Total visitors | 1,083 +1,090% | 992 more than previous period |
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Total pageviews | 1,893 +1,129% | 1,739 more than previous period |
Realtime pageviews | 0 | pageviews in the last hour |
# | Pages | Visitors | Pageviews |
---|---|---|---|
1 | 1.3 UDL Principle 1: Multiple Means of Engagement | 507 | 622 |
2 | 1.4 UDL Principle 2: Multiple Means of Representation | 162 | 209 |
3 | Cover | 113 | 208 |
4 | 1.5 UDL Principle 3: Multiple Means of Action & Expression | 143 | 176 |
5 | Chapter 1: Universal Design for Learning | 74 | 89 |
6 | Acknowledgments | 48 | 81 |
7 | 1.1 Introduction to UDL | 55 | 67 |
8 | Excel Accessibility | 42 | 51 |
9 | 2.6 Design Rubrics with Transparent Criteria | 20 | 23 |
10 | Appendix 4: FanshaweOnline Accessibility | 18 | 21 |
11 | 1.2 Why is UDL Important? What Does the Research Say? | 15 | 20 |
12 | References | 17 | 19 |
13 | Downloadable Resources | 8 | 18 |
14 | About This Guide | 10 | 16 |
15 | Accessibility Quick Start Guide | 10 | 16 |
16 | Appendix 1: PowerPoint Accessibility | 8 | 15 |
17 | Chapter 2: Assessment and UDL | 10 | 13 |
18 | 3.3 Tables and Lists | 10 | 13 |
19 | 1.6 Applying UDL Principles to Course Design | 8 | 12 |
20 | Chapter 3: UDL & Best Practices for Technology-Enabled Learning | 6 | 12 |
# | Referrers | Visitors | Pageviews |
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1 | google.com | 699 | 822 |
2 | bing.com | 38 | 41 |
3 | pressbooks.directory | 18 | 32 |
4 | elearn.isu.edu | 16 | 18 |
5 | docs.google.com | 7 | 18 |
6 | oersi.org | 10 | 14 |
7 | duckduckgo.com | 9 | 9 |
8 | chatgpt.com | 6 | 8 |
9 | google.com.au | 3 | 7 |
10 | gemini.google.com | 4 | 6 |
11 | perplexity.ai | 5 | 5 |
12 | facebook.com | 3 | 4 |
13 | katalog.ub.uni-koeln.de | 2 | 4 |
14 | google.co.uk | 3 | 3 |
15 | google.es | 3 | 3 |
16 | cac-onenote.officeapps.live.com | 1 | 3 |
17 | ecampusontario.pressbooks.pub/llsguide/chapter/oer-resource-universal-design-for-learning-a-guide-for-faculty | 1 | 3 |
18 | fanshaweonline.ca | 1 | 3 |
19 | connect.openathens.net | 1 | 2 |
20 | google.ca | 2 | 2 |