The document discusses Universal Design for Learning (UDL), which aims to provide all students equal opportunities to learn by creating flexible instructional methods, materials, and assessments that can be customized to individual needs. UDL is based on 3 principles: providing multiple means of representation, action and expression, and engagement. It supports student diversity and different learning styles by allowing for choice, differentiation, and technology integration. UDL helps ensure all parts of the brain involved in learning (recognition, strategic, and affective networks) are engaged. Resources like lesson builders and curriculum self-checks can help educators implement UDL principles.
Classteacher's Classpad
Classpad, the latest innovation by Classteacher Learning Systems, is a personalized educational tablet for learning and assessment. Various learning modules and ebooks for K-12 are available on the Classpad which completely changes the experience of accessing learning materials for students. This handy gadget is a three- in- one combination learning device, reading device and an assessment device.
Classpad facilitates personalized and interactive learning and makes education accessible to every learner according to his/her individual intelligence level and talent. Students can now give undivided attention to learning modules, attempt assessments and get immediate results to further enhance their learning. Classpad can assist in reducing the monotony of repetitive study sessions, thereby making learning more interesting and engaging.
The Language Campus: Role-Play in an eLearning EnvironmenteLearning Papers
Author: Paul Pivec.
Collaborative learning allows participants to exchange information as well as produce ideas, simplify problems, and resolve tasks. When using an e-learning platform in a collaborative environment, the teacher becomes an active partner, moderator and advisor in the educational process, as do the other learners.
Classteacher's Classpad
Classpad, the latest innovation by Classteacher Learning Systems, is a personalized educational tablet for learning and assessment. Various learning modules and ebooks for K-12 are available on the Classpad which completely changes the experience of accessing learning materials for students. This handy gadget is a three- in- one combination learning device, reading device and an assessment device.
Classpad facilitates personalized and interactive learning and makes education accessible to every learner according to his/her individual intelligence level and talent. Students can now give undivided attention to learning modules, attempt assessments and get immediate results to further enhance their learning. Classpad can assist in reducing the monotony of repetitive study sessions, thereby making learning more interesting and engaging.
The Language Campus: Role-Play in an eLearning EnvironmenteLearning Papers
Author: Paul Pivec.
Collaborative learning allows participants to exchange information as well as produce ideas, simplify problems, and resolve tasks. When using an e-learning platform in a collaborative environment, the teacher becomes an active partner, moderator and advisor in the educational process, as do the other learners.
Designing, Using and Evaluating Educational Games: Challenges, Some Solution...nalinksharda
Educational games can use storytelling as the underlying model for designing their content and narrative to enhance learning outcomes.
We need to evaluate their efficacy to maximise the user benefits. However, the field of user experience (UX) evaluation is full of challenges in itself; and evaluating the UX for digital educational games adds many other complexities. This paper presents various aspects involved in developing digital educational games and in evaluating the user experience derived from these.
Felder Silverman learning style mode is presented to incorporate it into educational games and cater for a range of learners. A story design model called Movement Oriented Design (MOD) is presented to guide the process of creating effective educational narratives.
A User Experience Research (UXeR) meta-model is presented as the pathway to advance research in this multidisciplinary field.
This is my slideshow for my ULearn11 breakout:
We have been using e-Portfolios with Year 1 to 6 students at Elm Park School since 2007 and shortly afterwards made the decision to use our e-Portfolios as our sole method of reporting to parents. During this presentation we will discuss our ongoing journey to implement e-Portfolios school-wide, our purpose behind the decision to start the journey, the successes and the challenges - warts and all! We’ll have a look at some e-Portfolios examples and share the professional development, resources, equipment and web 2.0 tools that we have found most useful to help us along the way.
We use KnowledgeNET’s Learning Journals at Elm Park School to create our e-Portfolios but this workshop will also be of interest to those using other applications.
Engage Project: Sharing Experience from Game Based Learning Dissemination Wor...eLearning Papers
Author(s): Jose Luis Soler, Gisela Vidal.
Engage Project: Sharing Experience from Game Based Learning Dissemination Workshops
With this contribution, rather than providing definitive solutions, we intend to share knowledge obtained from the cross sectoral implementation of more than 15 workshops carried out as part of ENGAGE portal activities.
Supporting collaborative learning processes in CVEs by augmenting student ava...Lia Terzidou
My presentation in ICALT 2010 Conference -
Sousse, Tunisia
Supporting collaborative learning processes in CVEs by augmenting student avatars, with nonverbal communication features
Asld2011 hernández leo-abenia_moreno_chacón_blatYishay Mor
Davinia Hernández-Leo, Pablo Abenia, Pau Moreno, Jonathan Chacón and Josep Blat: Let’s shake on it: co-editing and sharing diverse learning design
http://www.ld-grid.org/workshops/ASLD11
AVATAR – The Course: Recommendations for Using 3D Virtual Environments for Te...eLearning Papers
Author(s): Maja Pivec, Cristina Stefanelli, Inger-Marie F. Christensen, Jutta Pauschenwein.
This communication details the rationale behind the course, documents two case studies of completed projects within a virtual world, highlights the challenges and successes of the modules, and culminates with conclusions and recommendations for running courses and lessons within an online 3D virtual world.
Asld2011 prieto dimitriadis_villagrá-sobrinYishay Mor
Luis Pablo Prieto, Yannis Dimitriadis and Sara Villagrá-Sobrin: Representing learning design and classroom orchestration through atomic patterns
http://www.ld-grid.org/workshops/ASLD11
Designing, Using and Evaluating Educational Games: Challenges, Some Solution...nalinksharda
Educational games can use storytelling as the underlying model for designing their content and narrative to enhance learning outcomes.
We need to evaluate their efficacy to maximise the user benefits. However, the field of user experience (UX) evaluation is full of challenges in itself; and evaluating the UX for digital educational games adds many other complexities. This paper presents various aspects involved in developing digital educational games and in evaluating the user experience derived from these.
Felder Silverman learning style mode is presented to incorporate it into educational games and cater for a range of learners. A story design model called Movement Oriented Design (MOD) is presented to guide the process of creating effective educational narratives.
A User Experience Research (UXeR) meta-model is presented as the pathway to advance research in this multidisciplinary field.
This is my slideshow for my ULearn11 breakout:
We have been using e-Portfolios with Year 1 to 6 students at Elm Park School since 2007 and shortly afterwards made the decision to use our e-Portfolios as our sole method of reporting to parents. During this presentation we will discuss our ongoing journey to implement e-Portfolios school-wide, our purpose behind the decision to start the journey, the successes and the challenges - warts and all! We’ll have a look at some e-Portfolios examples and share the professional development, resources, equipment and web 2.0 tools that we have found most useful to help us along the way.
We use KnowledgeNET’s Learning Journals at Elm Park School to create our e-Portfolios but this workshop will also be of interest to those using other applications.
Engage Project: Sharing Experience from Game Based Learning Dissemination Wor...eLearning Papers
Author(s): Jose Luis Soler, Gisela Vidal.
Engage Project: Sharing Experience from Game Based Learning Dissemination Workshops
With this contribution, rather than providing definitive solutions, we intend to share knowledge obtained from the cross sectoral implementation of more than 15 workshops carried out as part of ENGAGE portal activities.
Supporting collaborative learning processes in CVEs by augmenting student ava...Lia Terzidou
My presentation in ICALT 2010 Conference -
Sousse, Tunisia
Supporting collaborative learning processes in CVEs by augmenting student avatars, with nonverbal communication features
Asld2011 hernández leo-abenia_moreno_chacón_blatYishay Mor
Davinia Hernández-Leo, Pablo Abenia, Pau Moreno, Jonathan Chacón and Josep Blat: Let’s shake on it: co-editing and sharing diverse learning design
http://www.ld-grid.org/workshops/ASLD11
AVATAR – The Course: Recommendations for Using 3D Virtual Environments for Te...eLearning Papers
Author(s): Maja Pivec, Cristina Stefanelli, Inger-Marie F. Christensen, Jutta Pauschenwein.
This communication details the rationale behind the course, documents two case studies of completed projects within a virtual world, highlights the challenges and successes of the modules, and culminates with conclusions and recommendations for running courses and lessons within an online 3D virtual world.
Asld2011 prieto dimitriadis_villagrá-sobrinYishay Mor
Luis Pablo Prieto, Yannis Dimitriadis and Sara Villagrá-Sobrin: Representing learning design and classroom orchestration through atomic patterns
http://www.ld-grid.org/workshops/ASLD11
Terwijl we iedere dag ijveren om de bibliotheek zowel fysiek als digitaal te integreren in een ruimere context, blijft de account van de gebruiker veelal een eiland…
Met Open Bib ID willen we een betere integratie, met een groot gebruikersgemak en met het oog op de distributie van digitale content.
Плахин В.Т. Имя как «очаг» рекламного семиозисаprasu1995
Опубликовано в сборнике: PR и реклама в изменяющемся мире: Региональный аспект [Текст] : сборник статей/ под ред. М.В. Гундарина, А. Г. Сидоровой, Ю. В. Явинской. – Вып. 10. – Барнаул: Изд-во Алт. ун-та, 2012.
Expression profile of BRCA1 and BRCA2 genes in premenopausal Mexican women wi...Erwin Chiquete, MD, PhD
Gloria Loredo-Pozos, Erwin Chiquete,
Antonio Oceguera-Villanueva, Arturo Panduro,
Fernando Siller-Lo´pez, Martha E. Ramos-Márquez
Low BRCA1 gene expression is associated with
increased invasiveness and influences the response of
breast carcinoma (BC) to chemotherapeutics. However,
expression of BRCA1 and BRCA2 genes has not been
completely characterized in premenopausal BC. We analyzed
the clinical and immunohistochemical correlates of
BRCA1 and BRCA2 expression in young BC women. We
studied 62 women (mean age 38.8 years) who developed
BC before the age of 45 years. BRCA1 and BRCA2 mRNA
expression was assessed by reverse transcriptase-polymerase
chain reaction (RT-PCR) and that of HER-2 and
p53 proteins by immunohistochemistry. Body mass index
(BMI) C27 (52%) and a declared family history of BC
(26%) were the main risk factors. Ductal infiltrative adenocarcinoma
was found in 86% of the cases (tumor size
[5 cm in 48%). Disease stages I–IV occurred in 2, 40, 55,
and 3%, respectively (73% implicating lymph nodes).
Women aged B35 years (24%) had more family history of
cervical cancer, stage III/IV disease, HER-2 positivity, and
lower BRCA1 expression than older women (P-.05).
BRCA1 and BRCA2 expression correlated in healthy, but
not in tumor tissues (TT). Neither BRCA1 nor BRCA2
expression was associated with tumor histology, differentiation,
nodal metastasis or p53 and HER-2 expression.
After multivariate analysis, only disease stage explained
BRCA1 mRNA levels in the lowest quartile. Premenopausal
BC has aggressive clinical and molecular
characteristics. Low BRCA1 mRNA expression is associated
mainly with younger ages and advanced clinical stage
of premenopausal BC. BRCA2 expression is not associated
with disease severity in young BC women.
Михайлова Е.В. Особенности PR-сопровождения вывода на рынок ТИКОprasu1995
Опубликовано в сборнике: PR и реклама в изменяющемся мире: Региональный аспект [Текст] : сборник статей/ под ред. М.В. Гундарина, А. Г. Сидоровой, Ю. В. Явинской. – Вып. 10. – Барнаул: Изд-во Алт. ун-та, 2012.
Making Content and Curriculum Accessible for ELs with Universal Design for Le...Erin Lowry
Universal Design for Learning (UDL) is a set of principles used to develop environments that give all individuals equal opportunities to learn. The presenter will share experiences and best practices for using UDL and digital technologies to make content areas and a rigorous curriculum accessible for ELs.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
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.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
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
2. What does UDL
mean?
The Center for Applied Special Technology
defines the Universal Design for Learning
in the following way:
“UDL is a set of principles for curriculum
development that give all individuals equal
opportunities to learn. UDL provides a
blueprint for creating instructional
goals, methods, materials, and
assessments that work for everyone--not
a single, one-size-fits-all solution but
rather flexible approaches that can be
customized and adjusted for individual
needs.” (CAST, 2011)
3. Examples of UDL in the Classroom
Differentiation based on academic level
Student choice that is grade level
appropriate
Individualized feedback
5. Principle #1:
Provide multiple means of representation
Examples:
Music or sounds bytes
Use of color or varied text size
Visual diagrams or charts
Text to speech software or transcripts for video or audio clips
Varied speed or volume of speech and sound
Physical objects
Concepts presented in different forms (written text along with an
illustration or video
Translation tools
Connect material to prior knowledge
National Center on Universal Design for Learning, 2011
6. Principle #2:
Provide multiple means of action and expression
Examples:
Story maps
Physical manipulatives Dance, illustrations, film, and digital
media
Alternatives for responding using a mouse
or using a keyboard
Spell check
Calculators
Feedback based on the individual
National Center on Universal Design for Learning, 2011
7. Principle #3:
Provide multiple means of engagement
Examples:
Rewards/motivation for academic
Cooperative grouping or behavioral goals Personal response and self-
reflection
Active participation and exploration
Age appropriate and relevant activities
Minimize distractions in classroom environment
Differentiate for different academic levels
Timely feedback
Promote students ability to seek out help
National Center on Universal Design for Learning, 2011
8. Role of Technology in UDL
Technology helps differentiate instruction, fosters better engagement in
the material, and can be an assessment tool or a possible reward for goal
achievement.
Examples:
Kid’s College:
Audio Books:
Computer program to Student Response Cards:
Accommodates print promote literacy and math
disabilities skills. Found at Used through
Engages students with a www.kclogin.com TurningPoint software
different format of written Differentiated curriculum for used for assessment
text each student as well as an
Helps promote reading skills Teacher sets levels and engagement strategy
through linking of text to times spent on each lesson Teacher created
spoken words Used as an assessment or presentations catered
reward to any academic level.
(Learning Ally, 2011)
High level of engagement Use in small groups as
well as whole group.
(Turning Technologies, 2011)
9. Potential Impact of UDL on Student Learning
All students engaged and excited about learning
Provides opportunities for all students to learn in
an environment that they are able to succeed in
Caters to individual preferences
Allows choice at all ages
10. Brain Research and Learning Differences
There are three distinct
networks of the brain that help
us learn:
recognition, strategic, and
affective.
Each network helps the learner
with different skills.
Each student learns differently
and has strengths and
weaknesses within each
network of the brain.
(Rose & Meyer, 2002)
11. Recognition Network
Identify and interpret Technology Examples
patterns of the for the Classroom:
senses.
Magnifiers for the
Recognize visually impaired
people, letters, word
s, sounds, tastes, etc Text-to-Speech
. translation software
Example of learning Voice recognition
difference: difficulty software
in recognizing letters
or words, but high Drill and practice
ability to recognize games that can be
and recall faces of adjusted for each
people learner.
(Rose & Meyer, 2002)
12. Strategic Network
Planning, executing, a Technology Examples for
nd monitoring our the Classroom:
actions.
Computer presentation
Allows for the programs in the place
adjustment of actions of paper and pencil
after self-evaluation. written assignments
Example of learning Project based learning
difference: Every through online tools
learner has different such as VoiceThread or
goals and different Animoto.
ways to go about
achieving the same
result.
(Rose & Meyer, 2002)
13. Affective Network
What the learner
feels, how an Technology Examples
environment is for the Classroom:
interpreted
Use of headphones
Deals with emotions for reading if
student needs a
Students prefer quiet environment
different learning
environments Incorporating
student interests
Example of learning into an online
difference: Each research project and
learner interprets giving students
the same classroom choice in the vehicle
situation or teaching for presentation
method differently
(Rose & Meyer, 2002)
14. How Does UDL Support Diversity?
Allows for better Allows for self reflection
engagement and adjustment
Allows for
differentiation based
on academic strengths
and weaknesses
Allows for choice
Allows each learner to make
their own plan to achieve a
goal
15. UDL Tools and Resources
UDL LESSON BUILDER UDL Book Builder UDL Curriculum Self-Check
Media options to learn Read or download pre- Allows the teacher to self
more about UDL before made books with evaluate in the area of each
beginning students from the UDL goal on a scale of 1-5 and
database on after rating the teacher is able
View existing lessons that www.cast.org or from to type any thoughts of self-
incorporate UDL for ideas the library. reflection.
With the creation of an Once logged in the At the end of the self-check the
account on www.cast.org teacher can create ratings chosen are displayed so
the teacher can make and virtual books with the teacher can see their
save UDL lesson plans text, images, and strengths and weaknesses
with pre made headings to sound for student displayed together.
guide in the creation of a literacy activities.
lesson. The teacher can Included in the self-check is a
change font, size and Created books can be section of resources divided by
format while creating shared with others content area to help enhance
lesson plans. when complete. lesson planning.
(CAST, 2011)
16. References
CAST (2011). Universal Design for Learning Guidelines version
2.0. Wakefield, MA: Author
Learning Ally. (2011). UDL and Audiobooks. Learning Through
Listening. Retrieved November 16, 2011 from
http://www.learningthroughlistening.org/Universal- Design-
for-Learning-UDL/UDL-and-Audiobooks/109/
National Center on Universal Design for Learning. (2011, March
15). UDL guidelines–Version 2.0. Retrieved from
http://www.udlcenter.org/aboutudl/udlguidelines
Rose, D., & Meyer, A. (2002). Teaching every student in the digital age:
Universal design for learning. Retrieved from
http://www.cast.org/teachingeverystudent/ideas/tes/
Turning Technologies. (2011). Student Clickers. Retrieved
November 16, 2011 from
http://www.turningtechnologies.com/studentresponsesy
stems/studentclickers/