Principles of distance education storyboard module 2

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Health & Medicine

Assessing and teaching skill-sets for autistic adults EDUC-7102-2/EDUC-8842-2 Principles of Distance Education David J. Miller Fall 2011

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Evaluation of two instruction methods to increase employment options for young adults with autism spectrum disorders. ,[object Object],[object Object]

Use of video modeling to teach vocational skills to adolescents and young adults with autism spectrum disorders. ,[object Object],[object Object]

Video Modeling: A Window into the World of Autism. ,[object Object],[object Object]

Interactive training for active support: perspectives from staff. ,[object Object],[object Object],[object Object],[object Object]

Computer technology and autism. ,[object Object],[object Object],[object Object]

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Chapter v

Polytechnic University of the Philippines

Synthesis

Linda

TAM

Elizabeth Elijah

Impacts of the tech act

riebill01

A Murphy

mk456

Mobile learning is increasingly seen as a boon to universities and educators as a means of enabling learning anywhere, anytime and at the convenience of the learner. Even though the field of mobile learning is in its infancy, there is no common understanding of what mobile learning is. Previous attempts at defining mobile learner have either been overly inclusive or exclusive, and have focused on characteristics of the mediating technology, the learner, or the nature of the learning activity. Inspired by Wittgenstein’s theory of family resemblances, this paper explores the attempt to create a new definition of mobile learning that will be dynamic, drawing from a collection of characteristics that may change over time rather than just supplying a single, unchanging definition. The revised definition will be used to support the development of a Mobile Learning Evaluation Framework by clarifying the attributes and features to be included in a robust and flexible definition of mobile learning. The outcome may be of value to researchers in the mobile learning field and educators considering incorporating mobile learning initiatives into current pedagogical strategies.

Revisiting the definition of Mobile Learning

Helen Farley

Although there is a considerable body of work that explores educational uses of technology, and highly developed accounts of what learning is, surprisingly little research in education has asked what technology is, or what its relationship to learning consists of. When these matters are considered at all, they tend to be framed in technologically deterministic ways, with technology either 'causing' or at the least 'offering' and 'constraining' learning. In this talk, I will provide an overview of this way of framing technology and identify problems that follow from it. I will outline alternative positions that could be adopted, including Communities of Practice, the Social Construction of Technology and Actor-Network Theory, and discuss their points of connection to this debate. Using examples drawn from a JISC-funded project on digital literacies, I will draw out the implications of these positions for research.

What shapes what? Technologies and their relationship to learning

Martin Oliver

Jumping Hurdles to Technology Integration

Lisa Durff

B Engelen

mk456

Digital Systems and Services for Open Access to Education and Learning

Advanced Digital Systems and Services for Education and Learning (ASK)

Are we currently moving from the age of mobolism to age of artificail intelli...

Jari Laru

The scope of this presentation is to present the design considerations and the implementation of a set of tools which aim to support the authoring and delivery of science education lessons that follow an inquiry-based teaching strategy (namely, the 5E model) incorporating appropriate (PISA 2012 Problem Solving Framework compatible) assessment activities within the various phases of the inquiry teaching model. From this perspective, the proposed tools target to overcome the summative nature of PISA 2012 problem solving competence assessment and its disconnection from the school science teaching practice. These tools have been developed in the framework of a major European Initiative, namely the, Inspiring Science Education (ISE) Project (http://inspiring-science-education.org/).

Supporting the Assessment of Problem Solving Competences through Inquiry-base...

Advanced Digital Systems and Services for Education and Learning (ASK)

Stewart, benjamin english language educators and technology ije v5 n1 20...

William Kritsonis

Implementation of mobile tablet technology (HEA Conference, June 2013)

YSJLTD

My RP Defense

Institut Aminuddin Baki MOE Malaysia

Despite the diverse opportunities digital technologies offer that enhance learning and improve instructional practice, the main challenge faced by many institutions is the distracting effects of hyper-connectivity caused by mobile devices during learning activities. Some students find it difficult to balance online leisure activity with school work because of the guilty pleasures associated with using certain types of media. The failure of college students to reduce distractions from academic cyberloafing could negatively impact their achievement of academic success. This scholarly paper is designed to explore how contemporary research has investigated this emerging phenomenon to better understand important strategies for control.

A content analysis of the emerging research on academic cyberloafing

Zizo Aku

HAC learning analytics presentation 2012

tamckay

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What's hot (19)

Advance figure intelligence scale (almost done)

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Jumping Hurdles to Technology Integration

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Digital Systems and Services for Open Access to Education and Learning

Are we currently moving from the age of mobolism to age of artificail intelli...

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Implementation of mobile tablet technology (HEA Conference, June 2013)

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Literature Review Presentation

mbhelms

This study investigated the relationship between imitation, visual support and academic achievement among children with autism spectrum disorder in special needs schools. The study adopted a correlational survey design. Two research questions and two corresponding hypotheses were raised and formulated to guide the study. The population for this study consists of all 80 male and female pupils diagnosed with ASD in seven special needs schools in Rivers State. The research instrument that was used in this study is a modified four point Likert type scale questionnaire titled “Imitation, Visual Support and Academic Achievement Questionnaire” IVSAAQ . Cronbach Alpha statistics was used to estimate the reliability of the instrument and the reliability coefficients of 0.65 for imitation, 0.89 for visual support and 0.92 for academic achievement were obtained. Data was collected and analysed using simple regression, mean and standard deviation and independent t test at 0.05 alpha level of significance. From the data analyzed, it was found that imitation and visual support are significantly related to academic achievement among children with ASD in special needs schools. Based on these findings the following recommendations were made Teachers, caregivers, and parents of children with autism spectrum disorder ASD should encourage imitation by modelling desired behaviours or expected outcomes through demonstrating words or gestures about objects and activities the children are interested in and specifically requesting them to imitate Teachers, caregivers, and parents of children with autism spectrum disorder ASD should promote the use of visual support by using visual cues such as picture cards or toys to improve vocabulary and comprehension. These supports can be gradually withdrawn to enable the children become more independent in routines and social interaction. Ajemba, Marvis | Dr. Chujor J. Chujor "Imitation, Visual Support and Academic Achievement among Children with Autism Spectrum Disorder in Special Needs Schools in Rivers State, Nigeria" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-7 | Issue-1 , February 2023, URL: https://www.ijtsrd.com/papers/ijtsrd52751.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/52751/imitation-visual-support-and-academic-achievement-among-children-with-autism-spectrum-disorder-in-special-needs-schools-in-rivers-state-nigeria/ajemba-marvis

Imitation, Visual Support and Academic Achievement among Children with Autism...

ijtsrd

EDUCATION AND TREATMENT OF CHILDREN Vol. 38, No. 3, 2015 Pages 403–420 Video Modeling and Children With Autism Spectrum Disorder: A Survey of Caregiver Perspectives Teresa A. Cardon, PhD, CCC-SLP Utah Valley University Amy Guimond, PhD InVision Analytics, LLC Amanda M. Smith-Treadwell, MA CCC-SLP Washington State University Abstract Video modeling (VM) has shown promise as an effective intervention for individuals with autism spectrum disorder (ASD); however, little is known about what may promote or prevent caregivers’ use of this intervention. While VM is an effective tool to support skill development among a wide range of children in research and clinical settings, VM is still not used routinely by caregivers of individuals with ASD. In the current study, we examined the extent to which caregivers of children with ASD have experience with VM and explored their beliefs about using a newly developed scale, the Video Modeling Perceptions Scale (VMPS). In addition, we conducted exploratory psychometric analyses of the scale to determine its feasibility for use in assessing caregivers’ perceptions of VM. In general, the VMPS appears to be an informative tool for analyzing caregivers’ perceptions of VM. Caregivers held positive perceptions of VM and viewed it as something that could be helpful for their children. Keywords: autism, video modeling, caregiver perspectives, factor analysis Currently 1 in 68 children is diagnosed with an autism spectrum disorder (ASD), with some locations in the United States report- ing rates as high as 1 in 47 children (Centers for Disease Control and Prevention, 2014). To receive a diagnosis of ASD, children must exhibit deficits in social communication and demonstrate repetitive behavior or interests (American Psychiatric Association, 2013). To Correspondence concerning this article should be addressed to Teresa A. Cardon, PhD, CCC-SLP, 800 W. University Parkway, Orem, UT 84058; e-mail: [email protected] etc_38.3_07_Cardon.indd 403 8/13/15 2:40 PM 404 CARDON et al. address the needs of children with ASD, numerous interventions have been created to develop their cognitive, behavioral, communi- cative, and interpersonal skills. One such approach, video modeling (VM), appears to be growing in relevance, practicality, and popu- larity among those (i.e., caregivers and practitioners) who work with individuals with ASD. VM’s promise as an effective, efficient, and socially acceptable practice may be impeded, however, if caregivers are unaware of or fail to use this technology. Presently, little is known about caregivers’ knowledge or use of VM with children with ASD and/or what factors may promote or impede their application. This article (a) summarizes briefly research on VM with a particular emphasis on caregivers and children with ASD; (b) de- scribes a scale for assessing caregivers’ perceptions of VM, the Vid- eo Modeling Perceptions Scale (VMPS), and provides ...

EDUCATION AND TREATMENT OF CHILDREN Vol. 38, No. 3, 2015Pa.docx

SALU18

Poster collpquium may 2016

Miriam O' Sullivan

Many designed systems have shown the potential of virtual reality (VR) to greatly transform autism treatment studies. Indeed, the literature shows that treatment via VR is appropriate for effective and repeatable training, without the intense anxiety, allowing trainees to recognize and modulate errors as they occur. This study evaluates the effectiveness of a new VR-based learning environment designed to safely practice and rehearse the daily activities related to the school world in children affected with autism. A total of nine children with autism actively enrolled in the study to learn and test their street crossing skills and social attention. Incremental change of difficulty levels has been added to the designed environment to generalize real-world situations, this includes overlaid distraction audio and increased vehicles intensity and speed. In order to enhance the learning experience, the real-time feedback is given according to the participant’s behavior, additionally, post processing profile is given for analysis purpose, where the participant’s behavior can be reviewed by parents and therapist to determine whether the participant’s mistakes are in decision making or focusing attention. The Wilcoxon signed-rank test for a single sample was used to test the change in the skills of participants with autism after using the educationally and therapeutically VR technology compared to a baseline. As a result, significant effects were found on the behavioral measures indicating that the VR-based learning environment is promoting a positive and informative learning environment.

Virtual reality technology to support the independent living of children wit...

IJECEIAES

Annotated research articles

dawnlouise

IRJET- Survey on Learning Assistance System for Autistic Child

IRJET Journal

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IRJET Journal

Intervention for Education Markis’ Edwards January 29, 2018 1 Area of Focus Enforcing IEPs children with Autism Learning and behavioral difficulties In reinforcing learners in Individualized Educational Programs(IEPs), educators will assist in shaping the behaviors of the students, as well as, becoming more self-sufficient (Bambara, Koger, & Bartholomew, 2011). The students’ educational needs are met in areas, such as reading, writing, math, adaptive living, and science. The objective is to meet the learners' needs via creating a plan that will effectively ensure the students’ educational and behavioral level are met or exceeded (Tyner, 2014). 2 Explanation of Problem Lack of reinforcement by teachers No use of different learning techniques No use of technology 3 Variables Mixed Group of children Verbally proficient but with behavioral difficulty Nonspeaking children with severe behavioral difficulty Basic speaking skills with minimal behavioral difficulty 4 Research Questions Qualitative Questions Why should I consider eLearning-based training? Can eLearning courses be customized? What is the perspective of researcher in regards to having daily awareness of students IEP goals? Quantitative Questions What are 2-3 hardware and software requirements for online training? What is the difference in researchers expectations of students when applying IEP goals daily verses being applied over three weeks? 5 Locus of Control Being part of the intervention Confidential Research for myself Research Summaries The main goal of being part of the intervention is the assurance that children are educated regardless of limitations or disabilities (Wehmeyer, 2005). 6 Intervention/Innovation The Use of iPads Use of designated applications This will all be provided by the designed application known as “Proloquo” that is designed for such activities (Brown, Dehoney, & Millichap, 2015). 7 Negotiations Observation of children in their learning environment Terms set by the DHR had to be followed 8 Ethics Student Rights Training of students on the usage of the devices Restricting the devices to specific sites When the intervention is being implemented several things have to be considered and at the top of the list is the maintenance of the students rights (Bamb.

Intervention forEducationMarkis’ EdwardsJanuary 29, 2018.docx

normanibarber20063

Kubbu use with special needs students ( Autism spectrum disorder and ADHD) , Abstract – The purpose of our study is to prove the effect of using a web 2.0 technology tool, Kubbu, on the learning process and performance for the students with special needs. These students show various difficulties which could be physical, emotional, behavioral, or learning related, that cause the student to need additional accommodation or adaptation. The research started by interviewing teachers and student’s parents with special needs, and conducting a survey with the many professionals who work with students. Then implement activities with Grade 4 class using Kubbu. The results showed positive impact of using this tool in facilitating the learning process of the students, as a great performance level

Kubbu and Special needs

Elie Kiwan

Culture, Gender and Technology Enhanced Learning (Richter & Zelenkauskaite, I...

Richter Thomas

Autism spectrum disorder is a developmental disability that can cause significant social, communication and behavioural challenges. Parents of children on the spectrum find it difficult for their kids to communicate with them and other people, which makes it challenging for social interactions. Researchers have introduced different solutions such as Therapy Robot that Teaches Social Skills to Children with Autism. Additionally, Virtual reality was used to teach emotional and social skills to children with autism spectrum disorder. However, these solutions focus only on the person on the spectrum, neglecting the fact that the social challenges that people on the spectrum face are partly due to the lack of understanding on the neurotypicals' end. In this study, the solution introduced focuses on the neurotypical perspective; An advanced and interactive intelligent technology that can educate neurotypical people on how to communicate with people on the spectrum in different scenarios and environments. It also allows the learner to see the consequences of the different interactions from the point of view of a person on the spectrum, be aware of their actions, and fully engage in the scenarios through Virtual Reality (VR). Virtual Reality is a technology that simulates experiences that can be similar to the real world. The project aim was achieved by implementing a storyline game that is VR-based.

ALTRUISTIC ASD (AUTISM SPECTRUM DISORDER) VIRTUAL REALITY GAME

ijma

Altruistic ASD (Autism Spectrum Disorder) Virtual Reality Game

ijma

Running head: SOCIAL MEDIA AND CHILDREN DEVELOPMENT 1 SOCIAL MEDIA AND CHILDREN DEVELOPMENT 13 Social Media’s Effect on the Development and Learning Stages of A Child Nisha Cunningham Felician University Social Media’s Effect on the Development and Learning Stages of A Child Annotated Bibliography Best, P., Manktelowa, R., & Taylor, B. (2014). Online communication, social media, and adolescent wellbeing: A systematic narrative review. Children and Youth Services Review, 27-36. The article looks into the growing debate about the effects of online social technologies on children and teenagers. Through an in-depth analysis of empirical research, the authors identify both the benefits and harmful effects of social media on young people. The article gives recommendations on how to minimize adverse impacts and increase the positive effects of social media. Loureiro, K., Solnet, D., Bolton, R. P., Hoefnagels, A., Migchels, N., & Kabadayi, S. (2013). Understanding Generation Y and their use of social media: a review and research agenda. Journal of Service Management, 245-267. Social media use has several implications for young people. This article refers to today's younger generation as Generation Y. The authors collect information to show the effects of social media on society, organizations, and individuals. Several research questions are derived to explain social media use in a better way. Hutter, K., Hautz, J., Dennhardt, S., & Füller, J. (2013). The impact of user interactions in social media on brand awareness and purchase intention: the case of MINI on Facebook. Journal of Product & Brand Management, 342-351. The article analyzes how social media influences the purchase of products. Through an online survey, the authors indicate how individuals can be talked into buying products over the internet. The authors use a mixed-method research method to show how social media has influenced the marketing of products. Schwendler, I. L., & Trude, A. (2018). Implementation of Text-Messaging and Social Media Strategies in a Multilevel Childhood Obesity Prevention Intervention: Process Evaluation Results. The Journal of Health Care Organization, Provision, and Financing, 187-198. Social media has been highly attributed to the increase in obesity in young children. Children are spending more time on social media platforms. Physical exercise has dramatically reduced as more children embrace social media and their major entertainment. The article reviews the use of social media in both increasing and lowering obesity prevalence. Lewin, C., & Greenhow, C. (2016). Social media and education: reconceptualizing the boundaries of formal and informal learning. Journal of Learning, Media and Technology, 6-30. Social media has several effects on society. Some people have argued that social media has the potential of creating a bridge between formal and informal learning. Social media affects learning at both levels. This article analyzes the use of ...

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Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.

Maninger, robert m seniors and technology ijsaid v13 n1 2011

William Kritsonis

Reference Summary Worksheet Reference 1 – Cross-cultural reference Citation in APA format (2 pts) Houghton, S., Hunter, S. C., Rosenberg, M., Wood, L., Zadow, C., Martin, K., & Shilton, T. (2015). Virtually impossible: limiting Australian children and adolescents daily screen based media use. BMC Public Health , 15 (1), 1. doi:10.1186/1471-2458-15-5 Key findings (6 pts) In 2-3 paragraphs, summarize the main findings in your source. The use of screen based media use (SBMU) has seen a steady increase over the years. Research conducted by American, Australian, and Canadian Health departments have cited concerns on the increasing use of SBMU in children, more specifically children under the age of two. It is recommended by many health professionals that children limit their exposure to SBMU to two hour or less per day. However, today this is proving more challenging as SBMU is not just on television, it is a part of schools, afterschool activities, and at each child’s fingertips with the advancements in smartphones. Healthcare experts warnings about SBMU have not been heeded. To the contrary, children today, even after the recommendations have been put out, are using SBMU more then ever. For example, over a ten-year period SBMU data was collected on children and the findings showed in increase in screen viewing of all types from 3 hours and 45 minutes to 4 hours and 30 minutes. Other studies from the USA, UK, and Canada, show a similar trend regarding SBMU and children. All three countries have conducted research targeting the percentage of children who accede the two-hour SBMU recommended threshold. In all three countries the research clearly showed that over 50 percent of the children studied regularly used some form of screen-based media more then the recommended two hours. How do you know that this is a credible/scholarly source? (2 pts) I retrieved this article from the UMUC Library database searching scholarly articles. The authors and reference list is comprised of subject mater experts in a variety of fields related to this topic of discussion. Reference 2 – Policy reference Citation in APA format (2 pts) Rowan, C. (2010). Unplug—Don’t drug: A critical look at the influence of technology on child behavior with an alternative way of responding other than evaluation and drugging. Ethical Human Psychology And Psychiatry: An International Journal Of Critical Inquiry , 12 (1), 60-68. doi:10.1891/1559-4343.12.1.60 Key findings (6 pts) In 2-3 paragraphs, summarize the main findings in your source. Technology use by children has led to alarming statistics showing obesity and psychiatric disorders on the rise. Today, children’s distractions or medical conditions related to technology use are misdiagnosed and subsequently these children are overly medicated. There are many factors that contribute to kids obesity and psychological issues, but the major contributing factors are less one-on-one time with parents doing out.

Reference Summary WorksheetReference 1 – Cross-cultural referenc.docx

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