It can sometimes be difficult to know if the way you’ve structured your team is the “right” way. For most, whether you are meeting your internal goals and rising to the demands of your institution is the only method to measure. There’s no real, concrete way to compare your own structure and your own success against that of the rest of the industry.
Each year, thousands of developers, designers, content strategists, and industry leaders gather at DrupalCon to share their ideas and experiences using one of the world’s most popular open-source content management solutions. For the 2017 conference, two of our developers and several other members of our team had the opportunity to attend the conference in Baltimore.
Real-world accessibility solutions have been commonplace for some time. Wheelchair accessible ramps outside of buildings, braille numbers on ATM keypads, and chirping audio cues at crosswalks are just a few accessibility features we often take for granted. How accessibility translates to the digital space, however, is a question that industries across the web are still struggling to answer. Particularly in higher education.
Last month, in response to a Justice Department accessability order, The University of California, Berkeley had two options:
When most people think of virtual reality, they conjure images of clunky headsets and an endless sea of wires and sensors. They may think of video games, and futuristic setups with users strapped into sophisticated rigs exploring complex digital environments. They almost certainly don’t think about higher education.
But as the technology progresses, it might be time to start questioning how higher education can benefit from virtual reality.