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udl.concord/

Trends in Technology that Support Universal Design for Learning. http://udl.concord.org/. http://udl.concord.org/share/UDL_IDL_2008.ppt. UDL activities run on Windows, Macintosh and Linux computers with Java 5 (1.5) or later installed.

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udl.concord/

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  1. Trends in Technology that Support Universal Design for Learning http://udl.concord.org/ http://udl.concord.org/share/UDL_IDL_2008.ppt • UDL activities run on Windows, Macintosh and Linux computers with Java 5 (1.5) or later installed. • If you are using Java 1.5 on MacOS 10.4 or later, you will almost certainly need to fix a Java Web Start bug: • http://confluence.concord.org/display/CCTR/How+to+fix+the+WebStart+bug

  2. The Concord Consortium • Realizing the educational potential of information technologies • Not-for-profit • Educational research and development • Focus: Educational Technology • Funding: grants

  3. Universal Design for Learning “Applying universal design to learning materials and activities can increase access for learners with wide disparities in their abilities to see, hear, speak, move, read, write, understand English, attend, organize, focus, engage, and remember.” -- Rose & Meyer, 2000, 2002

  4. UDL Science: Why? There are no classroom-ready STEM curriculum materials that use Universal Design for Learning. There is a particular urgency to develop UDL materials now because the 2004 Individuals with Disabilities Education Act (IDEA) included provisions for a process that will result in a voluntary National Instructional Materials Accessibility Standard (NIMAS). Exemplars are needed that demonstrate what is possible when UDL materials are designed from the start for electronic delivery.

  5. UDL Science: Goals The goal of this project is to create practical science materials designed with UDL principles for students and teachers in inclusive classrooms. The project will create sufficient materials to test the effectiveness of the approach and provide an exemplar that can inspire additional content and further development.

  6. UDL Science: Modules The project has developed four modules that each require two to three weeks of class time. Each includes a driving question that leads to investigations with focusing on different learning styles. Energy conservation and conversion is highlighted in each module, providing a unifying theme.

  7. UDL Science: Modules

  8. UDL Science Driving Question Introduction with conceptual probe and initial assessment Student Explorations around Driving Question (30 - 45 minutes each) Science using computer Science project in classroom Related math project Related reading project “Lab Notebook” Selected Results Student Presentation Make a physical model Some other form of answer Online format Make a poster Scaffolding - areas of unit that can be scaffolded to provide help for learning styles

  9. UDL Science The science modules provide a range of alternatives for the way tools are used in the classroom. • Alternative Representations • Alternative Communications • Alternative Instructional Strategies • Alternative Assessments • Additional Alternatives

  10. Alternative Representations The materials is constructed from three kinds of objects: text boxes, graphs, and models with a range of display options: • Type of display • Font size and line width • Colors • Multiple languages: English and Spanish • Vocalization: spoken text

  11. Alternative Communications The text can be selected and read in meaningful parts (e.g., words, phrases, sentences, or paragraphs) and it can explain text using a glossary. Smart Graph, Smart Model and Drawing Tool will be able to describe important features, e.g., a graph’s maximum, minimum, and slope.

  12. UDL Science: Models and Sensors Each module includes activities that use: • Models Computer models can simulate situations that are hard to see (molecular motion) or hard to understand (complex systems). They allow students to study and manipulate phenomena that are otherwise inaccessible. • Sensors Using sensors attached to real-time Smart graphs, students can do real experiments and take vivid and compelling measurements. This encourages active engagement in science and exploration of the natural world. (Force, light, temperature, relative humidity, and voltage)

  13. UDL Science: Smart Graphs

  14. Alternative Instructional Strategies The materials are constructed various instructional strategies: • Multiple discovery questions to answer the driving question • Hands-on, probes, Flash or models (age-appropriate) • “Glossary” for highlighted tools - contextual vocabulary • Leveled “scaffolding” of questions

  15. Alternative Instructional Strategies Scaffolding Level 1: One or more examples of good responses are provided.Students are asked to add to response in their own words. Level 2: The student selects the best of several suggested multiple-choice responses. Level 3: Parts of a response are provided, but the student is asked to fill in missing content. Level 4: Clues are given for data or information that students should use. Level 5: Only context-independent scaffolding is provided.

  16. Alternative Assessments Explicit and embedded assessments include: • Tracking (time/action) • Snapshots • Performance assessment ~ multiple choice items ~ open-ended responses ~ drawing responses • Electronic portfolios • Automatically graded pre-post tests

  17. Alternative Assessments

  18. Additional Alternatives Additional alternatives include: • Speed control • Wrap-up - Big ideas portfolio (screen shots) • Coaches • Visual communications • Screen control • Content options ~ language arts story ~ four science activities ~ mathematics activity

  19. Additional Alternatives

  20. UDL Science: Sites Four sites were chosen across the United States: Acton, MA, Anchorage, AK, Maryville, MO, and Fresno, CA

  21. UDL Science: Anchorage, AK “The project will be a creative way to help us meet the academic needs of our diverse K-12 population.” Texas Gail Raymond, K-12 Science Coordinator, Anchorage School District

  22. UDL Science: Fresno, CA “UDL is exciting because it represents a convergence of thinking about the best uses of technology. It is inspired by the needs of special students, but it can improve the learning of all students. By helping students who are marginalized in traditional classrooms, we will develop educational methods and materials that are flexible and powerful enough to help all students, regardless of their ability.” Jerry D. Valadez, Ed.D., K-12 Science Coordinator, Fresno Unified School District

  23. Trends in Technology that Support Universal Design for Learning Carolyn Staudt - carolyn@concord.org http://udl.concord.org/ http://udl.concord.org/share/UDL_IDL_2008.ppt • UDL activities run on Windows, Macintosh and Linux computers with Java 5 (1.5) or later installed. • If you are using Java 1.5 on MacOS 10.4 or later, you will almost certainly need to fix a Java Web Start bug: • http://confluence.concord.org/display/CCTR/How+to+fix+the+WebStart+bug

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