<div class="separator" style="clear: both; text-align: center;"></div><div class="separator" style="clear: both; text-align: center;"></div><div class="separator" style="clear: both; text-align: center;"></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiSpIVkjYA3SDxPCLrbDOLoZGCzZ3V1SAUxnC8lz5enKkWlbWAoWlUCrLLBVhZq8FDVwndXxbszMJnnqWBUU3b_l6xCvzdlWdeIWtEzN1mFkfGdiCcy9F-SyJc6niVmD_ARUNR30vxL98Kc/s1600/ccvideooff.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="227" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiSpIVkjYA3SDxPCLrbDOLoZGCzZ3V1SAUxnC8lz5enKkWlbWAoWlUCrLLBVhZq8FDVwndXxbszMJnnqWBUU3b_l6xCvzdlWdeIWtEzN1mFkfGdiCcy9F-SyJc6niVmD_ARUNR30vxL98Kc/s400/ccvideooff.jpg" width="400" /></a></div><div class="separator" style="clear: both; text-align: center;">Closed caption feature is off</div><div class="separator" style="clear: both; text-align: center;"><br />
</div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgqeiwk5bRT9v7wEg5pzcb6x_3Ba0xwZ0jV1Se8Jrg3D3bUaB3zK6BYPNUrboL8mi6RYlJbeufva00sOZqF4Rpe88ujzzbtjDdlKQv5VEoQOIOZYzekCuVgmXbjl4Ur2q9bvdLYbOdr2wZX/s1600/ccvideoon.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="228" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgqeiwk5bRT9v7wEg5pzcb6x_3Ba0xwZ0jV1Se8Jrg3D3bUaB3zK6BYPNUrboL8mi6RYlJbeufva00sOZqF4Rpe88ujzzbtjDdlKQv5VEoQOIOZYzekCuVgmXbjl4Ur2q9bvdLYbOdr2wZX/s400/ccvideoon.jpg" width="400" /></a></div><div style="text-align: center;">Closed caption feature is on</div><br />
<br />
Sources:<br />
<div style="color: #660000; font-family: Georgia,"Times New Roman",serif; margin-bottom: 12px; margin-left: 1cm; text-indent: -1cm;">Moodle.(2009) <i>FLV Player</i>. Retrieved 5 April, 2010, from <a href="http://docs.moodle.org/en/FLV_Player">http://docs.moodle.org/en/FLV_Player</a></div><div style="color: #660000; font-family: Georgia,"Times New Roman",serif; margin-bottom: 12px; margin-left: 1cm; text-indent: -1cm;">Google.(2009) <i>Automatic Captions on YouTube</i>. Retrieved 5 April, 2010, from <a href="http://www.google.com/accessibility/">http://www.google.com/accessibility/</a></div>Aam Sudrajathttp://www.blogger.com/profile/08981013950877780014noreply@blogger.com0tag:blogger.com,1999:blog-7675532828117158868.post-5255941303369128032010-04-19T08:40:00.007+10:002010-04-19T09:06:14.181+10:00Equation Editor in HTML Environment<div align="center" style="margin-bottom: 0pt; margin-top: 0pt;"><div style="margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: Arial;"> Sample: <img align="middle" src="http://www.codecogs.com/gif.latex?%5Csum_%7Bi=1%7D%5E%7Bn%7D%7B%28X_i%20-%20%5Coverline%7BX%7D%29%5E2%7D" /></span></div><a href="javascript:OpenLatexEditor('testbox','html','')"> </a></div><div align="center" style="margin-bottom: 0pt; margin-top: 0pt;"><div style="margin-bottom: 0pt; margin-top: 0pt;"><a href="javascript:OpenLatexEditor('testbox','html','')"><b><span style="font-family: Arial;"> </span></b></a><b><a href="javascript:OpenLatexEditor('testbox','html','')">Launch Editor</a></b></div></div><div align="center" style="margin-bottom: 0pt; margin-top: 0pt;"><div style="margin-bottom: 0pt; margin-top: 0pt;"><textarea cols="50" id="testbox" rows="10"></textarea><a href="http://www.codecogs.com/" target="_blank"><br />
</a></div><div style="margin-bottom: 0pt; margin-top: 0pt;"><a href="http://www.codecogs.com/" target="_blank"> <img alt="CodeCogs - An Open Source Scientific Library" border="0" src="http://www.codecogs.com/images/poweredbycc.gif" title="CodeCogs - An Open Source Scientific Library" /></a><span style="font-family: Arial; font-size: xx-small;"> </span></div><div style="margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: xx-small;"><span style="font-family: Arial;"><a href="http://a2mstats.blogspot.com/">Aam Sudrajat</a></span> </span></div></div>Aam Sudrajathttp://www.blogger.com/profile/08981013950877780014noreply@blogger.com0tag:blogger.com,1999:blog-7675532828117158868.post-10760671584937665022010-04-18T21:42:00.020+10:002010-04-19T11:00:18.723+10:00Writing Equation in Blogger using LaTeX - Mathtex3.js<ul a="" style="margin-left: -18pt; text-align: left;"><li><b>Using WYSIWYG Equation editor and Mathtex3.js for Beginner User</b></li>
</ul><i style="color: #b45f06;">Creating LaTeX renderer for Blogger</i><br />
<span style="color: black;">For inserting an equation to a posting in a simple way, we need to make sure that LaTeX code can be rendered in the blog. Please follow the steps bellow:</span><i style="color: #b45f06;"> </i><br />
<ul></ul>- Copy (to clipboard) the following script using <i>block</i> and <i>ctrl-c</i><br />
<div><pre style="background-color: #eeeeee; border: 1px dashed rgb(153, 153, 153); color: black; font-family: Andale Mono,Lucida Console,Monaco,fixed,monospace; font-size: 12px; line-height: 10px; overflow: auto; padding: 5px; width: 95%;"><code>
<script src="http://www.watchmath.com/cgi-bin/mathtex3.js" type="text/javascript"></script>
<script type="text/javascript">
replaceMath( document.body );</script>
</code>
</pre></div><br />
<br />
- Add a HTML/Script footer Gadget by accessing your <span style="color: #38761d;">Dashboard</span> and choose <span style="color: #38761d;">Layout</span>>><span style="color: #38761d;">Page Element</span>, and then click the hyperlink Add a Gadget in the bottom of the layout, followed by selecting HTML/JavaScript gadget. In the popup windows paste the script which is copied before, so that it is like the picure bellow:<br />
<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjIaniehcGC3yIJC1YpmAjknjfJ39sBy-hu93SdVkU3pYHxGXXn8STrkjuH1QZN14pX86YU-3K1zXFLK5EXcM2Ac56zy6AGGWscVWbE9VGkko8gp6jg2sjkaf06hAWDE8JnLflPyVSDjwlg/s1600/htmljava.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="172" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjIaniehcGC3yIJC1YpmAjknjfJ39sBy-hu93SdVkU3pYHxGXXn8STrkjuH1QZN14pX86YU-3K1zXFLK5EXcM2Ac56zy6AGGWscVWbE9VGkko8gp6jg2sjkaf06hAWDE8JnLflPyVSDjwlg/s400/htmljava.jpg" width="400" /></a></div>Click save with out typing any title. Then save the Page Elements.<br />
<br />
<i><span style="color: #b45f06;">Creating WYSIWYG Equation Editor </span></i><br />
Latex code is quite complex to remember because it is like programming script. Since we prefer works in the GUI environment, we need WYSIWYG (What You See Is What You Get) Equation Editor. The steps bellow will show you how to make a Blogger Gadget for equation editor:<br />
- Copy the following script:<br />
<div><pre style="background-color: #eeeeee; border: 1px dashed rgb(153, 153, 153); color: black; font-family: Andale Mono,Lucida Console,Monaco,fixed,monospace; font-size: 12px; line-height: 10px; overflow: auto; padding: 5px; width: 95%;"><code>
<script type="text/javascript" src="http://latex.codecogs.com/editor.js"></script>
<p align="center" style="margin-top: 0; margin-bottom: 0"><font face="Arial">
Sample:
<a href="javascript:OpenLatexEditor('testbox','latex','')">
<img src="http://www.codecogs.com/gif.latex?\sum_{i=1}^{n}{(X_i - \overline{X})^2}"
align="middle" /></a></font></p>
<p align="center" style="margin-top: 0; margin-bottom: 0"><b><font face="Arial">
<a href="javascript:OpenLatexEditor('testbox','latex','')">
Launch
Editor</a></font></b></p>
<p align="center" style="margin-top: 0; margin-bottom: 0">
<textarea id="testbox" rows="10" cols="20"></textarea></p>
<p align="center" style="margin-top: 0; margin-bottom: 0">
<a href="http://www.codecogs.com" target="_blank">
<img src="http://www.codecogs.com/images/poweredbycc.gif" border="0"
title="CodeCogs - An Open Source Scientific Library"
alt="CodeCogs - An Open Source Scientific Library" /></a>
<p style="margin-top: 0; margin-bottom: 0" align="center"><font size="1"><font face="Arial">
<a href="http://a2mstats.blogspot.com/">Aam Sudrajat</a></font> </font>
</p>
</code>
</pre></div><br />
<span style="color: #b45f06;"></span>- Add a HTML/Script footer Gadget by accessing your <span style="color: #38761d;">Dashboard</span><br />
- Paste the copied script in the content, and you can give Equation Editor as the Title.<br />
- Save the gadget and the Page Elements. <br />
<br />
<i><span style="color: #b45f06;">Inserting </span><span style="color: #b45f06;">LaTeX code </span><span style="color: #b45f06;">in a Posting</span></i><br />
Because the equation editor is not embedded in the posting editor, we should keep the page contained it and open a new window/tab for creating/editing a posting. Then follow these steps:<br />
- Open Equation Editor by clicking the <i>Lauch Editor</i> link.<br />
<div style="text-align: center;"><div style="text-align: center;"><span style="font-size: small;"><img alt="" src="http://api.ning.com/files/ttW4rG*VI5kPGnYopraqgKnGbtXCsje3nq51PIHOrntJEz8DNuwZSChkxwARSfuDcVjnoQuiQQ6XcbWfmFao-2xLaxMn9LB9/wysiwig_latex.png" style="height: 244px; width: 353px;" /></span></div></div><span style="font-size: small;"><br />
</span><br />
- Create an equation by click the symbol or samples of equation<br />
<br />
<br />
<br />
<img alt="" src="http://api.ning.com/files/JAoD**-WoUtHxge-ThktF8yKCxnGdyL1JI*RNE7MvrADoRSoaapK0B5g27YdSRGxvqmHIpB3FjGfLJGP8qSYW2PQbbN6j5W3/create_equation.png" style="height: 290px; width: 419px;" /><br />
<br />
- Click Copy to Document, the the windows will directly change to the main page where the equation editor gadget is.<br />
<br />
<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhqvJj9iVrRlH44d3z-_IgjZ5-j51WnBA4dAHTor4jeUyAqwPIArihfi4MYB2zB2ZKocDeGRh223X2Ga8l7ZZPnppP83UMBbfKaT2QAkf9xmJPDuYSq4KQWIjDx0aWvjM0xKTDm9BDrcs69/s1600/equation-editor-result.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhqvJj9iVrRlH44d3z-_IgjZ5-j51WnBA4dAHTor4jeUyAqwPIArihfi4MYB2zB2ZKocDeGRh223X2Ga8l7ZZPnppP83UMBbfKaT2QAkf9xmJPDuYSq4KQWIjDx0aWvjM0xKTDm9BDrcs69/s320/equation-editor-result.jpg" /></a></div>- Copy the code from the box by blocking and copying<br />
- Paste the code to the posting editor either in Compose or Edit HTML mode.<br />
- Publish your post<br />
\[ x = a_0 + \frac{1}{a_1 + \frac{1}{a_2 + \frac{1}{a_3 + a_4}}}\]<br />
<br />
<ul a="" style="margin-left: -18pt; text-align: left;"><li><b>Using Mathtex3.js for Advanced User </b></li>
</ul>Basically all the <img src="http://www.codecogs.com/gif.latex?L%5E%7BA%7DT_%7BE%7DX" /> code can be used in a posting after adding a HTML/Script footer Gadget containing Mathtex3.js. You may read <i><a href="ftp://ftp.ams.org/pub/tex/doc/amsmath/short-math-guide.pdf">Short Math Guide for LATEX</a> </i>for looking up the type set.Here some example codes:<br />
<br />
\frac{{\displaystyle\sum\nolimits_{n> 0} z^n}}{{\displaystyle\prod\nolimits_{1\leq k\leq n} (1-q^k)}}<br />
<br />
\[\frac{{\displaystyle\sum\nolimits_{n> 0} z^n}}{{\displaystyle\prod\nolimits_{1\leq k\leq n} (1-q^k)}}\]<br />
<br />
V = \frac{k_2{[E]}+{[S]}}{K_m + {[S]}}}<br />
\[V = \frac{k_2{[E]}+{[S]}}{K_m + {[S]}}\]<br />
<br />
6CO_2 + 6H_2O \xrightarrow{Light Energy} C_6H_{12}O_6 + CO_2 \ \delta G^{\circ} = +2870kJ/mol<br />
\[6CO_2 + 6H_2O \xrightarrow{Light Energy} C_6H_{12}O_6 + CO_2 \ \delta G^{\circ} = +2870kJ/mol\]<br />
<br />
Sources:<br />
<div style="color: #660000; font-family: Georgia,"Times New Roman",serif; margin-bottom: 12px; margin-left: 1cm; text-indent: -1cm;">Codecog (2009). <i>LaTeX Equation Editor v2.96 Installation</i>. Retrieved 15 April, 2010, from <a href="http://www.codecogs.com/latex/install.php">http://www.codecogs.com/latex/install.php</a></div><br />
<div style="color: #660000; font-family: Georgia,"Times New Roman",serif; margin-bottom: 12px; margin-left: 1cm; text-indent: -1cm;">Downes, M. (2002). <i>Short Math Guide for LATEX</i>. Retrieved 15 April, 2010, from <a href="ftp://ftp.ams.org/pub/tex/doc/amsmath/short-math-guide.pdf">ftp://ftp.ams.org/pub/tex/doc/amsmath/short-math-guide.pdf</a></div><br />
<div style="color: #660000; font-family: Georgia,"Times New Roman",serif; margin-bottom: 12px; margin-left: 1cm; text-indent: -1cm;">WatchMath (2010). <i>How To Install Latex On Blogger/Blogspot</i>. Retrieved 15 April, 2010, from <a href="http://watchmath.com/vlog/?p=438">http://watchmath.com/vlog/?p=438</a></div>Aam Sudrajathttp://www.blogger.com/profile/08981013950877780014noreply@blogger.com11tag:blogger.com,1999:blog-7675532828117158868.post-4569120454647023422010-04-18T11:42:00.007+10:002010-04-18T21:31:35.537+10:00LaTeX Parameter for Position Adjustment in Ning.com<span style="font-size: small;">Inserting LaTeX using <a href="http://a2mstats.blogspot.com/2010/04/equation-editor-for-ningcom.html"><b><img src="http://www.codecogs.com/gif.latex?copy_paste_here"/></b></a> should be treated as image because we use image tags for HTML</span><span style="font-size: small;"> ( <img .../>). </span><br />
<div align="justify"><br />
<span style="font-size: small;">There are several parameters that can be use for <span style="font-weight: bold;">position adjustment</span></span><span style="font-size: small; font-weight: bold;">:</span></div><br />
<div align="center"><table border="1"><tbody>
<tr><td align="center" style="border-style: solid; border-width: 1px;" width="12%">Parameter</td> <td align="center" style="border-style: solid; border-width: 1px;" width="82">Value</td> <td align="center" style="border-style: solid; border-width: 1px;" width="141">Using</td> <td align="center" style="border-style: solid; border-width: 1px;" width="248">Example</td> <td align="center" style="border-style: solid; border-width: 1px;" width="37%">Output</td> </tr>
<tr><td rowspan="3" style="border-style: solid; border-width: 1px;" width="74">align</td> <td height="39" style="border-style: solid; border-width: 1px;" width="82"><br />
</td> <td height="39" style="border-style: solid; border-width: 1px;" width="141">align="top"</td> <td rowspan="3" style="border-style: solid; border-width: 1px;" width="248"><span style="font-size: small;"><img src="http://www.codecogs.com/gif.latex?\frac{x-\mu }{\sigma }" </span> <span style="font-weight: bold;">align="top"</span><span style="font-size: small;">></span> </td> <td height="39" style="border-style: solid; border-width: 1px;">Sample <img align="top" src="http://www.codecogs.com/gif.latex?%5Cfrac%7Bx-%5Cmu%7D%7B%5Csigma%7D" />text</td> </tr>
<tr><td height="44" style="border-bottom-style: solid; border-bottom-width: 1px; border-right-style: solid; border-right-width: 1px; border-top-style: solid; border-top-width: 1px;" width="82">middle</td> <td height="44" style="border-style: solid; border-width: 1px;" width="141">align="middle"</td> <td height="44" style="border-style: solid; border-width: 1px;">Sample <img align="middle" src="http://www.codecogs.com/gif.latex?%5Cfrac%7Bx-%5Cmu%7D%7B%5Csigma%7D" /> text</td> </tr>
<tr><td height="41" style="border-bottom-style: solid; border-bottom-width: 1px; border-right-style: solid; border-right-width: 1px; border-top-style: solid; border-top-width: 1px;" width="82">bottom</td> <td height="41" style="border-style: solid; border-width: 1px;" width="141">align="bottom"</td> <td height="41" style="border-style: solid; border-width: 1px;">Sample <img align="bottom" src="http://www.codecogs.com/gif.latex?%5Cfrac%7Bx-%5Cmu%7D%7B%5Csigma%7D" /> text</td> </tr>
<tr><td rowspan="2" style="border-style: solid; border-width: 1px;" width="74">border</td> <td style="border-style: solid; border-width: 1px;" width="82">0</td> <td style="border-style: solid; border-width: 1px;" width="141">border="0"</td> <td rowspan="2" style="border-style: solid; border-width: 1px;" width="248"><br />
&lt;img src="http://www.codecogs.com/gif.latex?\frac{x-\mu }{\sigma }" align="middle" <span style="font-size: small;"><b>border ="1"</b>></span></td> <td rowspan="2" style="border-style: solid; border-width: 1px;">Sample <img align="middle" border="1" src="http://www.codecogs.com/gif.latex?%5Cfrac%7Bx-%5Cmu%7D%7B%5Csigma%7D" />text</td> </tr>
<tr><td style="border-bottom-style: solid; border-bottom-width: 1px; border-right-style: solid; border-right-width: 1px; border-top-style: solid; border-top-width: 1px;" width="82">1</td> <td style="border-bottom-style: solid; border-bottom-width: 1px; border-left-style: solid; border-left-width: 1px; border-top-style: solid; border-top-width: 1px;" width="141">border="1"</td> </tr>
<tr><td style="border-style: solid; border-width: 1px;" width="74">width</td> <td style="border-style: solid; border-width: 1px;" width="82">% or pixel</td> <td style="border-style: solid; border-width: 1px;" width="141"><div style="margin-bottom: 0pt; margin-top: 0pt;">width="10"</div><div style="margin-bottom: 0pt; margin-top: 0pt;">width ="100%"</div></td> <td rowspan="2" style="border-style: solid; border-width: 1px;" width="248"><br />
&lt;img src="http://www.codecogs.com/gif.latex?\frac{x-\mu }{\sigma }" align="middle" <span style="font-size: small;"><b>height ="40" width="70"</b>></span></td> <td rowspan="2" style="border-style: solid; border-width: 1px;">Sample<img align="middle" height="40" src="http://www.codecogs.com/gif.latex?%5Cfrac%7Bx-%5Cmu%7D%7B%5Csigma%7D" width="70" /> text</td> </tr>
<tr><td style="border-style: solid; border-width: 1px;" width="74">height</td> <td style="border-style: solid; border-width: 1px;" width="82">% or pixel</td> <td style="border-bottom-style: solid; border-bottom-width: 1px; border-left-style: solid; border-left-width: 1px; border-top-style: solid; border-top-width: 1px;" width="141"><div style="margin-bottom: 0pt; margin-top: 0pt;">height="20"</div><div style="margin-bottom: 0pt; margin-top: 0pt;">height ="90%"</div></td> </tr>
<tr><td style="border-style: solid; border-width: 1px;" width="74">hspace</td> <td style="border-style: solid; border-width: 1px;" width="82">% or pixel</td> <td style="border-style: solid; border-width: 1px;" width="141"><div style="margin-bottom: 0pt; margin-top: 0pt;">hspace="5"</div><div style="margin-bottom: 0pt; margin-top: 0pt;">hspace ="5%"</div></td> <td rowspan="2" style="border-style: solid; border-width: 1px;" width="248"><span style="font-size: small;"><img src="http://www.codecogs.com/gif.latex?\frac{x-\mu }{\sigma }"</span> align="middle" <span style="font-size: small;"><b>vspace ="20" hspace="10%"</b> border ="1"></span></td> <td rowspan="2" style="border-style: solid; border-width: 1px;">Sample<img align="middle" border="1" hspace="10%" src="http://www.codecogs.com/gif.latex?%5Cfrac%7Bx-%5Cmu%7D%7B%5Csigma%7D" vspace="20" />text</td> </tr>
<tr><td style="border-style: solid; border-width: 1px;" width="74">vspace</td> <td style="border-style: solid; border-width: 1px;" width="82">% or pixel</td> <td style="border-bottom-style: solid; border-bottom-width: 1px; border-left-style: solid; border-left-width: 1px; border-top-style: solid; border-top-width: 1px;" width="141"><div style="margin-bottom: 0pt; margin-top: 0pt;">vspace="10"</div><div style="margin-bottom: 0pt; margin-top: 0pt;">vspace ="10%"</div></td> </tr>
</tbody> </table><div style="text-align: left;"><br />
</div><div style="text-align: left;">Resource:</div></div><div style="color: #660000; font-family: Georgia,"Times New Roman",serif; margin-bottom: 12px; margin-left: 1cm; text-indent: -1cm;">W3C (n.d). <i>13 Objects, Images, and Applets</i>. Retrieved 16 April, 2010, from <a href="http://www.w3.org/TR/REC-html40/struct/objects.html#edef-IMG">http://www.w3.org/TR/REC-html40</a></div>Aam Sudrajathttp://www.blogger.com/profile/08981013950877780014noreply@blogger.com0tag:blogger.com,1999:blog-7675532828117158868.post-34739407194607638092010-04-18T11:40:00.015+10:002010-04-19T09:04:05.868+10:00Writing Equation using LaTeX code at Ning.com<div class="separator" style="clear: both; text-align: center;"></div><div style="margin-left: 1em; margin-right: 1em;"></div><div style="margin-left: 1em; margin-right: 1em;"></div><div style="margin-left: 1em; margin-right: 1em;"></div><br />
<div style="text-align: left;">Ning.com does not provide <img src="http://www.codecogs.com/gif.latex?L%5E%7BA%7DT_%7BE%7DX" /> renderer like wikipedia or any other CMS for creating equation such as:</div><div style="text-align: center;"><img src="http://www.codecogs.com/gif.latex?%5Cfrac%7Bd%7D%7Bdx%7D%5Csin%20x=%5Ccos%20x" /></div><br />
We can use LaTeX source from another WYSIWYG LaTeX editor and copy-paste into blog or Forum in HTML mode. Follow the steps bellow:<br />
<br />
Because we use external WYSIWYG equation editor, then it is not embedded in the posting editor, we should open the equation editor and the entry blog/posting editor in the different windows/tabs. Then follow these steps:<br />
1. Open <a href="http://a2mstats.blogspot.com/2010/04/wysiwyg-equation-editor.html">WYSIWYG Equation Editor</a> in a new window/tab.<br />
<div style="text-align: center;"><div style="text-align: center;"><span style="font-size: small;"><img alt="" src="http://api.ning.com/files/ttW4rG*VI5kPGnYopraqgKnGbtXCsje3nq51PIHOrntJEz8DNuwZSChkxwARSfuDcVjnoQuiQQ6XcbWfmFao-2xLaxMn9LB9/wysiwig_latex.png" style="height: 244px; width: 353px;" /></span></div></div><span style="font-size: small;"><br />
</span><br />
2. Create an equation by click the symbl or samples of equation<br />
<br />
3. Click Copy to Document, the the windows will directly change to the page where the WYSIWYG equation editor is.<br />
<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhwDSA9KF9-MmGgwSWoHDCmn7qoRPMBP3NUqaHwAhA2rUTKWf_OOvNEsQ2t1uwyAvrFoqKaQBYnpk0KgmILj2LzacGZO1ul81h5IB0wPuh2hPQKFGXZI8JURlywcHhWUW_1opluj9QNY88Z/s1600/equation-editor-ning.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhwDSA9KF9-MmGgwSWoHDCmn7qoRPMBP3NUqaHwAhA2rUTKWf_OOvNEsQ2t1uwyAvrFoqKaQBYnpk0KgmILj2LzacGZO1ul81h5IB0wPuh2hPQKFGXZI8JURlywcHhWUW_1opluj9QNY88Z/s320/equation-editor-ning.jpg" /></a></div><div style="text-align: center;"></div><div class="separator" style="clear: both; text-align: center;"></div><div class="separator" style="clear: both; text-align: center;"></div>4. Copy the code from the box by blocking and copying<br />
5. Paste the code to the posting editor either in Compose or Edit HTML mode.<br />
<br />
6. Then you change to Rich Text mode again, and you will see:<br />
<div style="text-align: center;"><img src="http://www.codecogs.com/gif.latex?x%20=%20a_0%20+%20%5Cfrac%7B1%7D%7Ba_1%20+%20%5Cfrac%7B1%7D%7Ba_2%20+%20%5Cfrac%7B1%7D%7Ba_3%20+%20a_4%7D%7D%7D" /></div><br />
7. If you come back to HTML editor and want to change the equation, you will see the script has been changed. It is recommended to repeat the steps 1-6.<br />
<br />
<b>LaTeX code for Advanced User </b><br />
<ul a="" style="margin-left: -18pt; text-align: left;"></ul>Basically all the <img src="http://www.codecogs.com/gif.latex?L%5E%7BA%7DT_%7BE%7DX" /> code can be used in a posting . We can read <i><a href="ftp://ftp.ams.org/pub/tex/doc/amsmath/short-math-guide.pdf">Short Math Guide for LATEX</a> </i>for looking up the type set.Here some example codes:<br />
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\frac{{\displaystyle\sum\nolimits_{n> 0} z^n}}{{\displaystyle\prod\nolimits_{1\leq k\leq n} (1-q^k)}}<br />
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\[\frac{{\displaystyle\sum\nolimits_{n> 0} z^n}}{{\displaystyle\prod\nolimits_{1\leq k\leq n} (1-q^k)}}\]<br />
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V = \frac{k_2{[E]}+{[S]}}{K_m + {[S]}}}<br />
\[V = \frac{k_2{[E]}+{[S]}}{K_m + {[S]}}\]<br />
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6CO_2 + 6H_2O \xrightarrow{Light Energy} C_6H_{12}O_6 + CO_2 \ \delta G^{\circ} = +2870kJ/mol<br />
\[6CO_2 + 6H_2O \xrightarrow{Light Energy} C_6H_{12}O_6 + CO_2 \ \delta G^{\circ} = +2870kJ/mol\]<br />
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Sources:<br />
<div style="color: #660000; font-family: Georgia,"Times New Roman",serif; margin-bottom: 12px; margin-left: 1cm; text-indent: -1cm;">Codecog (2010). <i>LaTeX Equation Editor v2.96 Installation</i>. Retrieved 15 April, 2010, from <a href="http://www.codecogs.com/latex/install.php">http://www.codecogs.com/latex/install.php</a></div><br />
<div style="color: #660000; font-family: Georgia,"Times New Roman",serif; margin-bottom: 12px; margin-left: 1cm; text-indent: -1cm;">Downes, M. (2002. <i>Short Math Guide for LATEX</i>. Retrieved 15 April, 2010, from <a href="ftp://ftp.ams.org/pub/tex/doc/amsmath/short-math-guide.pdf">ftp://ftp.ams.org/pub/tex/doc/amsmath/short-math-guide.pdf</a></div>Aam Sudrajathttp://www.blogger.com/profile/08981013950877780014noreply@blogger.com0tag:blogger.com,1999:blog-7675532828117158868.post-36653174270874107672010-04-18T01:05:00.003+10:002010-04-21T07:12:49.505+10:00Temporary Summary<div style="font-family: "Helvetica Neue",Arial,Helvetica,sans-serif;">Reaching the limit of words, I have to summarize the previous exploration. Universal design for online, especially involving students with disabilities that make sure as flexible as can the learning and teaching process throughout internet should be supported by accessible and usable course design. Accessible course design can be achieved by implementing web accessibility guidelines, then web usability principles adaptation is needed for making sure the learning objective is achievable by various students with disability,.<br />
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There are still many web accessibility and web usability aspects which have not been explored, such as table, forms, interactivity. They will be continued to explore along with universal design curriculum as the backbone of the universal design for learning</div>Aam Sudrajathttp://www.blogger.com/profile/08981013950877780014noreply@blogger.com0