Total visitors | 864 +130% | 488 more than previous period |
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Total pageviews | 1,489 +124% | 824 more than previous period |
Realtime pageviews | 0 | pageviews in the last hour |
# | Pages | Visitors | Pageviews |
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1 | 1.3 UDL Principle 1: Multiple Means of Engagement | 409 | 499 |
2 | 1.4 UDL Principle 2: Multiple Means of Representation | 139 | 182 |
3 | Cover | 86 | 144 |
4 | 1.5 UDL Principle 3: Multiple Means of Action & Expression | 114 | 142 |
5 | Chapter 1: Universal Design for Learning | 59 | 71 |
6 | Acknowledgments | 35 | 58 |
7 | 1.1 Introduction to UDL | 36 | 48 |
8 | Excel Accessibility | 35 | 39 |
9 | 1.2 Why is UDL Important? What Does the Research Say? | 13 | 18 |
10 | 2.6 Design Rubrics with Transparent Criteria | 16 | 18 |
11 | Appendix 4: FanshaweOnline Accessibility | 14 | 17 |
12 | Accessibility Quick Start Guide | 9 | 15 |
13 | About This Guide | 8 | 13 |
14 | Appendix 1: PowerPoint Accessibility | 7 | 13 |
15 | 1.6 Applying UDL Principles to Course Design | 8 | 12 |
16 | Chapter 3: UDL & Best Practices for Technology-Enabled Learning | 6 | 12 |
17 | 3.2 Headings, Fonts, and Hyperlinks | 7 | 12 |
18 | References | 11 | 12 |
19 | Downloadable Resources | 5 | 12 |
20 | Chapter 2: Assessment and UDL | 8 | 11 |
# | Referrers | Visitors | Pageviews |
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1 | google.com | 557 | 652 |
2 | bing.com | 29 | 31 |
3 | pressbooks.directory | 14 | 21 |
4 | docs.google.com | 7 | 18 |
5 | elearn.isu.edu | 8 | 10 |
6 | duckduckgo.com | 9 | 9 |
7 | google.com.au | 3 | 7 |
8 | gemini.google.com | 4 | 6 |
9 | perplexity.ai | 5 | 5 |
10 | oersi.org | 3 | 5 |
11 | facebook.com | 3 | 4 |
12 | katalog.ub.uni-koeln.de | 2 | 4 |
13 | google.co.uk | 3 | 3 |
14 | google.es | 3 | 3 |
15 | cac-onenote.officeapps.live.com | 1 | 3 |
16 | ecampusontario.pressbooks.pub/llsguide/chapter/oer-resource-universal-design-for-learning-a-guide-for-faculty | 1 | 3 |
17 | fanshaweonline.ca | 1 | 3 |
18 | connect.openathens.net | 1 | 2 |
19 | chatgpt.com | 2 | 2 |
20 | google.ca | 2 | 2 |