storyboards...storyboards 2013mit061 5. overall storyboards visual explanation this is the page...

STORYBOARDS

Online Course to Educate Teachers on how to teach Differently Able Children and Slow

Learners

By

P. Hemamali Perera – 2013/MIT/061

Storyboards 2013mit061

Contents 1 Introduction ..................................................................................................................................................... 3

2 Modified course maps ..................................................................................................................................... 4

Level 1 – overall course map ........................................................................................ 4

Level 2 - Module 1 ........................................................................................................ 5

Level 3 - Provide alternative methods of assessment ................................................... 5

3 The sketch of the template of the course page ................................................................................................ 6

4 Page Template ................................................................................................................................................. 7

5 Overall storyboards ......................................................................................................................................... 8

6 Detailed storyboards ..................................................................................................................................... 10

7Detailed description about the design considerations of the entire project ................................................... 19


1. Introduction The British school in Colombo provides personalized education to students with small class sizes and customized learning material. Each student’s level of knowledge on the topic is assessed at the beginning and appropriate learning material is provided. The school has a special needs department which provides additional support to slow learners and differently able students. Some of these students are allowed to follow their lessons with the others in the same class but they are supported by trained special needs teachers on one to one basis in the class itself. The school is now planning to provide all teachers with training to work with special needs students. In this e-learning design document we present the results obtained from the data collections methods. We have used direct observations, questionnaire and interviews to gather data related to the e-learning initiative for the school.


2. Modified course maps

Level 1 – overall course map

Module 1

Module 2

Introduction to Special

Education

Learning Disabilities

Module 1

Test

Module 2

Test

Module 3 Attention Deficit

Hyperactivity Disorder

(ADHD)

Module 3

Test

Module 4 Intellectual Disabilities Module 4

Test

Module 5 Behavioral Disorders Module 5

Test

Module 6 Physical Disabilities and

Sensory Impairments Module 6

Test

Module 7

Working with Students with

Special Education Needs

Assessment Impairments

Module 6

Test

Training

Final Evaluation


Level 2 - Module 1

Level 3 - Provide alternative methods of assessment

Provide alternative

methods of assessment Portfolio (Pop up)

Introduction to

Special Education

Introduction

The Value of Inclusive

Education

Responsibilities of a

special needs teacher

Provide alternative

methods of assessment

Arrange a Least Restrictive

Environment

Create an Individual

Education Plan

Module 1 Test


3. The sketch of the template of the course page

Page title Navigation

Buttons

Page Body

Font: Helvetica

Size: 18

Font Color – Blue

Alignment - Center

Font: Helvetica

Size: 18

Font Color – Blue

Alignment –

Previous page – left

Next Page - Right

Font: Helvetica

Size: 14

Font Colour – Black

Alignment - left Help

Font: Helvetica

Size: 14

Font Colour – Black

Outline – dark blue

Button Colour - blue

Alignment - center

Connect


4. Page Template

Help

Module Number

Lesson Name

Page Body

Help Connect


5. Overall storyboards

Visual Explanation

This is the page template used in all pages.

Introduction

This slide contains a picture showing

how special needs girl on a wheel

chair are playing with the other

children.

At the bottom, it explains what

inclusive education is.

The Value of Inclusive Education

This contains a video which shows many

instances where special needs children are

playing and working with others in the

same class.

The audio script explains the value of

special needs education.

Responsibilities of a special needs teacher

This screen explains three main

responsibilities of a special needs

teacher, in brief.

All responsibilities connected to more

descriptive pages through hyperlinks.

Provide alternative methods of assessment

Text explains possible ways of using

alternative assessment methods with

special needs children.

One of the alternative assessment

methods suggested is portfolios. When

the mouse moves over it a pop up

appears which contains images of

work samples of student portfolios.

Video

Controls

Text

Image

Text

Video

Image

Text


Arrange a Least Restrictive Environment

Image showing factors and

considerations in a continuum. At the

bottom is an arrow which shows the

direction from least restrictive to most

restrictive.

Create an Individual Education Plan (IEP)

This contains an animation. First it

shows different types of assessments.

Them they are linked to IEP.

Then the domains addressed by

these assessments appear.

Finally, methods that can be used to

assess the academic / cognitive skills are

given. (Because in classroom, main

emphasis is on assessing academic skills)

Module 1 Test

There are four questions and possible

options are given below.

Is a feedback, which is a green

tick of the answer, is correct or a red

cross if the answer is wrong.

At the bottom, it displays the score.

Image showing factors and

considerations in a continuum

Animation

1. Question 1 Options F




F

Score


6. Detailed storyboards

Course Name: CISBSC Storyboard File no. CISBSC-0002

Course section: 1.1

Lesson Name: Introduction to Special Education ID’s name: Hemamali Perera

Objective(s): Students should be able to identify three responsibilities of a special needs teacher;

1. To provide a least restrictive environment 2. Use alternative assessment methods 3. Create an Individual Education Plan

SME’s name: Ms. N. K. Kariyawasam

Date Designed: 13.09.2015 Page no.

01.01.01.00

CD’s name: Mrs. N. K. Kariyawasam

Design Date SME contributed:

13.09.2015

Date verified: 15.09.2015

General Info(s):

Background Color : white

Font Type : Calibri

Font Size : 16

Special Comment(s):

Arrow should be displayed to navigate to the next /

previous page.

Given control buttons should be added to the video clip.

Video scripts for the Video clip are described in page

01.01.01.01

Audio scripts for the video clip are described in page

01.01.01.02

Inclusive education happens when children with and without disabilities

participate and learn together in the same classes.


Page Title: The Value of Inclusive Education

Page no.

01.01.01.01

CD’s name: Hemamali Perera

Date Designed: 13.09.2015 Date SME contributed:

13.09.2015


Design

Screen 03

Screen 04

Screen 05

Screen 06

Screen 07

Screen 08

Special Comment(s):

All scenes appear in the given order, one after the other.

Transition effect: fade away

Audio scripts for the video clip are described in page 01.01.01.02

Timing – slide transition – 3 seconds

- Display ach slide for a minimum of 3 seconds and a maximum of 5 seconds.

( this timing does not include transition time)

Screen 01 Screen 02


Page Title: Action Script

Page no.

01.01.01.02


Date Designed: 13.09.2015 Date SME contributed: 13.09.2015

Design

For Screen 01

Including students with disabilities in regular classrooms is valuable for everyone concerned.

For screens 02

The students with disabilities and the classmates of students with disabilities experience a richer

educational environment.

For Screens 03

The most notable overall benefit is an increased focus on diversity among students.

For screen 04

The presence of students with disabilities reminds everyone, students as well as teachers, that

everyone is truly unique, whether or not they are officially designated as having a disability.

For Screen 05

Many teaching strategies help students with disabilities precisely because they are

individualized and differentiate among students' needs more than conventional whole-group

teaching practices.

For Screens 06

This differentiation turns out to benefit all students, regardless of their levels of skill or readiness.

For Screens 07

Let’s make our classroom different… lets welcome inclusive education.

For Screens 08

Music fades away.

Special Comment(s):

The background music - Niccolò Paganini/Compositions/Caprice No. 24

The background music also starts with the movie, and fades away during screen 08.


Page Title: Responsibilities of a special

needs teacher

Page no.

01.02.01.00



13.09.2015


Design

General Info(s):

Background Color : yellow, Vertical gradient

Font Type : Calibri

Font Size : 14

Special Comment(s):

To provide alternative methods of assessment for

students with disabilities page - 01.02.01.00

To arrange a learning environment that is as

normal or as ‘least restrictive’ as possible page -

01.02.02.00

To participate in creating individual educational

plans for students with disabilities page -

01.02.03.00

Special Education Picture: Special Education

Picture / Logo Downloaded from www.myschoolpsychology.com

There are three main responsibilities of a special needs teacher, in order to

improve the teaching learning experience of special needs children.

1. To provide alternative methods of assessment for students with

disabilities.

2. To arrange a learning environment that is as normal or as ‘least

restrictive’ as possible.

3. To participate in creating individual educational plans for students with

disabilities.

http://www.myschoolpsychology.com/sped-links-2/


Page Title: Provide Alternative Assessments

Page no.

01.02.01.00



13.09.2015


Design

General Info(s):

Background Color : yellow, Vertical gradient

Font Type : Calibri

Font Size : 14

Special Comment(s):

Portfolios popup - 01.02.01.01

Picture:: Downloaded from transformanceadvisors.com

Do not use standard tests for students with special needs. Instead use:

Portfolios.

Observing the student regularly and informally

Get help from teacher assistants

http://transformanceadvisors.com/portfolio-view/lean-assessment/


POPUP

Page Title: Portfolios

Page no.

01.02.01.01



13.09.2015


Design

Screen 03

Screen 04

Screen 05

Screen 06

Screen 07

Screen 08

Special Comment(s):

Pictures:: Downloaded from http://hrsbstaff.ednet.ns.ca/paddocdj/MEd/portfolio/images

Background Music: Niccolò Paganini/Compositions/Caprice No. 24

All scenes appear in the given order, one after the other.

Transition effect: fade away

Audio scripts for the video clip are described in page 01.01.01.02

Timing – slide transition – 3 seconds

- Display ach slide for a minimum of 3 seconds and a maximum of 5 seconds. (

this timing does not include transition time)

Screen 01 Screen 02

http://hrsbstaff.ednet.ns.ca/paddocdj/MEd/portfolio/images


Page Title: Arrange a Least Restrictive

Environment

Page no.

01.02.02.00



13.09.2015


Design

Special Comment(s):

Picture:: Downloaded from http://image.slidesharecdn.com/accommodationsvs-

modifications-120630120337-phpapp02/95/accommodations-vs-modifications-47-

728.jpg?cb=1341057904


Page Title: Create an Individual Education

Plan

Page no.

01.02.03.00



13.09.2015


Design

General Info(s):


Font Type : Calibri

Font Size : 14

Special Comment(s):

This image is an animation.

The numbers in the story board should not be displayed in

the actual content. They are some indicators to arrange

sequence of the animation.

Sequence of the animation is as follows.

The structure shown by the boxes should appear first.

1. Purple color boxes appear first.

2. Next the blue color box appears.

3. Then green color boxes appear.

4. Finally Pink color boxes appear.

1.

2.

3.

4.


ACTIVITY

Page Title: Module Quiz

Select the best answer for the question. Page no.

01.02.00.00

SME’s name: Hemamali Perera

Date Designed: 13.09.2015 Date verified: 15.09.2015

Design

1. least restrictive environment needs;

less support from the student more support from the student 2. An individual education plan (IEP) should be created by

An Individual expert A group of experts 3. Portfolios can be a physical collection of student work.

True False 4. Portfolios may also be digital collections or presentations

True False General Info(s):


Font Type : Calibri

Font Size : 14

Special Comment(s):

1. In this activity, students are supposed to select the correct

option for the answer.

2. When the user cluck on the “Reset” button, all selected

options should be cleared.

3. When the user clicks on the “Submit” Button, validate

selected options. For incorrect answers, display the red

cross and for correct answers display green tick.

4. The score should be displayed at the bottom of the page.

Submit Reset Try again!

X √

X √

X √

X √

Your score is:


7. Detailed description about the design considerations of the entire project

Before the design, a detailed learner analysis, a context analysis, performance analysis and an

environment analysis was done using observations, questionnaires.

Learning style of the participants, needs of the target audience, prior knowledge related to the

area, training needs for the learners, learner-environment interaction, language of the learners and

motivation and the interest of the learners were studied in detail.

95% of teachers said that they use it for their day to day activities such as internet, email,

etc. A complex design would have made it difficult for them to use it. Therefore a

Graphical user interface was designed with navigation buttons and graphics.

97.5% of the teachers said that they are good at setting goals and deadlines for

themselves. Same amount of teachers said that they can ignore distractions around them

when studying. Therefore the flow of the course was set to self- pace so that teachers can

follow the course and participate in activities at their convenience. A Help button is

available at the bottom of every page to provide teachers with help.

All teachers said that they can have internet facility at home and able to access the course

at home. Therefore the decision was taken to create an online course.

All teachers said that they are willing to use e-mail and other online tools to ask my

classmates and instructors questions. Therefore there is a “Connect” button created at the

bottom of every page so that it is easy for learners to contact others through emails.

12.5% of teachers said that they have speakers and webcams, while 62.5% of teachers

that they don’t have access. Therefore video conferencing was not used as a medium of

delivering the course as well as carrying out discussions.

There are multimedia components with audio scripts. But there are captions displayed in

each slide to facilitate the learners who do not have speakers.

Since learners are a matured group of people with teaching experience, all course

materials were designed with practical situations that teachers will experience in the

classroom.

All information provided in the course was concise and brief. As learners are adults, they

would carry out their own research and find more information if required. Principles of

andragogy were used when designing the course content.

Colors used were mainly pleasing soft colors as it would make it easy for people to read

written information.

Most learners are familiar with inclusive learning as there is a workshop done at the

beginning of every year. Therefore learners have prior knowledge about the topic and

concepts. Hence, the information was summarized and given with more graphical

components and less text.

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