Introduction to Universal Design for Learningbrettssu
Presentation used as basis for 90-120 minute focus session on UDL. Does not include information related to UDL and technology, accessibility, or UDL Faculty Learning Community. These areas are covered in 1-2 day workshops on "UDL: Inclusive Excellence."
This presentation was given at the 2010 Leadership for Equity and Excellence Forum - Reinvesting in Equity: Building Bridges and Tearing Down Walls in Phoenix, AZ
«Lets educate, learn and flourish: how can we open doors, light fires and rac...eMadrid network
In this lecture, professor Rebecca Strachan ( Northumbria University) ilustrates how we should be reimagining education to use technology in transformational ways
Introduction to Universal Design for Learningbrettssu
Presentation used as basis for 90-120 minute focus session on UDL. Does not include information related to UDL and technology, accessibility, or UDL Faculty Learning Community. These areas are covered in 1-2 day workshops on "UDL: Inclusive Excellence."
This presentation was given at the 2010 Leadership for Equity and Excellence Forum - Reinvesting in Equity: Building Bridges and Tearing Down Walls in Phoenix, AZ
«Lets educate, learn and flourish: how can we open doors, light fires and rac...eMadrid network
In this lecture, professor Rebecca Strachan ( Northumbria University) ilustrates how we should be reimagining education to use technology in transformational ways
Is blended learning well blended? A comparative study of students' and educat...Blackboard APAC
The exploratory study reports the benefits, limitations and challenges, and blend mix of blended learning from the perspectives of students and lecturers for one of the part-time Australian MBAs currently conducted based on traditional classroom teaching at a private education institution in Singapore.
The data collected through semi-structured interviews with 10 existing MBA students and 10 lecturers teaching this MBA programme. In line with prior studies, while students recognise blended learning provides them with greater flexibility and improving their learning outcome and performance, they noted that discipline and commitment to online learning, reduced interaction, and resistance to changes were the three major weaknesses and challenges faced.
Lecturers also felt that though blended learning increased flexibility through designing the course curriculum to suit students with diverse learning style and pace, they noted that the resistance in learning new technology and heavy work load remain as two key challenges in introducing blended learning. Majority of the students preferred online learning to the introduced gradually over time.
The findings in this study provide useful insights to the university and institution in assessing the readiness of students and lecturers for blended learning, and taking appropriate measures for successful implementation of blended learning.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
The Padagogy Wheel Presentation: China Dec 2015: The English VersionAllan Carrington
This is an English Version of a presentation given multiple times in China in December 2015. The Padagogy Wheel is a visual model which helps integrate good teaching, innovative thinking and student motivation with technology
Без кордонів: розвиток та підтримка інклюзивної освітньої спільноти
Without borders: sustaining and supporting inclusive education learning community
Цифровий продукт вироблено за підтримки Відділу преси, освіти та культури Посольства США в Україні. Відображена точка зору може не співпадати з офіційною позицією уряду США
(с) Sergiy Sydoriv, 2020
(c) inclusion without borders, 2020
(с) Без кордонів: Розвиток та підтримка інклюзивної освітньої спільноти, 2020
This presentation, created by the National UDL Task Force, provides an introduction to universal design and universal design for learning. It then illustrates how UDL applies to the whole curriculum and how UDL is being supported at the local, state, and federal level.
Meteri ini disampaikan oleh Suhendri, Widyaiswara PPPPTK TK dan PLB, pada kegiatan Webinar: Implementation of Inclusive Education in Early Childhood, yang diselenggarakan oleh PPPPTK TK dan PLB
This presentation is about a pedagogical approach develop by Novak and colleagues in the USA in 1997 called JiTT However with today's learning technologies much more can be achieved in student outcomes. It introduces teachers to Interactive Learning Modules (ILMs) using Articulate software. These concepts and methods were introduced into the University of Adelaide in 2005 and have been very successful
In this presentation, I share the results I found from conducting a case study in a graduate educational learning technology course at a medium sized university in the southwest US. The purpose of this case study was to understand the meanings that graduate students assign to their experience with HyFlex design. The term HyFlex has its roots in two words: Hybrid – combines both online and face-to-face teaching and learning activities in a single course, and Flexible – students choose their mode of participation whether face-to-face, online, or both. Findings show four themes that capture the meanings the participating graduate students assigned to their experience with HyFlex design: accommodating students’ needs, increasing access to course content, differentiating instruction, and encouraging student control.
Meteri ini disampaikan oleh Professor Norimune Kawai, Ph.D., CCC-SLP, pada kegiatan Webinar: Implementation of Inclusive Education in Early Childhood, yang diselenggarakan oleh PPPPTK TK dan PLB
Is blended learning well blended? A comparative study of students' and educat...Blackboard APAC
The exploratory study reports the benefits, limitations and challenges, and blend mix of blended learning from the perspectives of students and lecturers for one of the part-time Australian MBAs currently conducted based on traditional classroom teaching at a private education institution in Singapore.
The data collected through semi-structured interviews with 10 existing MBA students and 10 lecturers teaching this MBA programme. In line with prior studies, while students recognise blended learning provides them with greater flexibility and improving their learning outcome and performance, they noted that discipline and commitment to online learning, reduced interaction, and resistance to changes were the three major weaknesses and challenges faced.
Lecturers also felt that though blended learning increased flexibility through designing the course curriculum to suit students with diverse learning style and pace, they noted that the resistance in learning new technology and heavy work load remain as two key challenges in introducing blended learning. Majority of the students preferred online learning to the introduced gradually over time.
The findings in this study provide useful insights to the university and institution in assessing the readiness of students and lecturers for blended learning, and taking appropriate measures for successful implementation of blended learning.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
The Padagogy Wheel Presentation: China Dec 2015: The English VersionAllan Carrington
This is an English Version of a presentation given multiple times in China in December 2015. The Padagogy Wheel is a visual model which helps integrate good teaching, innovative thinking and student motivation with technology
Без кордонів: розвиток та підтримка інклюзивної освітньої спільноти
Without borders: sustaining and supporting inclusive education learning community
Цифровий продукт вироблено за підтримки Відділу преси, освіти та культури Посольства США в Україні. Відображена точка зору може не співпадати з офіційною позицією уряду США
(с) Sergiy Sydoriv, 2020
(c) inclusion without borders, 2020
(с) Без кордонів: Розвиток та підтримка інклюзивної освітньої спільноти, 2020
This presentation, created by the National UDL Task Force, provides an introduction to universal design and universal design for learning. It then illustrates how UDL applies to the whole curriculum and how UDL is being supported at the local, state, and federal level.
Meteri ini disampaikan oleh Suhendri, Widyaiswara PPPPTK TK dan PLB, pada kegiatan Webinar: Implementation of Inclusive Education in Early Childhood, yang diselenggarakan oleh PPPPTK TK dan PLB
This presentation is about a pedagogical approach develop by Novak and colleagues in the USA in 1997 called JiTT However with today's learning technologies much more can be achieved in student outcomes. It introduces teachers to Interactive Learning Modules (ILMs) using Articulate software. These concepts and methods were introduced into the University of Adelaide in 2005 and have been very successful
In this presentation, I share the results I found from conducting a case study in a graduate educational learning technology course at a medium sized university in the southwest US. The purpose of this case study was to understand the meanings that graduate students assign to their experience with HyFlex design. The term HyFlex has its roots in two words: Hybrid – combines both online and face-to-face teaching and learning activities in a single course, and Flexible – students choose their mode of participation whether face-to-face, online, or both. Findings show four themes that capture the meanings the participating graduate students assigned to their experience with HyFlex design: accommodating students’ needs, increasing access to course content, differentiating instruction, and encouraging student control.
Meteri ini disampaikan oleh Professor Norimune Kawai, Ph.D., CCC-SLP, pada kegiatan Webinar: Implementation of Inclusive Education in Early Childhood, yang diselenggarakan oleh PPPPTK TK dan PLB
Think about your social life
Think about your pets social life
Think about putting them together
Why not making it easy?
⅓ of the people in the world share their lives with pets
But the world is not such a pet friendly place
Let’s be friendly.
At
Pet Friendly
Because life is better with them in mind
This is a presentation on Dengue and prevention methods by the Directorate of Public Health and Preventive Medicine, Government of Tamilnadu. Since the vector which transmits Dengue virus breeds in clean water collections in domestic and peridomestic areas, a concerted action with community involvement is of paramaount importance in control of Dengue. Understanding the life cycle of this vector, Aedes aegypti is the key to control of Dengue. This presentation depicts the sources of these dangerous mosquitoes which are pervaded among us. Identification of larvae in household water storage containers and destroying them is easier than adult control measures. This is an attempt to throw light on such breeding sources and how to prevent such breeding sources, thereby preventing Dengue infection.
Using data visualization to increase engagement in learningKim Ducharme
5 Lessons Learned About Data Visualization from Middle-schoolers
— Using data visualization to increase engagement in learning
Presented at the Data Visualization Summit in Boston, September 12, 2013.
Abstract: Middle schoolers, a notoriously tough crowd to engage, actually have a lot to say. In this talk, we share lessons learned while creating online educational environments that put struggling readers in charge of their learning. Data visualizations were central to our process, affecting everything from how we operated as a group, to our research approach, student insights, and our design strategy. We played at the intersection of learning analytics, a rich network of reading content, and interactive dashboard visualizations. Our aim was to instill in middle schoolers the belief that they can grow their intellect and expertise in reading, to engage them in taking control of their own goals and progress, and support them in having a deep experience with text.
Empowering student learning through sustained inquiryJune Wall
Implementing a BYOD program at your school is only the beginning of a journey that should change teaching and learning. A personal device will only make a difference if the implementation includes pedagogical and curriculum review that focusses on inquiry learning and enables individualisation. This session outlines an implementation that incorporates an approach to inquiry learning through a lens of the Australian Curriculum.
Created by the Northern Illinois University Faculty Development and Instructional Design Center: www.niu.edu/facdev, and included as a resource in a blog post at http://wp.me/p1Mdiu-1jm.
Microaggressions Table adapted by Patricia A. Burak, Ph.D., Tae-Sun Kim, Ph.D., Amit Taneja, Doctoral Candidate - all at Syracuse University, 2009. Based on Derald Wing Sue's “Racial Microagressions in Everyday Life: Implications for Clinical Practice.” American Psychologist (2007): 271- 286.
The document is a description of the adaptation of Rizzi-Salvatori's "difficulty paper" for use in small groups after students viewed each others videotaped interactions with standardized patients in a required ethics course in a Doctor of Pharmacy program.
Strategies for Beginning to Establish a Digital Presence
Tuesday, November 12, 3:00 - 5:00pm | 3-180 Keller Hall
Participants in this session will discuss strategies for making use of social media to build a scholarly digital presence and establish professional networks as scholars, researchers and teachers. Participants are encouraged to bring laptops or mobile devices.
On create learning outcomes that will can be the foundation for the rest of your course development. Slides in support of workshop described at http://wp.me/p1Mdiu-rQ.
Ilene D. Alexander alexa032@umn.ed @IleneDawn
Christina I. Petersen pete6647@umn.edu @CIPetersenZ
Center for Teaching and Learning Services
@UMinnTeachLearn
http://UMinnTILT.wordpress.com
More from Center for Teaching & Learning - University of Minnesota (20)
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
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
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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
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.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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.
2. Incorporating Universal Design Principles in the Development, Delivery, and Assessment of Your Instruction Susan A. Aase, J.D., M.S.Ed., Outreach Coordinator, Disability Services Ilene D. Alexander, PhD, Teaching Consultant, Center for Teaching and Learning Tim Kamenar, M.S., Disability Specialist, Disability Services Kate Martin, M.A., Teaching Consultant, Center for Teaching and Learning
3. Agenda Presentation: The Nine Principles & Integrated Aligned Design – Universal Course Design model Application: “Introduction to Library Research”Analysis Project work: Prioritizing, Assessing, Planning
4. Ground Rules Confidentiality – examples, questions, experience Question asking throughout – with “bracketing” Climate of frankness – spirit of risk-taking withclimate of peer collaboration, respect, feedback Participation – constituted as talking, listening, questioning, responding, synthesizing, noting omissions, linking, extending – and balanced: step up to speak, step back to listen.
5. Universal Design DEFINITION OF UNIVERSAL DESIGN “the design of products and environments to be usable by all people, to the greatest extent possible, without need for adaptation or specialized design.” (Ronald Mace, Center for Universal Design at North Carolina State University)
15. Self-assessment - One-minute paper Refer to your notes about one principle you enact well and one that you would have difficulty enacting. What, if anything, has changed?
16. Intended Learning Outcomes Teaching & Learning Activities Feedback & Assessment Tasks Adapted from John Biggs & Catherine Tang, and from Dee Fink Integrated Aligned Design
19. How “Non-Traditional” Students benefit from UCD Provides multiple ways to participate Uses multiple assessment modes/measures Offers culturally relevant examples Moves from “medical” to “social” models, provoking similar movements toward contextual, complex, divergent thinking and away from group think Provides scaffolding, feedback, natural supports, which demystifies & skills
20. How International Studentsbenefit from UCD Provides multiple modes of taking in information Makes culture-bound concepts explicit Promotes time to think/plan before participation is expected Allows for multiple ways demonstrating learning + accepts “written accent” Fosters inclusive pairings/groupings and environment
21. How Students with Disabilitiesbenefit from UCD Identify the “essential requirements” to aid in curricular design Include text descriptions of printed visuals and Captioning/audio description of video Provide electronic formats for multiple ways to access printed and displayed materials Incorporate flexibility in modes of assessment Modify on-line instruction - accessible/useful
22. Sample & Summary Look at Sample assignment to summarize the application of good design (UCD and the nine principles) Instructions for after the break
25. Applying UCD to Library Context Cluster yourselves into trios. Each trio will be assigned a segment of the “Intro to Library Research, Part 1” handout. Your trio is part of a team redeveloping your part of the handout for use in Writing Studio 1201 classes like the one just described. Drawing on today’s ideas and “What is Universal Course Design?” discuss how you…
26.
27. How would you re-make the assignment in terms of its delivery as a document, object, learning tool?
28.
29. Project Work Getting Started Take your first priority. Set up a plan for making it happen and assessing its effectiveness. Start the work. Map out or begin to draft the new elements of your instruction or assessment.
31. A man is shoveling snow off some steps, there is a wheelchair ramp next to the steps. A group of students waits at the bottom of the steps, one is using a wheelchair. The student with the chair says “when will you shovel the ramp so I can get in?” The man says “I will shovel the ramp after I shovel the stairs.” The wheelchair user says “if you shovel the ramp first, we can all get in.” What UD Isn’t Just for students with disabilities… When will you shovel the ramp so I can get in? I will shovel the ramp after I shovel the stairs. If you shovel the ramp first, we can all get in.
32. A man sits at a desk, seven animals are standing in front of him (crow, monkey, penguin, elephant, fish, seal, goat), a tree is behind the animals. The man states "For a fair selection, everybody has to take the same exam: please climb that tree." What UD Isn’t A one-size-fits-all approach…
33. What UD Isn’t Simple and Intuitive… An image which contain a complex set of irregular shapes, arrows, and numbers; all are crossing over the others in a jumbled fashion.
34. What UD Isn’t A dumbing down of teaching and learning… Children are in a computer lab working at the computers. A girl has a confused look on her face and the teacher is telling her “just go to www.criticalthinking.com and click on ‘answers’.”
35. What UD Isn’t Simply adding technology… A man is hanging by his fingertips on the edge of a cliff. Another man stands on the ledge above the man, looking down, and says, “don’t worry, technology will save you.”
36. What UD Isn’t The solution to all teachingand learning… An instructor is standing in the front of the classroom pointing to a diagram of the human digestive system. He states, “We don’t know what this is called.”
37. What UD Isn’t Only the instructor’sresponsibility… A young male student is standing at the chalkboard speaking to a teacher, the math problem 3 + 6 = is on the board. He says to her, “can I solve this tomorrow? The muse just isn’t with me today.”
38. Action Planning – What UCD Includes Mapping out Learning and Development Outcomes Essential components Cycle of Integrated Aligned Design Engaging in Peer consultation and formative feedback Collaboration across skill sets / interests Planning for Timely (re)development and delivery Ambiguity of context, flexibility in use
KATE - Warm up Activity.Provide the “9 Principles” Handout as they arrive. Given what you’ve just read, discuss in pairs one that you think you already do well, and/or one that you can’t imagine doing or would have difficulty doing.
KATE IntroductionFocus: the application of Integrated AlignedDesign principles to the participants’ work. Universal Design is more than disability access; it enhances “good” design which improves overall teaching and learning.Welcome – introduce facilitators (selves & offices) – model in our intros that we’re not just focusing on ‘disability perspective lens’ – social modelReview agenda/learning objective and outcomesGround rules for session
KATE IntroductionReview agenda/learning objective and outcomesEstablish a baseline understanding of Universal Design.Link the principles of Universal Design to practices in design and delivery of instruction.Apply Universal Design to each participant’s work.
KATE IntroductionGround rules for session
SUSAN 9 Principles - Mini history - Review of the principles. - Transition to good design segmentInclude a debrief of the “Motivator” activity - ask them which ones they feel most comfortable with and which seem more challenging.
Participants will leave with strategies for incorporating principles of Universal Design into their work.Participants will be able to create a timeline for applying Universal Design to their work.Participants will be able to develop a plan for assessing their work that incorporates Universal Design principles.
Slide Description: This slide sets out the first three components of “Constructive Alignment,” a concept John Biggs and Catherine Tang propose to describe the confluence of learners engaged in construction of meaning and teachers engaged in alignment of instructional elements to support meaning making. The slide is headlined “Constructive Alignment.” Underneath, three circles set out the main components of constructive alignment: 1. teaching and learning activities; 2. intended learning outcomes; 3. Assessment Tasks. Arrows between the circles indicate that interactions between the elements flows in at least two directions.
This second slide focuses on Constructive Alignment, a design scheme that brings the three elements work together and adds a fourth component: consideration of Environmental Factors. Via animation, the three aligned circles move into a pyramid with Intended learning outcomes moving to the pinnacle, assessment tasks then moving into position in the bottom right corner, followed by teaching and learning activities positioned in the bottom left corner. Lines appear in the animation to line the three elements, suggesting that a design process moves from development of outcomes to consideration of assessment tasks and on to devising of supporting teaching and learning activities. Finally, red crosses (represented by the letter X) appear over the connecting lines to suggest that constructive alignment breaks down when the connections between elements are inappropriate, inadequate or overlooked.
This slide links our workshop handout on “Universal Course Design” to the constructive alignment of Biggs and Tang (which is echoed in the significant learning design concept set out by L. Dee Fink) so that Course Curriculum maps onto Intended Learning Outcomes, Assessment takes the spot of Assessment Tasks, Instruction holds the role of Teaching and Learning Activities, and Environment links to Environmental Factors.
ILENEApplying the model/design to contextsConcrete example of how it applies with non-traditional students (Ilene)Concrete example of how it applies with international students (Kate)Concrete example of how it applies to students with disabilities (Tim)
KATEMain challenges (August 2010 survey): - Learning in a second language - Lack of shared academic culture - Feeling isolated or excludedApplying the model/design to contextsConcrete example of how it applies with non-traditional students (Ilene)Concrete example of how it applies with international students (Kate)Concrete example of how it applies to students with disabilities (Tim)
TIMReflection of design features for Int’l students – how same elements promote equal access for those with disabilitiesApplying the model/design to contextsConcrete example of how it applies with non-traditional students (Ilene)Concrete example of how it applies with international students (Kate)Concrete example of how it applies to students with disabilities (Tim)
TIMREPRISE of initial walking-in activityWhat are you walking away with now that is new or deeper understanding? Think about what you identified in the very first look at the 9 Principles and how it is folded into design. ILENESet up next learning activity prior to breakGives handout for the activity
10 Minutes
ILENE- Instructions + Info about their class + Work in their pairs Ilene re-do slideHave pairs analyze the Intro to Library Research for strengths and opportunities in terms of UDI Divvy up the 4 topics on the UCD and assign one to each pair. If they finish their assigned one, they go on to another topic. Tim / Ilene - Debrief/discussion/reporting/questions – infuse the technology points into the debrief (concretely point out how our Ppt meets UDI principles)
KATE- Instructions + Info about their class + Work in their pairs Ilene re-do slideHave pairs analyze the Intro to Library Research for strengths and opportunities in terms of UDI Divvy up the 4 topics on the UCD and assign one to each pair. If they finish their assigned one, they go on to another topic. Tim / Ilene - Debrief/discussion/reporting/questions – infuse the technology points into the debrief (concretely point out how our Ppt meets UDI principles)
KATE- Instructions + Info about their class + Work in their pairs Ilene re-do slideHave pairs analyze the Intro to Library Research for strengths and opportunities in terms of UDI Divvy up the 4 topics on the UCD and assign one to each pair. If they finish their assigned one, they go on to another topic. Tim / Ilene - Debrief/discussion/reporting/questions – infuse the technology points into the debrief (concretely point out how our Ppt meets UDI principles)
TIM / ILENEDebrief/discussion/reporting/questionsinfuse the technology points into the debrief (concretely point out how our Ppt meets UDI principles)Ensure integrate Basics:Design: Courses are designed for the maximum diversity of learners, with disability-related accommodations provided as part of equitable participation of all learners.Information: Information is presented in clear and accessible ways, through multiple formats.Physical access: Classrooms and instruction are physically accessible and safe for diverse users.Pedagogy: Instruction aims for clarity and support for a variety of learners, creating a welcoming community where students are engaged and able to demonstrate what they know through flexible assessments.
TIMTransition to project workUse handouts as guide/tools for reviewing their personal projects. Include a rubric for assessing their work, guidelines for establishing planning factors, and recommendations for building a timeline for completing their work 11-11:30 Project WorkParticipants perform work individually or in small groups. Flag what they’re working on so they can pair up and work together. (Back of UCD model handout has a template for them to fill in as they work – guidelines and examples.)11:30-45-Summarize projectsShare and debrief
ILENE and TIM11:30-45-Summarize projectsShare and debriefEnsure integrate Basics:Design: Courses are designed for the maximum diversity of learners, with disability-related accommodations provided as part of equitable participation of all learners.Information: Information is presented in clear and accessible ways, through multiple formats.Physical access: Classrooms and instruction are physically accessible and safe for diverse users.Pedagogy: Instruction aims for clarity and support for a variety of learners, creating a welcoming community where students are engaged and able to demonstrate what they know through flexible assessments.
TIM
TIM
TIM
TIM
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TIM
KATEAction planningWhat skills do I need to develop to be able to do this work?When do you need to have this done? What are my on-going assessments? Who are your collaborators?Delivery modes and what it takes?What are your constraints in terms of time, resources, etc.?