inclusive learning through technology damian gordon
Post on 22-Dec-2015
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TRANSCRIPT
Inclusive Learning Through Technology
Damian Gordon
Contents
Module Description Module Aim Learning Outcomes Module Content Module Assessment Recommended Reading
Module Description (1/2)
The goal of education is to develop within each individual the desire and the ability to learn. Technology can provide a means by which all learners are afforded an environment where they can pursue their learning process in ubiquitous and unobstructed manner. Typically the view of how this is achieved is that for some students this means providing them with the appropriate eLearning technologies to achieve this goal, and for others with special needs this may require additional assistive technologies (“technology ramps”) to achieve this.
Module Description (2/2)
Increasingly, the gap between what constitutes an eLearning technology and an assistive technology is consistently diminishing, e.g. Virtual Learning Environments were developed as an eLearning technology but have significant benefits and potential for learners across the continuum of degrees of ability.
Module Aim
The aim of this module is to identify a technology continuum upon which both eLearning tools and Assistive Technology exist, and to develop ways in which eLearning tools can be used in the context of Assistive Technology, and how Assistive Technology can be used in the context of eLearning.
Learning Outcomes
1. Discuss the history of education and the main theories of learning2. Select and employ the learning theories for a specific AT context3. Justify the use of learning theory in the development of eLearning
systems4. Illustrate commonalities between eLearning tools and Assistive
Technologies5. Select and employ the appropriate adaptive or augmentative device
for interfacing to an eLearning tool6. Implement a novel application that integrates eLearning and
Assistive Technologies7. Compare and contrast traditional eLearning approaches to Assistive
Technology approaches
Module Content
Teaching & Learning– The History of Education– Behaviourism, Cognitivism, Constructivism– Pedagogy– Instructional Design– Differentiated Instruction– Creativity and Critical Thinking– Counselling Theory
Module Content
Technology Terminology – Etymology of technology– Low-Tech, Medium-Tech, High-Tech
Module Content
eLearning Tools– Computers– The World-Wide Web– Virtual Learning Environments– Blended Learning – New Technologies
Module Content
Interfacing Issues– Specific Learning Difficulties– Cognitive Issues
Module Content
Assistive Technology– Specialized Interfaces– Augmentative Alternative Communication– Switch Access– New Technologies
Legal, Ethical, and Professional issues
Module Assessment
Continuous assessment will comprise 50% of the marks for this module. An end of module examination will comprise the remaining 50%.
Recommended Reading
Papers will be given throughout the classes.
BREAK
Exercise
Spend a few minutes writing down ideas as examples of technology that could be seen as the intersection of eLearning and AT.
Aoccdrnig to a rscheearch at Cmabrigde Uinervtisy, it deosn't mttaer in waht oredr the ltteers in a wrod are, the olny iprmoetnt tihng is taht the frist and lsat ltteer be at the rghit pclae.
The rset can be a total mses and you can sitll raed it wouthit porbelm. Tihs is bcuseae the huamn mnid deos not raed ervey lteter by istlef, but the wrod as a wlohe.
“90% of errors in thinking are errors in perception not judgement” David Perkins, Harvard
What do you see ?
Universities
Behaviourism
Cognitivism
Constructivism
Lev Semenovich Vygotsky John Dewey
POP QUIZ
POP QUIZ
1. On average do students prefer to work alone or in groups?
a) in groups
b) alone
c) dunno
POP QUIZ
1. On average do students prefer to work alone or in groups?
a) in groups +1
b) alone -1
c) dunno 0
POP QUIZ
2. Is it better for students to work collaboratively or competitively?
a) collaboratively
b) competitively
c) Equally good for their learning
POP QUIZ
2. Is it better for students to work collaboratively or competitively?
a) collaboratively +1
b) competitively -1
c) Equally good for their learning 0
POP QUIZ
3. Do students learn better if you offer a small reward?
a) Yes
b) No
c) dunno
POP QUIZ
3. Do students learn better if you offer a small reward?
a) Yes -1
b) No +1
c) dunno 0
POP QUIZ
4. Which is better, detailed feedback 3 weeks after an assignment in handed up, or a % result one week later?
a) Feedback
b) Percentage
c) dunno
POP QUIZ
4. Which is better, detailed feedback 3 weeks after an assignment in handed up, or a % result one week later?
a) Feedback -1
b) Percentage +1
c) dunno 0
POP QUIZ
5. How soon after a lecture starts will a student’s attention tend to drift?
a) 10 mins
b) 20 mins
c) 40 mins
POP QUIZ
5. How soon after a lecture starts will a student’s attention tend to drift?
a) 10 mins +1
b) 20 mins 0
c) 40 mins -1
Thank You