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DESCRIPTION:
This page from the DCU Information Systems Services (ISS) informs students about the assistive technologies available to them, including (among many others) text-to-speech software, dictation software, recording devices, and screen readers, through the Disability and Learning Support Service.
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DESCRIPTION:
This page from the DCU Information Systems Services (ISS) informs students on web publishing and provides students useful information on the resources they have available to create their own website, including links to resources for website publishing, populating sites with content, and on the HTML programming language.
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DESCRIPTION:
This page from the DCU Information Systems Services (ISS) provides advice and guidance surrounding passphrases or passwords, including what makes a strong and effective password, what to do if you forget your password, and how to reset your password.
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DESCRIPTION:
This page from the DCU Information Systems Services (ISS) provides useful guidance for staff and students on working remotely, and lists applications available to help facilitate factors of remote working (such as video conferencing, etc.) as well as help make it safer (such as with two-factor authentication and encryption).
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DESCRIPTION:
This page from the DCU Information Systems Services (ISS) informs students how to install Microsoft Office 365 onto their desktop computers and smartphones, as well as providing answers to questions about Office 365, such as what specific software is available with Office and how many devices it can be installed on.
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DESCRIPTION:
This page from the DCU Information Systems Services (ISS) contains helpful advice focused on digital data security and discusses various ways in which you can keep your data safe online, such as by two-factor authentication and encryption.
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DESCRIPTION:
This page from the DCU Information Systems Services (ISS) contains helpful advice focused on cybersecurity and staying safe online, including information about cyber threats such as ransomware and phishing.
