Phaedrus Online

[Nu Alessio]

Thereis some background information about Phaedrus at wikipedia. You can find many fine editions of Phaedrus online at Google Books, including quite a few books that were created with Latin students' needs in mind. Here are the Google books in my library labeled Phaedrus.

For the fables with titles in bold below, you will find a segmented Latin version to help you in your reading of the fable, with the word order arranged in a more prose-like style to make it easier on the first reading.

Volume 1 (with 9 dialogues) of a 5 volume edition of Plato by the great English Victorian Greek scholar, Benjamin Jowett. The scholarly apparatus is immense and detailed. The online version preserves the marginal comments of the printed edition and has links to all the notes and comments provided by Jowett.

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Following is a list, in alphabetical order, of all works that have comedown to us under Plato's name, including works which are now consideredas not from Plato by almost everybody. An (A) after the name of a dialogueindicates a work that is not part of the 28 dialogues in my "tetralogies"and is most likely apocryphal.

In this list, links are provided, when they exist, to both the Greek text and English translations at Perseus, and to B. Jowett's English translations at various sites :

- the eBooks Library of the University of Adelaide, Australia, which provides an HTML versions of the dialogues, Jowett's introductions and, for several dialogues, analyses, plus a zipped version of the HTML files for download ; see the table of contents of the dialogues of Plato there for links to those downloadable files ; besides, the preface to the first, second and third editions of Jowett's translation are available along with the Charmides)

- the OLL (Online Library of Liberty), which offers online versions of the 1892 edition in 5 volumes of the Jowett's translation of all the 28 dialogues of my seven tetralogies except the Greater Hippias, plus Second Alcibiades and Eryxias, along with introductions and indexes, plus downloadable facsimile (scanned images of the pages of the paper edition) in pdf format

- (an earlier version of this page had links to B. Jowett's translation at The Tech Classics Archive at MIT, but this site crashed some time in 2000 and not all texts have been fully restored ever since. Due to the way they restored the site, using archive from Google, dialogues whose size led to a file greater than about 100K, the maximum size of Google archive for a page, are now incomplete. Thus I have only left links to those dialogues that have been fully restored, that is, the shorter ones. For the Laws and the Republic, MIT had one page per book, which means that most of the books could be restored; the incomplete ones are books III and V of the Republic and books VI and VII of the Laws).

Using a link to one of Jowett's translations loads the dialogue (or book for Republic and Laws) as one document that you can then keep locally for further reference, while Perseus provides searchable texts loaded by small sections and accessible at any reference. The URL for searching a given reference in Plato at Perseus is :

The Greek text of several dialogues (Euthyphro, Apology, Crito, Phdo in John Burnet's edition, plus the Symposium, Phdrus and the VIIth Letter so far) in the form of downloadable zipped Word files is available at the "The Little Sailing" site, managed by Agelos Perdikouris.

A digitized version of Henri Estienne (Stephanus) 1578 complete edition in three volumes of Plato's works, greek text and latin translation, still used nowadays to reference quotations of Plato's works (see the page of this site explaining this mode of quotation), is available online and can be accessed by clicking on the appropriate link in the list below :

Plato and his dialogues : Home - Biography - Works and links to them - History of interpretation - New hypotheses - Map of dialogues : table version or non tabular version. Tools : Index of persons and locations - Detailed and synoptic chronologies - Maps of Ancient Greek World. Site information : About the author.

Here is an education thought leader who rails against educational technology, circa 360 B.C.E. No matter what the innovation, there will be a risk that the easy path presented can lead to poorly designed learning, and learners who struggle to meet course objectives. Is Socrates supporting rote learning? Or, is he concerned about superficial learning without the rigour of discourse? His argument above could be applied to many online courses today.

Text is the first media used in teaching and learning, and it is the first technology to stand between the teacher and student. Text also enables teaching and learning over time and across distance. While text is familiar, it is the composition of the narrative that is often emphasized while the design of the text can be an afterthought. Like other forms of media, the intentional design of text, in accordance with research-based principles, supports effective learning. This week we are not concerned with the actual narrative or exposition that you would select or create to support learning; rather, we will look at the design elements of presenting text to learners in an online environment.

This week is an opportunity to introduce the concept of accessibility, a subject that will have relevance in many weeks to come. The digital nature of online learning puts educators one step closer on the road to ensuring accessibility and utilizing universal design for learning in courses, but that slight head-start can be squandered if it is forgotten.

There are several resources to consult when making design decisions around text for learning. In this course we can apply some of the principles from Mayer that we learned in Week 2, and we can apply the findings of research from a variety of fields. There are two important takeaways from this topic:

In your role as a teacher you will have control over the placement and formatting of some text elements, but in other cases you will have to work with the styles enforced by a learning management system (LMS) or content management system (CMS). Even in these situations, you may have an ability to provide input on the styles used in the system.

How might the issues raised in this chapter impact the ability of your students to read online? How would you change your teaching practice to support effective online reading by your students? If your students are very young, try addressing these questions in relation to an older cohort of students.

This post tries to offer a quick, coherent introduction to the most important elements of text design for learning. What elements of organization (headers, lists, etc.) could you use better in your own online materials?

In this activity you will create a structure that maximizes readability of the following text, which has been modified from the Wikipedia page on moose. (No peeking at the current format of that page!)

There are several tools available to quickly try different fonts and other text formatting options to see how they will display. Experiment with Font Comparer to compare a few different font selections. Beware of the sneaky advertisement in the middle of the page, the comparer tool is at the top. Identify a few fonts that you would consider for lengthy paragraph text, and some fonts that would be useful for headers or to draw attention to elements of a page.

Perceivability: this is the ability of learners to see and decode the text as observed on the online platform. There are many elements of online text display that will be explored this week.

In this activity we will consider vision impairment as the condition to achieve accessibility for. This is a common source of difficulty in reading online text (while others might include dyslexia or language barriers). The rate of uncorrected low vision in North America has been measured at around 2% using North American standards (National Academies of Sciences, Engineering, and Medicine; Health and Medicine Division; Board on Population Health and Public Health Practice; & Committee on Public Health Approaches to Reduce Vision Impairment and Promote Eye Health, 2016). This does not include people who have corrected vision but whose vision is impaired without their glasses; people with vision affected by fatigue; and those with vision that can be corrected but has been under diagnosed. You can find more information in the optional readings below.

In this activity you will add the NoCoffee extension for the Mozilla Firefox browser. (If you do not already use Mozilla Firefox, I recommend installing it.) NoCoffee simulates various visual disabilities in your Firefox browser.

Write a short portfolio post describing your findings and how you think one of your favorite online resources could be made more accessible for those with visual impairments (include a link to the resource you evaluated). Visit the posts from some other students and comment or reply as appropriate.

Ableser, J. & Moore, C. (2018, September 10). Universal design for learning and digital accessibility: Compatible partners or a conflicted marriage? EDUCAUSE review.

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