Universal Design for Learning aims to reduce barriers to the educational process and provide accommodations for individual learners through flexible curricular materials. It focuses on presenting information through multiple means, allowing for multiple expressions of knowledge, and providing multiple options for engagement. UDL breaks away from traditional textbooks and uses technology tools to reach the three brain networks important for learning.
Transforming a traditional class into a blended or fully online course for use in a Learning Management Systems (LMS) can be a challenging task for educators who lack experience in course design or knowledge of underlying learning theory. Educators may default to hosting static materials (PDFs or text webpages) on an LMS, which can lead to dissimilarities between the syllabus, classroom-teaching approach, and LMS itself. Therefore, the features of an LMS that could support ‘learning’ are underutilized creating a de facto LMS that is in reality a Content Management System. This presentation will provide an overview of established course design and the supporting rationale with concrete examples in the form of individual course units that are aligned with the overarching goals of the course syllabus. Each unit will address the following topics; the theoretical basis of the course, comprehensive course design, the inclusion of game elements and implementing a ‘flipped’ classroom approach. Units will further be subdivided by the supporting research; for example, the topic ‘course design’ will be supported by research in the areas of multimodal resources, pedagogical agents and usability. The presentation LMS will be a Moodle with the Essential theme, however, the information presented will be applicable to the creation of any online course, regardless of the LMS utilized. Additionally, the information presented can be utilized as a template by interested audience members when creating their own peadagocial grounded, online courses.
Transforming a traditional class into a blended or fully online course for use in a Learning Management Systems (LMS) can be a challenging task for educators who lack experience in course design or knowledge of underlying learning theory. Educators may default to hosting static materials (PDFs or text webpages) on an LMS, which can lead to dissimilarities between the syllabus, classroom-teaching approach, and LMS itself. Therefore, the features of an LMS that could support ‘learning’ are underutilized creating a de facto LMS that is in reality a Content Management System. This presentation will provide an overview of established course design and the supporting rationale with concrete examples in the form of individual course units that are aligned with the overarching goals of the course syllabus. Each unit will address the following topics; the theoretical basis of the course, comprehensive course design, the inclusion of game elements and implementing a ‘flipped’ classroom approach. Units will further be subdivided by the supporting research; for example, the topic ‘course design’ will be supported by research in the areas of multimodal resources, pedagogical agents and usability. The presentation LMS will be a Moodle with the Essential theme, however, the information presented will be applicable to the creation of any online course, regardless of the LMS utilized. Additionally, the information presented can be utilized as a template by interested audience members when creating their own peadagocial grounded, online courses.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
2. It is accomplished by “simultaneously providing rich supports for learning and
reducing barriers to the curriculum, while maintaining high achievement standards
for all students”. (www. Cast.org)
Universal Design began in the field of Architecture (Laureate, 2009b) when
builders realized that current methods for creating access actually hindered certain
groups of people, such as the physically handicapped, from moving freely from
place to place.
3. Adopted by the Center for Applied Special Technology, or CAST, Universal
Design morphed into the Universal Design for Learning, or UDL, as a means to
transform the traditional one-size-fits-all educational schema that is designed to
meet the needs of the large middle, but tends to exclude those with more diverse
abilities, learning styles and preferences, or backgrounds
4. CAST understood that current educational practices failed “to provide all
individuals with fair and equal opportunities to learn” (Cast, 2009a, p. 3) and that
it was not the students who needed to be fixed, but rather it was the way in which
they were being taught that needed to change. Instead of maintaining the status
quo, Universal Design for Learning “focuses educators on developing flexible
curricula that provides students with multiple ways of accessing content, multiple
means for expressing what they learn, and multiple pathways for engaging their
interest and motivation” (Howard, 2004) and, in turn, increasing achievement
because teachers are not just imparting knowledge, rather the students are
constructing it themselves.
5. Principle 1: Presentation
To support recognition learning, provide multiple, flexible methods of
presentation.
Instructional examples include: larger, formatted, and highlighted text,
chunking, scaffolding, and utilization of supplemental resources.
Principle 2: Expression
To support strategic learning, provide multiple, flexible methods of
expression and apprenticeship.
Instructional examples include: alternative keyboards, digital text, and
programs that record voices, draw, or write text.
Principle 3: Engagment
To support affective learning, provide multiple, flexible options for
engagement.
Instructional examples include: digital text, choices of media for
interaction, and multimedia presentation programs.
http://www.cast.org/teachingeverystudent/ideas/tes/chapter4_3.cfm
6. With the implementation of the three principles, UDL allows educators to meet the
needs of all learners by building more flexibility into materials, techniques and
strategies so that, from the beginning, the needs of the greatest number of users are
being met; thus eliminating expensive and time-consuming changes to curriculum
unnecessary once it is implemented.
7. Due to students differing in the way they view and comprehend the information
being taught, teachers should provide multiple options for:
› Customizing the display of information using both visual and auditory media
Graphic Organizers
Auditory Devises
Podcasts
Audiobooks
› Defining and clarifying terminology
Flash cards
Electronic Dictionary
Non-linguistic
› Implementing strategies that increase comprehension
Activate prior knowledge (KWL)
Highlight the important points and ideas
8. Students differ in the way they navigate through any learning environment and in
the way they are able to express that they know, teachers should provide options
for:
› Physical action and navigation through tools and assistive technologies
Student response systems such as clickers or buzzers
Manipulatives
Interactive while boards
Touch screens and keyboards
› Increasing expressive skills and fluency through scaffolding, tools, and problem solving
Oral VS written reports
Digital storytelling
Concept mapping
› Implementing executive functions
Teaching how to set goals through guides and checklists
Support planning and strategy development via templates or think aloud
Managing information and resources with organizers for data collection and guides for note-
taking
Monitoring students though self-reflections templates
9. Students differ in the way they can be engaged and motivated to
learn, teachers should provide options for:
› Recruiting interest through
Providing choice and autonomy to increase self determination, pride, and connection
Enhancing relevance and authenticity to increase real world value that means something to
students.
Allowing active participation, exploration, and experimentation
› Sustaining effort and persistence by
Creating persistent display of goals
Visualizing and scaffolding of desired outcomes
Scheduling tools
Fostering collaboration and communication
› Allowing self regulation by
Guiding personal goal setting and expectations
Teaching coping skills and strategies
Developing self assessment and reflection skills
10. Key Ideas (Rose & Meyer, 2002):
› Increased student diversity means a greater emphasis on standards and accountability
and makes it harder for teachers to help all students achieve.
› Research into the learning brain exposes learner differences and how to effectively use
technology to increase motivation, engagement, and learning.
› UDL maximizes rapidly evolving communication technologies to create flexible
methods and materials that can reach various types of learners in ways that are more
effective.
› By making methods and materials more flexible, learning opportunities are maximized
not just for students with identified disabilities, but also for every student.
› UDL is not "just one more thing;" it is an vital element in improving student learning
and it is well-suited to be incorporated into other types of education reform.
11. “Much of the art of teaching patterns lies in selecting and presenting numerous,
effective examples. Digital media and tools can facilitate finding and presenting
these examples in the form of text, image, sound, or video” (Rose & Meyer, 2002).
Technology plays a key part in the implementation of UDL. Technology tools can
be sued to provide choices and differentiation in student learning.
Examples of Technology Tools:
› Hearing Aids
› Glare-reduction screens
› Voice-recognition software
› Internet programs
› Interactive books
› Blogs
› Podcasts
› Wikis
12. Children are diverse learners and need materials that adapt to their needs in ways that printed materials
often cannot.
Text to speech
Digital highlighting and tagging
Audiobooks
Using technology, learning experiences can be scaffold and personalized so that students are learning
content in ways that are most effective for them.
Digital storytelling
Drill and practice software
Hands on or kinesthetic learning
Technology allows more flexibility by providing students with alternative ways to engage with the content
as well as ways to create products and contribute to the classroom collective.
Pod casting
Wikis
Presentation software
Technology prepares students for the global marketplace by creating real-world connections with which
they can apply what they are learning to relevant contexts.
Go to meeting or virtual meeting applications
Online collaboration
E-pals
13. According to Rose & Meyer (2002), “When two students perform the same academic task,
the patterns of activity in their brains are as unique as their fingerprints. The uniqueness
may not be visible in the overall level of brain activity, but rather lies in the pattern of
activation: how the activity is distributed across different brain regions. For this reason, no
one measure of brain activity and no one learning score or variable differentiates or
describes individual learners in any meaningful way.”
› Recognition networks are specialized to sense and assign meaning to patterns we see; they
enable us to identify and understand information, ideas, and concepts.
› Strategic networks are specialized to generate and oversee mental and motor patterns. They
enable us to plan, execute, and monitor actions and skills.
› Affective networks are specialized to evaluate patterns and assign them emotional
significance; they enable us to engage with tasks and learning and with the world around us.
(Rose & Meyer, 2002)
14. Universal Design for Learning allows flexibility and support in student learning
which means better differentiated instruction for each individual student.
Universal Design for Learning breaks away from the traditional textbooks and
utilizes technology tools to reach the three brain networks in learning.
Universal Design for Learning reduces the amount of barriers to get the most out
of student learning.
15. Universal Design for Learning’s main purpose is to reduce any barriers to the educational process and
provide accommodations for the needs of individual learners through the widest range of curricular
materials possible (Department of Education, 2010).
› Providing multiple means to access the content
Video
Text
Digital text
Oral presentation
Graphic organizers
› Providing multiple ways to express knowledge, opportunities for practices, and timely feedback
Oral reports
Written reports
Digital storytelling
Power Point
Group presentations
› Providing students with choices of content and tools, activities and rewards
Group work
Independent work
16. CAST UDL Interactive Lessons, Activities and Information
http://www.cast.org/pd/tes/index.html
›Will enable the teachers at Pulaski Heights Middle School to access a free interactive website for further
exploration of UDL lessons, activities and information.
CAST UDL Book Builder http://bookbuilder.cast.org/
› Will enable the teachers at Pulaski Heights Middle School to develop their own digital books to
support reading instruction and literacy learning.
CAST UDL Lesson Plan
http://www.cast.org/learningtools/lesson_builder/index.html
›Will enable the teachers at Pulaski Heights Middle School to create lessons that are aligned with their
curriculum and standards.
17. Center for Applied Special Technology. (2009a). UDL guidelines, version 1.0. Retrieved March 23, 2012 from
http://www.udlcenter.org/aboutudl/udlguidelines
Center for Applied Special Technology. (2009b). Educator Checklist. Retrieved March 23, 2012 from
http://www.udlcenter.org/aboutudl/udlguidelines
Department of Education. (2010). The access center: Using a universal design approach to find barriers and solutions in the curriculum.
Washington, DC: American Institutes for Research. Retrieved April 2, 2012 from
http://www.k8accesscenter.org/training_resources/UniversalDesign_BarriersSolutions.asp
Laureate Education, Inc. (Executive Producer). (2009a). Brain research and universal design for learning: Reaching and engaging all learners
through technology. Baltimore: Author.
Laureate Education, Inc. (Executive Producer). (2009b). Universal design for learning: Reaching and engaging all learners through
technology. Baltimore: Author.
Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Alexandria, VA: Association for
Supervision and Curriculum Development. Reprinted by permission of the Association for Supervision and Curriculum
Development via the Copyright Clearance Center. Located at http://www.cast.org/teachingeverystudent/ideas/tes