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Teaching All Students Science Through UDL and Digital Technologies

Teaching All Students Science Through UDL and Digital Technologies. Universal Design in Education Institute Harvard Graduate School of Education Bob Dolan Senior Research Scientist CAST. Disclaimers. http://www.swarthmore.edu/NatSci/cpurrin1/. Take-home Points.

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Teaching All Students Science Through UDL and Digital Technologies

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  1. Teaching All Students Science Through UDL andDigital Technologies Universal Design in Education Institute Harvard Graduate School of Education Bob Dolan Senior Research Scientist CAST

  2. Disclaimers http://www.swarthmore.edu/NatSci/cpurrin1/

  3. Take-home Points • Science offers unique opportunities for application of technology & UDL. • Technology solutions must be designed to integrate with classroom instruction. • We must allow the definition the “classroom” to expand.

  4. Challenges Facing Students While Learning Science • “Reading” • Making connections with personal experience • Organization / planning • Self-monitoring • …

  5. Construct Relevance • Consider whether challenges are: • Construct-irrelevant • E.g. basic reading, writing, … • Construct-relevant • E.g. conceptual understanding, vocabulary, science inquiry process, …

  6. Solutions • Multiple Means of Representation • E.g. Multimedia • Multiple Means of Interaction & Expression • E.g. Strategy Supports • Multiple Means of Engagement • E.g. Simulations

  7. Construct Relevance Revisited • Consider whether technology is providing: • Construct-irrelevant support • E.g. decoding supports, writing supports • Construct-relevant support • E.g. pedagogical agents • Both • E.g. memory supports, executive function supports

  8. Multimedia Understanding and supporting student’s strategic use of multimedia

  9. Students’ Gaze Patterns While Reading Multimedia Science Content Content derived from Pacemaker Science, courtesy of Pearson Learning Group. Do not reproduce. Dolan, 2007

  10. Students Spend Little Time Viewing Images

  11. Flexible Design and Layout of Multimedia Science Materials Layout A Layout B Content derived from Pacemaker Science, courtesy of Pearson Learning Group. Do not reproduce.

  12. … But Layout Has Strong Effect on Students’ Viewing of Images

  13. Interactive Diagrams & Pedagogical Agents Dalton & Palincsar, 2006

  14. Customizing Content for Individual Students • UDL tells us to provide multiple means, but … • how do we decide which? • how can we effectively individualize materials? • Strategy • Mark up content with “pedagogic intent” • Model student “learning characteristics” • Serve up content to students using arules-based engine / web server.(Dolan, Wilder-Smith, et al., 2006)

  15. Ashley’s Version

  16. Billy’s Version

  17. Simulations The brave new world ofscience education??

  18. Simulations:Non-interactive • Example • Geological process animations(Public domain software: http://emvc.geol.ucsb.edu/downloads.php) • Google Earth™(Commercial software – currently free: http://earth.google.com)

  19. Simulations:Guided Interactive • Example • Projectile motion(Public domain software: http://galileo.phys.virginia.edu/classes/109N/more_stuff/Applets/ProjectileMotion/jarapplet.html)

  20. Scaffolding Scientific Inquiry • Tiers of support (from least supported to most supported): • Free investigation. • Have student develop question and investigate. • Provide question that student investigates. • Provide question and guide investigation.

  21. What Can We Learn From the Gaming / Edutainment World? How to engage students!

  22. Simulations:Constrained Hyper-Interactive Example:Wildlife Tycoon: Venture Africa Ecosystem simulation(Commercial software: http://www.mumbojumbo.com)

  23. Simulations:Unconstrained Hyper-Interactive Example:Crazy Machines™Inventor’s workshop(Commercial software:http://www.viva-media.com)

  24. Caveats (a.k.a. Reality Check) • Integration with instruction! • Technology can isolate. • Introduction of new foundational skills to diverse students. • Accommodating students with sensory and physical disabilities. • Teacher training. • Teacher prep time. • Technology infrastructure.

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