Digital Curb Cuts for Learning

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Digital Curb Cuts for Learning

• Universal Design for Learning
• UDL Grant
• Appalachian State University
• John T. Spagnolo

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Digital Curb Cutsfor LearningAgenda 04 Apr 03,
SRTTC

• Welcome Introductions
• Grant Overview
• Universal Design Background and Foreground
• Paradigm Shift and Stories
• Theories, Models and Motivation
• Example PPT, Planning
• Bookmarks, Resources and References

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Welcome

• Teacher, Technology Specialist, Other?
• Do you work in an inclusive environment?
• Do you use a traditional text book for
  instruction?
• What does it mean to be literate today?

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ASUs UDL Grant

• Three Years, 2 High Schools
• Algebra and Biology Interventions
• Outcome Variables
• Attendance
• Student Satisfaction
• Academic Performance
• Teacher Satisfaction
• Student Career Ambitions
• Teacher Technology Skills
• Technologies and Support
• TQM enhancement of teacher and student outcomes,
  removal of barriers
• Dissemination

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Technologies for Intervention Teams

• Multimedia Laptop firewire, CD burner, wireless
• Digital Still and Video Cameras and Tripod
• Digital Video Projector
• Software
• Strategies and Faculty Development for UDL

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Universal Design for Products/Environments vs.
Universal Design for Learning

• Design for Access to Product/Environment
• Means of Access/Engagement
• Product or environment must be usable by all
  people (to the greatest extent possible) without
  need for additional adaptation e.g., curb cuts
  provide access to those in wheelchairs and all
  other pedestrians.
• Use
• User controls all access, needs little or no help
  from others to use design of product/
  environment enables self-sufficiency and
  independence.
• Challenge
• Minimized, if not eliminated. Barriers to access
  are broken down as much as possible. The best
  designs provide the easiest and broadest access.

• Design for Access to Curriculum
• (Universal Design for Learning)
• Means of Access/Engagement
• Curriculum must be usable by all students
  (disabled and non-disabled) without need for
  additional adaptations ("add-ons") by teacher
  e.g., electronic encyclopedia offers visual and
  auditory supports, differing levels of detailed
  information, cross-referencing.
• Use
• Student controls means of access but teacher
  monitors progress and may activate certain
  features curriculum design enables student's
  self-sufficiency, but teacher remains active in
  teaching, facilitating, and assessing student's
  work.
• Challenge
• Some cognitive challenge must remain. Barriers to
  access are broken down but right kinds and
  amounts of challenge must remain so that each
  student must push him- or herself. If access is
  too easy, no learning will take place.

Provided in partnership with The Council for
Exceptional Children
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Learning Environments(Margaret Riel) How
People Learn Brain, Mind, Experience and School

• Dimensions to consider for learning environments
• Learner-Centered (PBL, WIP)
• Active Engagement
• Motivation and Flow
• Facilitated
• Knowledge-Centered
• Community-Centered (CoP)
• A shared work
• Honored diversity
• Shred tools and perspectives
• Assessment-Centered
• No childs data left behind?
• Performance and portfolio dilemmas

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Essential Features of Universal Design for
Learning CAST

• The curriculum provides multiple means of
  representation.
• Reception Scaffolding (Bernie Dodge)
• The curriculum provides multiple means of
  expression to allow students to respond with
  their preferred means of control.
• Production Scaffolding (Bernie Dodge)
• The curriculum provides multiple means of
  engagement.
• Flow (Lloyd Rieber)

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Avoiding Inadvertent ClassroomBarriers

• Physical
• Sensory
• Affective
• Cognitive barriers

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Motivation

• Psychological Needs
• (1) security or safety
• (2) effectiveness and control
• (3) positive identity and self-esteem
• (4) positive connection to, esteem for and trust
  in others
• (5) autonomy and self-trust
• (6) comprehension of reality or world view
• Community Product
• Performances Motivate Skill Development

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Representation

• Content Knowledge
• Multiple Intelligences
• Visual
• Auditory
• Text
• Procedural Knowledge (How to use digital tools)
• Demonstration
• Modeling
• Coaching

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John T. Spagnolo

• Technology Specialist for Faculty
  Development828-262-2970 Dean's Office, P.O. Box
  32038Reich College of Education,
  http//www.ced.appstate.edu/Appalachian State
  University, http//www.appstate.eduBoone, NC
  28608-2038