Apply Educational Technologies.docx

The following is the course outline for\-- **Apply Educational Technologies** \-\-- module. Generate 100 questions that will help me revise well and prepare for the exam. Make it diverse, i.e include application questions etc **Apply Educational Technologies (OD/C/7150)-2024JANINTAKE** **COURSE OUTLINE** **UNIT OF COMPETENCY: APPLY EDUCATIONAL TECHNOLOGIES** **COURSE UNIT CODE: OD/C/7150** **COURSE UNIT HOURS : 40** **COURSE UNIT TRAINERS/FACILITATORS** **Francis Wambua, Joyline C. Cheruiyot, Joseph Makori Orina, Linet Maundu, Benson Ananda,** **Robert Keter, ShadracK Kimutai, Richard Yahuma and Nancy Oloo.** **UNIT DESCRIPTION** **This unit specifies competencies required by the trainer to apply educational technologies, It** **involves applying concepts in flexible and blended Learning, navigating through a Learning** **Management System (LMS), applying Universal Design for Learning (UDL), planning for the** **development of training resources, and developing Training resources.** **EXPECTED LEARNING OUTCOMES** **By the end of the course unit, the trainee should also be able to:** **1. Apply concepts in flexible and blended Learning** **2. Navigate through a Learning Management System (LMS)** **3. Apply Universal Design for Learning (UDL)** **4. Plan for the development of training resources** **5. Develop Training resources.** **ASSESSMENT** ** Assignments & Continuous Assessment Tests (100%)** ** End of Term Examination (100%)** ** Each trainee is expected to attend at least 75% of the classes.** ** The trainees are expected to research the course topics and participate in all course** **activities.** **TOPIC SUBTOPIC ACTIVITIES TIME** **(HRS)** **1. Concepts in** **flexible and** **blended Learning** ** Blended learning** **terminologies** **✓ Blended Learning** **✓ Flexible Learning** **✓ Synchronous** **Learning** **✓ Asynchronous** **Learning** ** Technology Integration** **concept** ** Learning Management** **System navigation** **Interactive discussion on** **Introduction to flexible and** **blended learning** **Buzz Group discussion on** **technology integration concepts** **4** **2. Learning** **Management** **System (LMS)** **Navigation** ** LMS access is** **demonstrated** **✓ LMS domain** **✓ Username &** **Password** ** Customization of the** **learner's profile** **✓ Profile Biodata** ** LMS navigation** **Active demonstration on LMS** **access and Customization of** **user profile** **6** **3. Universal Design** **for Learning** **(UDL)** ** UDL terminologies** ** The UDL principles** ** UDL principles** ** Inclusivity in resource** **development** **Jigsaw activity on the UDL** **principles** **6** **4. Plan for the** **development of** **training resources,** ** Trainee characteristics** **✓ Needs Assessment** **✓ Learning styles** **✓ Dale's cone of** **experience** **✓ Models of electing** **education resources** ** The learning outcomes.** **✓ Revised Blooms Taxonomy** **Case studies on trainee needs** **assessment** **Role plays on adult learning** **Styles** **Interactive discussions on the** **Dales Cone of Learning** **experiences** **12** **✓ SMART objectives** ** Training resources** **✓ Dale's cone of experience** **✓ Models of electing** **education esources** **✓ Instructional** **communication** **5. Develop Training** **resources.** ** Training resources** **✓ UDL Principles** **✓ Display boards** **✓ Reprographic** **✓ 3D Teaching aids** **✓ Projector** **✓ Electronic media** ** Maintenance of resources** **✓ Standards** **Operational** **Procedures** **Group Projects on 3D Teaching** **aids** **And Electronic media** **Interactive discussions on** **Maintenance of Training** **resources** **12** **References** **Prensky, M. (2001). Digital game-based** **learning. McGraw-Hill.** **Bates, A. W., & Sangrà, A. (2011).** **Managing technology in higher education:** **Strategies for transforming teaching and** **learning. Jossey-Bass.** **Mishra, P., & Koehler, M. J. (2006).** **Technological pedagogical content** **knowledge: A framework for teacher** **knowledge. Teachers College Record,** **108(6), 1017-1054.** **https://doi.org/10.1111/j.1467-** **9620.2006.00684.x** **Anderson, T., & Dron, J. (2011). Three** **generations of distance education pedagogy.** **In Distance Education in China, Proceedings** **of the 4th International Conference on** **Educational Technology of Adaptable** **Learning.** **https://doi.org/10.1109/ICETA.2011.610439** **5** **Kay, R. H. (2006). Evaluating strategies** **used to incorporate technology into** **preservice education: A review of the** **literature. Journal of Research on** **Technology in Education, 38(4), 383-408** Topic 1: Apply concepts in flexible and blended Learning ======================================================== ### 1. Concepts related with Flexible and Blended Learning Learning activities ------------------- **Definition:** Learning activity is any activity that is designed or deployed by the trainer to bring about, or create the conditions for learning. Activities may include games, interactive media, quizzes, case studies etc. Assessment ---------- **Definition:** assessment is the act of measuring the progress of your learning. Thus, assessment is defined as a "process of gathering data to better understand the strengths and weaknesses of student learning. Performance Reporting --------------------- **Definition: **Reporting is a system of data collection and analysis of your progress in performance of activities within a learning management system. E-learning ---------- **Definition: **E-learning is learning that is facilitated and supported through the use of information and communications technology. It is the use of technology to deliver learning e.g desktop and laptop computers, tablet devices such as iPads, software, including assistive software, interactive whiteboards, digital cameras, mobile and wireless tools, including mobile phones etc. In this type of learning, you set the pace of learning. Distance Learning ----------------- **Definition: **Distance learning is a type of educational situation in which you are separated from the trainer by time, location, or both. Education or training courses are delivered to remote locations via synchronous or asynchronous means of instruction, including written correspondence, text, graphics, CD-ROM, online learning, audio and video conferencing, interactive TV or Radio. Face to Face Learning --------------------- **Definition: **Term face to face learning is the type of learning where the learner and the trainer are in the same place, at the same time for the purpose of learning. It is also referred to as conventional classroom learning or learning in the traditional classroom environment. This style of learning involves in-person sessions that are instructor-led. The pace of learning is set by the instructor. In this form of instruction you (as a student) play a passive role. Hence, in face to face training you are a passive learner. Online Learning --------------- **Definition: **Online learning is a type of distance learning that takes place over the internet. It is a subset of eLearning. **Blended Learning** **Definition: **The word blended is an adjective which implies combined or mixed together so that the constituent parts are indistinguishable. Thus Blended learning is described as the combination of face to face instruction with online learning within a course to offer you access to the benefits of both face to face and elearning. Blended learning is further divided into four models: Rotation, Flex, A La Carte, and Enriched Virtual. The Rotation model can be split into Station Rotation, Lab Rotation, Flipped Classroom, or Individual Rotation. Flexible Learning ----------------- **Definition: **The word flexible can be defined as capacity to yield to external influence or adapt to different, or changing requirements. Julie Willems (2005) describes it as easily adapted, moulded, adjusted or managed. Flexible Learning can be described as a set of educational philosophies and systems, concerned with providing you with increased choice, convenience, and personalization to suit the learner. In particular, flexible learning provides learners with choices about **where**, **when**, and **how** learning occurs. Flipped Classroom ----------------- **Definition:** Flipped classroom is an instructional strategy and a type of blended learning that reverses the traditional classroom learning process. In a flipped classroom, you learn new material outside of class time through online lectures, videos, or other resources, and then use class time to apply what they have learned through hands-on activities, discussions, and problem-solving among other learning activities that involve a higher level of thinking. For example, a learner watches a video tutorial on how to develop a CAD drawing using a CAD software at home and then comes to class to work on a project using the CAD Software. **Massive Open Online Courses (MOOCs)** **Definition: **Massive Open Online Courses (usually abbreviated as MOOCs) are online courses made available to a very large number (up to hundreds of thousands) of learners. They are accessible to all for free. Synchronous Learning -------------------- The term synchronous describes the situation in which two or more activities happen at precisely the same time. Synchronous learning therefore can be defined as all types of learning in which learners and trainers are in the same place, at the same time, in order for learning to take place. This includes live online meetings for example video conferences, online chat rooms etc. Asynchronous Learning --------------------- A mode of learning which does not require real-time interaction; instead, content is available online for you to access when it best suits their schedules, and assignments are completed to deadlines. Asynchronous online classrooms use forums and message boards to keep a running dialogue between participants. They also incorporate self-guided lessons, and shared files. Concepts related to Flexible and Blended Learning ================================================= In this learning outcome, we will describe concepts related to Flexible and Blended Learning: You should be able to: 1\. List the concepts related to Flexible and Blended Learning 2\. Explain the concepts related to Flexible and Blended Learning 3\. Differentiate between the various concepts of Flexible and Blended Learning Task: 1\. Ensure you read the content provided for this learning outcome 2\. Carry out the activities provided for this learning outcome **Learning activities** ----------------------- ### **Definition**: Learning activity is any activity that is designed or deployed by the trainer to bring about, or create the conditions for learning. **Assessment** -------------- ### Definition: assessment is the act of measuring the progress of your learning. Thus, assessment is defined as a "process of gathering data to better understand the strengths and weaknesses of student learning. **Reporting** ------------- ### **Definition**: Reporting is a system of data collection and analysis of your progress in performance of activities within a learning management systemg. **Distance Learning** --------------------- ### **Definition**: Distance learning is a type of educational situation in which you are separated from the trainer by **time**, **location**, or **both**. Education or training courses are delivered to remote locations via synchronous or asynchronous means of instruction, including written correspondence, text, graphics, CD-ROM, online learning, audio and video conferencing, interactive TV or Radio. Quizz Distance Learning Activities vs Non Distance Learning Activities **E-Learning** -------------- ### **Definition**: E-learning is a form of distance learning that is facilitated and supported through the use of information and communications technology. It is the use of technology to deliver learning e.g. desktop and laptop computers, tablet devices such as iPads, software, including assistive software, interactive whiteboards, digital cameras, mobile and wireless tools, including mobile phones etc. In this type of learning, you set the pace of learning **Online Learning** ------------------- ### **Definition**: Online learning is a type of distance learning (or elearning) that takes place over the internet. It is a subset of elearning **Face to Face (or Classroom) Learning** ---------------------------------------- ### **Definition**: Term face to face learning is the type of learning where the **learner **and the **trainer **are in the **same place**, at the **same time** for the purpose of learning. It is also referred to as conventional classroom learning or learning in the traditional **classroom **environment. This style of learning involves in-person sessions that are **instructor-led**. The **pace of learning** is set by the **instructor**. In this form of instruction **you **(as a student) play a** passive role**. Hence, in face to face training you are a passive learner. QZ: Establish the Merits and Demerits of Face to Face Learning -------------------------------------------------------------- **Blended Learning** -------------------- ### **Definition**: The word blended is an adjective which implies combined or mixed together so that the constituent parts are indistinguishable. Thus Blended learning is described as the combination of face to face instruction with online learning within a course to offer you access to the benefits of both face to face and elearning. ### Blended learning is further divided into four models: Rotation, Flex, A La Carte, and Enriched Virtual. The Rotation model can be split into Station Rotation, Lab Rotation, Flipped Classroom, or Individual Rotation The Flex model of blended learning is a form of blended learning where online learning is the main way you learn, even though you may be directed to do offline activities periodically. You will move between different learning modalities on a fluid schedule that is customised to your individual needs. The trainer will be present, and you will learn mostly in school, except for any homework assignments. The trainer will provide face-to-face support to you on a flexible and adaptive as-needed basis through. Enriched Virtual Blended Learning Definition: Enriched Virtual model of blended learning is a form of blended learning in which you are required to have face-to-face learning sessions and then are free to complete their remaining coursework remotely from the same trainer. The Enriched Virtual model differs from the Flipped Classroom because in Enriched Virtual programs, you seldom meet face-to-face with their trainers every weekday but only when need arises. A La Carte Blended Learning Definition: This can be described as an additional learning that you take entirely online to accompany other experiences that you are having at a school. Instruction for the A La Carte course is offered purely online. You may take the A La Carte course either in school or off-site. This differs from full-time online learning because it is not a whole-school experience. You may take some courses at A La Carte and others face-to-face at a school Rotation model Definition: This is described as a type of blended learning in which you rotate on a ﬁxed schedule or at the trainer's discretion between learning modalities, at least one of which is online learning. Other modalities might include activities such as small-group or full-class instruction, group projects, individual tutoring, and pencil-and-paper assignments. You learn mostly on the brick-and-mortar campus, except for any homework assignments Types: Station Rotation Lab Rotation Flipped Classroom Individual Rotation Rotation model (cont\') Station Rotation:- This is a type of rotation model in which you experience the Rotation model within a contained classroom or group of classrooms. The Station Rotation model differs from the Individual Rotation model because you rotate through all of the stations, not only those on their custom schedules. Lab Rotation :- This is a type of rotation model in which you rotate to a computer lab for the online-learning sessions. Flipped Classroom :- this is a type of rotation model in which you participate in online learning off-site in place of traditional homework and then attend the face to face learning which focuses on higher learning activities. Individual Rotation :- this is a type of rotation model in which each one of you has an individualised set of learning activities and does not necessarily rotate to each available station or modality. An algorithm or instructor sets individually your schedule of activities. Flexible Learning Definition: The word flexible can be defined as capacity to yield to external influence or adapt to different, or changing requirements. Julie Willems (2005) describes it as easily adapted, moulded, adjusted or managed. Flexible Learning can be described as a set of educational philosophies and systems, concerned with providing you with increased choice, convenience, and personalization to suit the learner. In particular, flexible learning provides learners with choices about where, when, and how learning occurs. Massive Open Online Courses (MOOCs) Definition:Massive Open Online Courses (usually abbreviated as MOOCs) are online courses made available to a very large number (up to hundreds of thousands) of learners. They are accessible to all for free. Check out Available Moocs here \* At times the Course providers may give the certificate at a cost but access to the course is absolutely free Synchronous Learning and Asynchronous Learning ---------------------------------------------- ### The term synchronous describes the situation in which two or more activities happen at precisely the same time. Synchronous learning therefore can be defined as all types of learning in which learners and trainers are in the same place, at the same time, in order for learning to take place. This includes live online meetings for example video conferences, online chat rooms etc. ### Asynchronous on the other hand is a mode of learning which does not require real-time interaction; instead, content is available online for you to access when it best suits their schedules, and assignments are completed to deadlines. Asynchronous online classrooms use forums and message boards to keep a running dialogue between participants. They also incorporate self-guided lessons, and shared files. Terminologies ============= **E-learning** Definition: E-learning is learning that is facilitated and supported through the use of information and communications technology. It is the use of technology to deliver learning e.g desktop and laptop computers, tablet devices such as iPads, software, including assistive software, interactive whiteboards, digital cameras, mobile and wireless tools, including mobile phones etc. In this type of learning, you set the pace of learning. **Distance Learning** Definition: Distance learning is a type of educational situation in which you are separated from the trainer by time, location, or both. Education or training courses are delivered to remote locations via synchronous or asynchronous means of instruction, including written correspondence, text, graphics, CD-ROM, online learning, audio and video conferencing, interactive TV or Radio. **Face to Face Learning** Definition: Term face to face learning is the type of learning where the learner and the trainer are in the same place, at the same time for the purpose of learning. It is also referred to as conventional classroom learning or learning in the traditional classroom environment. This style of learning involves in-person sessions that are instructor-led. The pace of learning is set by the instructor. In this form of instruction you (as a student) play a passive role. Hence, in face to face training you are a passive learner. **Online Learning** Definition: Online learning is a type of distance learning that takes place over the internet. It is a subset of elearning. **Blended Learning** Definition: The word blended is an adjective which implies combined or mixed together so that the constituent parts are indistinguishable. Thus Blended learning is described as the combination of face to face instruction with online learning within a course to offer you access to the benefits of both face to face and elearning. Blended learning is further divided into four models: Rotation, Flex, A La Carte, and Enriched Virtual. The Rotation model can be split into Station Rotation, Lab Rotation, Flipped Classroom, or Individual Rotation. **Flexible Learning** Definition: The word flexible can be defined as capacity to yield to external influence or adapt to different, or changing requirements. Julie Willems (2005) describes it as easily adapted, moulded, adjusted or managed. Flexible Learning can be described as a set of educational philosophies and systems, concerned with providing you with increased choice, convenience, and personalization to suit the learner. In particular, flexible learning provides learners with choices about where, when, and how learning occurs. **Flipped Classroom** Definition: Flipped classroom is an instructional strategy and a type of blended learning that reverses the traditional classroom learning process. In a flipped classroom, you learn new material outside of class time through online lectures, videos, or other resources, and then use class time to apply what they have learned through hands-on activities, discussions, and problem-solving among other learning activities that involve a higher level of thinking. For example, a learner watches a video tutorial on how to develop a CAD drawing using a CAD software at home and then comes to class to work on a project using the CAD Software. **Massive Open Online Courses (MOOCs)** Definition:Massive Open Online Courses (usually abbreviated as MOOCs) are online courses made available to a very large number of learners. They are accessible to all for free. **Synchronous Learning** The term synchronous describes the situation in which two or more activities happen at precisely the same time. Synchronous learning therefore can be defined as all types of learning in which learners and trainers are in the same place, at the same time, in order for learning to take place. This includes live online meetings for example video conferences, online chat rooms. **Asynchronous Learning** A mode of learning which does not require real-time interaction; instead, content is available online for you to access when it best suits their schedules, and assignments are completed to deadlines. Asynchronous online classrooms use forums and message boards to keep a running dialogue between participants. Topic 2: Navigate through Learning Management System -- LMS =========================================================== [1. Introduction] ================================== [1.1 Introduction to LMS] ------------------------------------- **Definition 1:** A Learning Management System (LMS) is a software application or platform designed to facilitate the delivery, management, and tracking of online learning and training programs. LMSs are widely used in academic and corporate settings to manage and deliver training, education, and professional development courses. **Definition 2:** A learning management system is a software application or web-based technology used to plan, implement and assess a specific learning process. It\'s used for e-learning practices and, in its most common form, consists of two elements: a server that performs the base functionality and a user interface (UI) that is operated by instructors, students and administrators. Typically, an LMS provides an instructor with a way to create and deliver content, monitor student participation, and assess student performance. It might also provide students with interactive features, such as threaded discussions, video conferencing and discussion forums. The Advanced Distributed Learning group, sponsored by the U.S. Department of Defense, has created a set of specifications called the Sharable Content Object Reference Model (SCORM) to encourage the standardization of LMSes. An LMS provides a centralized platform for instructors, trainers, and administrators to create, manage, and deliver learning content, as well as monitor and assess learners\' progress and performance. Some common features of an LMS include: - Course creation and management tools - Content delivery and distribution tools (e.g., online courses, videos, and documents) - Learner enrollment and registration tools - Communication tools (e.g., email, chat, and discussion forums) - Assessment and testing tools (e.g., quizzes and exams) - Progress tracking and reporting tools LMSs are often used to deliver online training and development programs, but they can also be used for blended learning, which combines online and face-to-face instruction. LMSs can be self-hosted or cloud-based, and they can be customized to meet the specific needs of different organizations and institutions. **Introduction to LMS** ----------------------- Definition 1: A Learning Management System (LMS) is a software application or platform designed to facilitate the delivery, management, and tracking of online learning and training programs. LMSs are widely used in academic and corporate settings to manage and deliver training, education, and professional development courses. Definition 2: A learning management system is a software application or web-based technology used to plan, implement and assess a specific learning process. It\'s used for e-learning practices and, in its most common form, consists of two elements: a server that performs the base functionality and a user interface (UI) that is operated by instructors, students and administrators. Typically, an LMS provides an instructor with a way to create and deliver content, monitor student participation, and assess student performance. It might also provide students with interactive features, such as threaded discussions, video conferencing and discussion forums. **Introduction to LMS (Cont\')** -------------------------------- The Advanced Distributed Learning group, sponsored by the U.S. Department of Defense, has created a set of specifications called the Sharable Content Object Reference Model (SCORM) to encourage the standardization of LMSes. An LMS provides a centralized platform for instructors, trainers, and administrators to create, manage, and deliver learning content, as well as monitor and assess learners\' progress and performance. Some common features of an LMS include: - - - - - - LMSs are often used to deliver online training and development programs, but they can also be used for blended learning, which combines online and face-to-face instruction. LMSs can be self-hosted or cloud-based, and they can be customized to meet the specific needs of different organizations and institutions. Categories of Learning Management Systems There are two main categories of LMS i.e; \- Open Source LMS \- Cloud Based LMS Categories of LMS (Cont\') -------------------------- **Open Source LMS** Like the name suggests, an Open Source LMS has an open source code that you can access for free, and customize it according to your specific requirements. The most popular example of an Open Source LMS is Moodle which is a feature-rich platform with community support. Though originally designed for academia, Moodle has found its use-cases in corporate learning as well. Moodle can be customized and extended to suit various learning environments by using community-sourced plugins. Categories of LMS (Cont\') -------------------------- **Cloud Based LMS** Cloud LMS is a web-based LMS hosted on the servers of the service provider (vendor). It is offered as a completely managed Software-as-a-Service (SaaS). You can subscribe to the software and can access it from anywhere and any device. Users can log in with a username and password and can either access the content online or download the e-learning course material for offline usage. Cloud LMS provides more flexibility in scaling up or down and since it is a hosted service, you are free from the hassles of installing plugins, troubleshooting or making updates. All the maintenance is done by the service provider themselves. **Types of Cloud Based LMS** ---------------------------- ### 1.** Docebo** Docebo Learn LMS is praised for its ease of use, high configurability, robust learning management, delivery functionalities, and affordable monthly active user pricing model. Highlights Train any audience, anytime, anywhere 35+ native integrations and APIs Configurability limited only by your imagination Know the true impact learning is having on your business **Types of Cloud Based LMS** ---------------------------- **2. Adobe Captivate Prime** With Adobe Captivate Prime, train employees, partners, and customers effectively with a next-gen LMS. Deliver an enhanced and enjoyable learning experience for your learners. Highlights Recognized by leading analysts and industry bodies Awarded for excellence across multiple categories Adopted by leading corporations around the world Used by millions of engaged learners **3. TalentLMS** Trusted by 70,000+ teams worldwide, TalentLMS works as an all-in-one solution for businesses looking to build training programs that will result in stronger teams. Highlights Set up your training without manuals Training is always available on the cloud Try for free, upgrade on a budget **4. SAP Litmos** SAP Litmos Training is a powerful, award-winning LMS that can be implemented as a standalone solution or in combination with a robust course library, SAP Litmos Training Content. Don\'t forget to sign up for a free trial. You\'ll get a hands-on experience on its user-friendly UX! Highlights Rapid deployment and integration Task automation Online course builder and content management Tracking and reporting **5. LearnUpon LMS** LearnUpon is a single solution built to efficiently manage, deliver, and track corporate training for every audience: employees, customers, and partners. Highlights Easy-to-use and quick-to-set-up Learning portals Customer-driven product strategy World-class support **6. Inquisiq LMS** Inquisiq is an award-winning, feature-rich LMS with the functionality your organization wants and needs at a price that fits your budget. Highlights Configurable interface with full mobile compatibility A great tool to implement blended learning Learning automation Makes social learning easy **7. Stream LXP from Learning Pool** Learning Pool has accomplished a lot within the last 12 months. One of this year\'s highlights was the growth of its client base to more than 800 global organizations. The major expansion led to the launch of its new LXP, Stream. Highlights Compliance made easy Support built for confidence and peace of mind Improved management information Freedom with an open source platform Fully developed roadmap **7. Mindflash LMS** Mindflash is an easy-to-use, cloud-based eLearning solution that is perfect for customer, partner, and employee training. Their course builder makes it easy to create training content, add quizzes, and track results. Highlights Accessible and remote-friendly learning Create engaging courses Excellent reporting tools **8. Absorb LMS** Absorb is a cloud-based Learning Management System engineered to inspire learning and fuel business productivity. They've been exclusively focusing on eLearning for 17+ years. Highlights Design Robustness Service **Moodle** ---------- - Moodle is a free software, a learning management system providing a platform for e-learning and it helps the various educators considerably in conceptualizing the various courses, course structures and curriculum thus facilitating interaction with online students. Moodle was devised by Martin Dougiamas and since its inception, its primary agenda has been to contribute suitably to the system of e-learning and facilitate online education and attainment of online degrees. Moodle actually stands for Modular Object-Oriented Dynamic Learning Environment and statistics reveal that about 14 million consumers are engaged in about 1.4 million courses propagated by this learning management system. **Systems compatibility of MOODLE** ----------------------------------- While Moodle presents certain common features in almost all similar e-learning tools, it also provides certain plug-in options. As an e-learning platform, Moodle features: - - - - - - - The current infrastructure facilities adopted by Moodle enable it to support a plethora of plug-in options like graphical themes and content filters, enrolment and authentication processes as well as resource and question patterns. Topic 3: Universal Design for Learning (UDL) ============================================ 00:00:00 GABRIELLE RAPPOLT-SCHLICTMANN: Learning is really a lifelong journey and when students come to postsecondary they\'re incredibly diverse. They have a wide range of strengths and weaknesses and UDL is really about how to make that learning journey tractable for as many of those learners as possible. SKIP STAHL: UDL is important because of the variability that we have across learners. We often think about individuals with disabilities as individuals at the margins and then if we can develop or create learning 00:00:36 environments for those individuals at either end of the bell curve we go a long way towards addressing the needs of everyone else in between. SAMJ OHNSTON: We\'ve seen a an enormous growth in interest in using UDL ranging from individual faculty members wanting to use it to full departments to sometimes whole institutions wanting to adopt it as an approach to really better serving the broader range of students that are on campus. MANJU BANERJEE: It is not about faculty being the experts or administrators 00:01:06 being the experts but the ethos of we\'re all in this together. FINDA IHUDIYA OGBURU: In a UDL, classroom I felt like I wasn\'t feeling bad because you know I didn\'t participate like another student. I was more so looking at myself and trying to be my best learner. ELYSA GREENBERGER: I think this has really made my learning deeper. It\'s different to me than lecture based courses where I sort of hear information and think it\'s really interesting but then end up forgetting it down the line. SAM JOHNSTON: UDL is really critical for helping faculty feel like they can teach all students because it\'s about designing for all students from the outset. 00:01:44 GABRIELLE RAPPOLT-SCHLICTMANN: UDL is really about bringing flexibility and options into the environment by design so that students will have the resources that they need to make learning tractable in postsecondary environments. [[https://youtu.be/O\_MCvjkd8Jc]](https://youtu.be/O_MCvjkd8Jc) **Universal Design for Learning (UDL) in Postsecondary Education** **Key Highlights:** - - - - - - - - - - - - - - - ### 1. UDL terminologies **Universal Design for Learning (UDL)**: The overarching concept that emphasizes designing educational materials and environments to be accessible and effective for all students, regardless of their individual learning differences and need **Accessibility**: Ensuring that all learning materials, tools, and environments are accessible to individuals with disabilities. This includes considerations for physical access and digital access (e.g., web accessibility standards). **Inclusive Education**: A broader educational philosophy that aims to include all students, including those with disabilities, in regular education settings. UDL is a key component of inclusive education. **Assistive Technology**: Tools, devices, or software designed to assist individuals with disabilities in accessing and interacting with educational materials. Examples include screen readers, speech recognition software, and tactile graphics. **Differentiation**: Tailoring instruction to meet the diverse needs of students in the classroom. UDL is a form of differentiation that provides flexibility in how content is presented and how students can express their understanding. **Accommodations**: Specific adjustments or supports provided to students with disabilities to help them access and succeed in the curriculum. These accommodations may include extended time on tests, additional resources, or modified assignments. **Barrier-Free Learning**: The goal of creating learning environments that eliminate barriers to learning for all students, regardless of their abilities or differences. **Curriculum Design**: The process of planning and organizing the content and activities for a course or educational program, with a focus on making it accessible and engaging for all learners. **Flexible Assessment**: Assessment methods and tools that allow for variations in how students demonstrate their understanding and skills. This aligns with the principle of multiple means of expression. **Scaffolding**: Providing temporary support or guidance to help students achieve a learning goal. Scaffolding can be adjusted based on individual needs and can promote independent learning. **Zone of Proximal Development (ZPD)**: The range of tasks and concepts that a student can learn with the support of a teacher or peers. UDL aims to identify and support each student\'s ZPD. **Professional Development**: Training and ongoing learning for educators to develop their understanding and implementation of UDL principles and practices. Topic 4: Plan For the Development Of Training Resources ======================================================= ### 1. Training Needs Assessment Training is a systematic process of imparting knowledge, developing skills, and enhancing competencies to improve individual or group performance. It is a structured approach to learning that aims to achieve specific goals and objectives. Training can be delivered in various formats, including classroom-based instruction, on-the-job training, e-learning, simulations, and coaching. The purpose of training is to enhance individual or group capabilities to achieve desired outcomes thus eliminating the knowledge gap between what the trainee is expected to know and what the trainee knows. The knowledge gap can also be described as a training need. "Training Needs Assessment" (TNA) is the method of determining if a training need exists and, if it does, what training is required to fill the gap. TNA seeks to identify accurately the levels of the present situation in the target surveys, interview, observation, secondary data and/or workshop. The gap between the present status and desired status may indicate problems that in turn can be translated into a training need. TNA is also the process of collecting information about an expressed or implied organizational need that could be met by conducting training. The need can be a performance that does not meet the current standard. It means that there is a prescribed or best way of doing a task and that variance from it is creating a problem. The TNA process helps the trainer and the person requesting training to specify the training need or performance deficiency. Topic 5: Develop Training resources =================================== [[https://elearning.kstvet.ac.ke/mod/folder/view.php?id=7892]](https://elearning.kstvet.ac.ke/mod/folder/view.php?id=7892) ### 1. Training resources are developed based on Universal Design for learning guidelines. [Universal Design for Learning (UDL)] is a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. UDL at Glance - Universal Design for Learning (UDL) gives all students an equal opportunity to succeed. - This approach to teaching and learning offers flexibility in the ways students access material and show what they know. - UDL also looks for different ways to keep students motivated. Universal Design for Learning Examples and Strategies for the Classroom While UDL is a common phrase in many schools today, it can be difficult to implement practically in the classroom. To help with this, I've put together a list of 7 Universal Design for Learning strategies and examples for the classroom. 1. Know your students' strengths and barriers All students are unique, and the way they learn best can be as individual as a fingerprint. Some students learn best by reading and working independently, while others excel by watching videos and working in groups. The goal is to understand their strengths and barriers and to use that when designing training resources. Determining strengths and barriers can be as simple as asking students their learning preferences, or observing them over time and keeping notes on which methods work best for which students. Many surveys can help you learn more about individual strengths and barriers. One caveat is that asking students their preferences doesn't always equate to what's best for them. For example, just because a student says he prefers watching videos doesn't mean that is actually how he learns best. You should also be prepared to create an individual education plan for students requiring specific accommodations. students in classrooms with technology 2. Use digital materials when possible Although things are changing, I find that many classrooms still use paper-based materials. I'm not opposed to paper (I still buy real books from Amazon), but digital materials can make implementing UDL in a classroom much easier. With digital content, you can increase the font size, easily look up definitions, use text-to-speech to read text aloud and link out to more detailed information on almost any topic imaginable. This is particularly useful for students needing dyslexia-friendly reading tools, or translation. If your current classroom materials are not in a digital format, consider ways you can change this. For example, you could replace outdated content with more up-to-date, digital content available online, or use tools like OrbitNote to convert paper-based materials to digital, accessible materials. 3. Share content in a variety of ways In addition to having content available in a digital format, it's also important to share that content in a variety of ways. This can help ensure it fits with students' strengths and barriers discussed above. For example, if you're teaching a unit on area and perimeter, you may know that some students will do well simply reading the textbook, while others would benefit from watching a video or listening to a hip-hop version of the training resources on Flocabulary. Once they've got the concept down, let everyone get their hands dirty by working with manipulatives on their own or in a group to solve a real-life problem. Offering multiple means of representation (UDL's first principle) helps to ensure that students who struggle in one area do not automatically fall behind their peers. 4. Offer choices for how students demonstrate their knowledge Sharing content in a variety of ways is only half the battle. Engaging students by giving them access to audio, video, digital text, and interactive sites, only then to hand out a paper and pencil quiz at the end of the day isn't ideal. Some of this is out of your control as standardized testing is a necessary part of education. When possible, however, do your best to give students options for how they share their knowledge. This could be a demonstration, slideshow, speech, essay, or video. Even using simple free tools like Google Forms provides an upgrade to standard multiple-choice tests by making it digital and helping you to streamline grading. 5. Take advantage of software supports Technology plays an important role in supporting [Universal Design for Learning (UDL)]. The number of apps, extensions, sites, and built-in supports available to students today is nearly infinite. If you have a student who needs support with reading, writing, math, history, chemistry, or any other subject, chances are, software exists to help. Allowing students to take advantage of these supports is critical. Not only does it give them the ability to succeed independently both inside and outside of the classroom, but it also frees up your valuable time to help even more students. 6. Low and No Tech options do exist Even though I've been talking about the importance of digital content, software support, and other technology-related tools, it's important to know that technology is not required to implement UDL. Sure, it can help, but if you're in a classroom with little to no technology, that doesn't mean you can't implement UDL. UDL is all about removing barriers. As mentioned, one way to do this is by providing a range of options when presenting content or asking students to demonstrate their knowledge. Instead of using technology, you can still offer multiple means of representation with things like graphic organizers and handheld whiteboards that students can use as response cards. The goal is just to make sure that all students have a way to participate and learn. 7. Learn from others Universal Design for Learning isn't new. There are loads of resources available online that can help you get started. You can start by heading over to the UDL Centre's website to learn more about the topic and the research behind it. You can check out our dedicated UDL guide for educators which can help you determine each learner\'s needs and create a personalized learning environment in your classroom. Just remember to start small. Implementing the principles of Universal Design for Learning doesn't happen overnight. For example, begin by taking one training resources and consider ways to represent the content in multiple ways to reduce barriers and help increase student comprehension. Then for another training resources, offer students multiple ways to demonstrate their knowledge. Or maybe create a short quiz in Google Docs instead of paper and demonstrate how students can use a tool like Read Write to help with reading and responding to the questions. Topic 6: The Eportfolio ======================= E-Portfolios Notes ================== ### 1. Introduction The learning theory behind ePortfolios -------------------------------------- According to Basken (2008), ePortfolios "are a way to generate learning as well as document learning\" (Basken, 2008). Both generating learning and documenting or recording learning are important, but the process of generating learning sometimes gets overlooked. ePortfolios generate learning because they provide an opportunity and virtual space for students to critically assess their academic work, to reflect on that work, and make connections among different courses, assignments, and other activities, such as work experience, extracurricular pursuits, volunteering opportunities, and more. ePortfolios are effective learning tools because they support students' own knowledge construction, make otherwise invisible aspects of the learning process visible, and place agency in the hands of students, which fosters learners' motivation. ### 2. What is an e-Portfolio? ### An ePortfolio is a collection of work (evidence) in an electronic format that showcases learning over time. When you think about your ePortfolio and the types of evidence that it contains, it is important to think carefully about its purpose and intended audience. An ePortfolio may contain all or some of the following: - Files of various formats (text, pictures, video, etc.) - Evidence related to courses taken, programs of study, etc. - Writing samples (which might include several drafts to show development and improvement) - Projects prepared for class or extracurricular activities - Evidence of creativity and performance - Evidence of extracurricular or co-curricular activities, including examples of leadership - Evaluations, analysis and recommendations ### 3. Types of e-Portfolio **Showcase/Professional ePortfolios** --- These ePortfolios are primarily a way to demonstrate (showcase) the highlights of a student's academic career. Great examples of showcase ePortfolios on Clemson's campus come from Health Sciences, Architecture and **Learning ePortfolios** --- These portfolios are typically created by a student as part of a course as a way to demonstrate learning and the learning process. These portfolios are often shared with other students to elicit peer feedback. Learning portfolios support the idea of formative feedback as an essential part of the learning process. **Assessment/General Education ePortfolios** --- At Clemson the use of portfolios played a substantive role in the assessment of our general education competencies. Using both formative and summative assessments feedback was provided to colleges, departments and instructors on the quality of evidence students used in their portfolios to demonstrate our general education competencies. ### 4. Components of a successful e-portfolio ##### **Components of a successful e-portfolio** ###### **[What To Include]** --------------------------------- --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Landing page A page that viewers will come to when they first enter your e-portfolio. Something basic, with a greeting, nothing in depth, just enough to introduce yourself Bio/About Me Your biography or about me page should explain who you are as a person, what you are interested in, and who you are hoping to become. Description for each experience For each experience that you wish to showcase, you must discuss what you did. Media Your e-portfolio should include plenty of media. This can include anything from: images, videos, songs you have written, presentations, GIFs, Vines. Anything that helps to bring life to the experience that you are explaining should be included. Reflections for each experience For each experience that you wish to showcase, you must include reflections on them. Present your reader with evidence that you can think critically about a situation and clearly communicate what you have learned. Contact Page A short contact me page for people to send you an email, or call/text you if they choose. This is particularly necessary for a Showcase e-portfolio. This can also be a space for you to link your other social media, such as your LinkedIn profile to your e-portfolio. --------------------------------- --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- ### 5. Examples of Eportfolios Please click on the link below to learn more about examples of Eportfolio [https://www.weber.edu/Communication/ePortfolio.html] [[https://youtu.be/OsNat-3-D3s]](https://youtu.be/OsNat-3-D3s) ### Study Notes: Creating Websites with New Google Sites #### 1. **Introduction to New Google Sites** - - #### 2. **Accessing New Google Sites** - - #### 3. **Creating a New Site** - - - - #### 4. **Customizing the Header** - - - - #### 5. **Adding Content to Your Site** - - - - - - #### 6. **Creating Hyperlinks and Navigation** - - #### 7. **Preview and Adjustments** - - #### 8. **Themes and Styles** - - #### 9. **Inserting Additional Google Content** - - - #### 10. **Publishing and Collaboration** - - #### 11. **Final Steps** - ### Key Takeaways: - - -

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