Universal Design for Learning as it relates to technology

   How do humans learn best? This is the question that the Universal Design for Learning (UDL) attempts to address. This framework supports the ultimate goal of developing expert learners who are purposeful, motivated, resourceful, knowledgeable, strategic, and goal-directed (CAST 2018).

    In today's virtually connected world, teachers need to be aware of the suggested means of engagement, representation, action and expression that the UDL brings to the conversation. Teachers are crunched for time and resources as never before, as the worldwide pandemic has introduced synchronous and asynchronous learning situations to classrooms across the world. Educators are also seeing increasing numbers of students with learning challenges, who need specially designed instructional supports and modifications in order to be successful in the classroom. Virtual teaching has increased the challenge to educators of providing meaningful and effective supports to those students needing instructional assistance. 

     Some online platforms have existed for decades, while others have been developed in response to the boom in online learning due to the Covid-19 pandemic. How are educators, parents, and administrators to judge the effectiveness and suitability of online learning platforms? While many are available, only a few are worthy of students’ valuable time. One tool for judging the efficacy of a platform is the Universal Design for Learning. Since students come to the classroom with a vast array of possible learning disabilities, the tool used to evaluate a platform must be broad. The UDL is a framework that can be employed to determine accessibility for online learners with special needs.

  In a study conducted in 2014 by Sean J. Smith and Evelyn E. Harvey, the Khan Academy online learning platform was placed under analysis using the Universal Design for Learning. The study covered the subjects of Math, Science, and World History at the high school level, and it applied the criteria found in the Universal Design for Learning Scan Tool to the lessons. The findings were clear: the Khan Academy lessons did not align well with the framework offered by the Universal Design for Learning, particularly when students with learning challenges were taken into consideration. 

     Some of the recommendations given by the UDL include an opportunity for students to pace themselves through the lesson, and to engage on a higher level. The UDL Scan Tool found that the Khan Academy, despite its popularity, does not offer the best online learning experience to students with academic challenges in need of modification of content. The term that the study authors used in describing the Khan Academy in terms of embedded supports was “limited’. The take-away lesson for educators is simply this: use an independent evaluation tool, such as UDL Scan Tool, to investigate an online learning platform before investing time, resources, and money into the platform. 

    For the lesson I am developing,my goal is to incorporate two strategies from the Universal Design for Learning Guidelines. The two goals that I feel will best support my lesson are to “heighten the salience of goals and objectives”, and this will be accomplished by “fostering collaboration and communication”. The use of collaboration in Google docs with a partner will foster collaboration, and will increase communication as student pairs work toward a mutual goal. 

References: CAST (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from http://udlguidelines.cast.org

Smith, S. J., & Harvey, E. E. (2014). K-12 online lesson alignment to the principles of Universal Design for Learning: the Khan Academy. Open Learning, 29(3), 222-242.

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How Students Learn, Creatively! Blog post week 3

 

    This week's readings are woven together with the threads of creativity, technology, communication, and engagement. Cognitive processes take center stage in any meaningful discussion about learning, and it comes as no surprise that cognitive processes must be supported for learning to occur (National Academies Press, 2018). First, attention to the task at hand must be given, and regulation of emotions must be present. Furthermore, inhibition of wrong answers is part of the cognitive puzzle (Committee on How People Learn, 2018). Secondly, memory plays a crucial role in learning. Two types of memory are currently recognized: working memory, with temporary storage of information, and long-term memory, with its broader data storage. 

     Three critical cognitive processes make up the building blocks of learning: metacognition, executive function, and self-regulation. Megacognition can be defined as "thinking about your thinking". Executive function is a process that utilizes the whole brain to manipulate and retain information, and self-regulation requires the learner's will, curiosity, and cognitive skills working together to complete the learning process (National Academies Press, 2018). 

    What can an educator do to facilitate these processes, which can seem overwhelming on the surface? According to Mark Gura, technology and creativity can be valuable tools in an educator's toolkit that tie it all together (Gura, 2016). Technology allows a cycle of learning, creating, and responding as students publish authentic work pieces that can be responded to, updated, and even recycled into new learning. This cycle of learning and responding correlates beautifully to ISTE Standard 6, Creative Communicator. This standard encourages student-centered work that invites feedback and collaboration with an intended audience (International Society for Technology in Education, 2017).

References:

Gura, M. (2016). Make, learn, succeed: Building a culture of creativity in your school. International Society for Tech in Ed.

International Society for Technology in Education. (2017). Iste Standards for Students: A Practical Guide for Learning with technology.

National Academies Press. (2018). How people learn Ii learners, contexts, and Cultures: Committee on how People learn ii: The Science and Practice of Learning: Board on Behavioral, cognitive, and Sensory Sciences: Board on Science Education: Division of Behavioral and Social Sciences and education: A consensus study report of the National Academies of Sciences, Engineering, medicine.

Authentic Intellectual Work

 Authentic Intellectual Work 

What defines Authentic Intellectual Work? How can it be described? To use a metaphor to define Authentic Intellectual Work, imagine being a passenger in a vehicle, and observing the person driving the vehicle. Imagine watching the driver as he navigates roads in all conditions: rain, rush hour, and night driving. The observer could describe what he believes the thoughts and feelings of the driver to be.  
Now, imagine the observer getting behind the wheel. The experience is suddenly more authentic, and the senses are heightened. Knowledge and skills must be applied, and details, such as traffic signals, must be noted. New problems are likely to be encountered, and must be solved, such as detours, obstacles in the roadway, and flat tires. The value of driving, versus being a passenger only, is much greater, as the driver has the final decision of the vehicle’s destination. Finally, the observer-turned-driver has the opportunity to share with other potential drivers what the experience was like, and how to best prepare for the journey. A dashcam video could be included in the new driver’s presentation, along with a narration.  

This analogy illustrates repetition of knowledge (riding in a vehicle) versus construction of knowledge (driving a vehicle), and is an apt description of Authentic Intellectual Work. Students who experience creating Authentic Intellectual Work are engaged in an original application of knowledge and skills, along with a careful study of details (Newmann, King, & Carmichael, 2007). Students work to find solutions to new problems that they encounter as they build new knowledge while creating original work.  

Authentic Intellectual Work also uses disciplined inquiry, asking students to scaffold learning using prior knowledge, and to work toward deeper understanding. Ideas and new learning are shared in meaningful ways that appeal to higher-order thinking.  

Research supports the use of Authentic Intellectual Work. Students who are asked to think critically to evaluate and understand an important idea or solve a relevant problem through instruction and assessment achieve at higher levels than those students receiving lower-level instruction and assessment (Newmann, King, & Carmichael, 2007). 

In the English Language Arts Content area, Authentic Intellectual Work lends itself beautifully to higher level thinking and production of written work. An example of Authentic Intellectual work in this area is student learning the elements of poetry to create an example of each kind of poetry studied, such as haiku, free verse, limerick, and sensory poems. To add value beyond the school, the students would be encouraged to express their feelings about living and learning during a pandemic, and these poems would be shared with front-line healthcare workers along with expressions of thanks.  

The 2017 National Education Technology Plan Update naturally complements Authentic Intellectual Work. For instance, the learning should be engaging and relevant to meet NETP standards, and helping students to see the value beyond school, as is done in Authentic Intellectual Work, adds a healthy measure of engagement. Real-world challenges are address in the NETP framework, and passions and interests are woven into the work (Office of Educational Technology, 2017). Therefore, the Authentic Intellectual Work and the NETP standards are two sides of the same coin.  

I would develop a lesson for 5th grade ELAR persuasive writing incorporating elements of both the Authentic Intellectual Work framework, and the NETP standards, beginning with inviting students to consider their feelings about the benefits and challenges of wearing a mask at school, during the Covid-19 pandemic. Students would share dialogue in the classroom expressing their feelings about the issue in a respectful way. Then, students would create an online survey on the topic, asking parents, other students in the district, and staff members to share their opinion on the topic of mask-wearing. After gathering the survey data, students would then create a visual infographic sharing the results of their survey, along with pertinent, meaningful comments. The students would use a resource such as Piktochart to create the infographic. This infographic would then be shared with school administrators. This activity would address a current, real-world challenge in an engaging and relevant way while igniting many students’ passions for individual rights.  

I notice that the AIW framework supports Engagement in Kolb’s Triple E Framework. Engagement includes high commitment with high attention to the learning task (Kolb, 2020). The activity described above engages students in a meaningful and relevant way, as many have strong feelings on both sides of the mask argument, and students in grade 5 have lived out each moment of the pandemic as it relates to school. Their commitment to allow their voices to be heard would inspire attention to the learning task. 

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References 

Kolb, L. (2020). Learning First, Technology Second in Practice: New Strategies, Research and Tools for Student Success. International Society for Technology in Education. 

Newmann, F. M., King, M. B., & Carmichael, D. L. (2007).  Authentic instruction and assessment:  Common standards for rigor and relevance in teaching academic subjects.  State of Iowa  Department of Education 

Office of Educational Technology. (2017). Reimagining the role of technology in  education:  2017 National Education Technology Plan update.  Retrieved from  http://tech.ed.gov 

Week 1 Blog Assignment- Debra Graves

 

1. My name is Debra Graves. I currently teach 5th grade English Language Arts in a North Texas school district. This year marks my 14th year in education. I have taught grades 3, 4, and 5, all in Texas. I received my undergraduate degree in education from Southeastern Oklahoma State University, and I am currently enjoying the graduate program there, as well. 

    This year, my professional goals include assisting my students in closing gaps created by the last two unusual years of teaching and learning during a pandemic. My future professional goal is to use my master's degree and classroom experience in a capacity that supports teachers in the classroom. 

2. Empowered Learner indicator 1C. asks students to use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways. Texas Essential Knowledge and Skills 5th grade ELAR objective 12(A) requires students to compose literary texts such as personal narratives. Also, objective 11(C) asks students to revise drafts to improve sentence structure and word choice. Students could address both the ISTE standard and the TEKS objectives by sharing a teacher-created Google doc. The students would be divided into groups of 4, and each group would complete the lesson over "Revisions" on Nearpod.com. Then, teacher would share a 4 page Google doc with each group of 4. Each student in the group would write two paragraphs sharing their favorite memory of a family gathering such as Thanksgiving, or two paragraphs describing a typical family holiday gathering. Students would be encouraged to use sensory language and figurative language in their narrative. When the students have completed their narratives, they would be invited to read the other group members' narratives, and make revisions to at least 3 of the 4 compositions. The revisions should improve sentence structure or word choice. Then, the student making the revisions will leave a "comment" on the narrative (Google doc) explaining something outstanding about the narrative. The students would be reminded before the assignment that they should be respectful and encouraging.

3. Enhancing learning through technology means that students are presented with opportunities to generate text, not only consume text. The technology should also provide support in mastering concepts. Further, the technology should offer a way for students to demonstrate their understanding in a new way (Kolb, L. 2020). This lesson takes advantage of word processing using Google docs as an avenue for students to generate their personal narrative. The Nearpod.com lesson gives students a chance to learn the content, so they can practice making revisions. Finally, Google docs offers a technology-boosted way for students to demonstrate their writing skills, and revision skills, in a new and collaborative way. 

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References:

 Kolb, L. (2020). Learning First, Technology Second in Practice: New Strategies, Research and Tools for Student Success. International Society for Technology in Education.