Supporting the Needs of All Learners
Mary Scott
EDU 697
Capstone: A Project Approach
Instructor: Keith Pressey
Instructor: Keith Pressey
August 22, 2016
Supporting the Needs of All Learners
As
I reflect on my personal experiences, learning in prior courses and the
discussion of week two my understanding of meeting the need to planned
according to students’ abilities. Reflecting on my personal experiences, I have
observable students struggling to comprehend instructions that are given by
their instructors. I am one of those students. What maybe simple to one students
can be complex to another. Struggling bring about challenges through those
struggles. I have found out that collaboration can help.
In
prior courses I have learn that learning theories can be used to focus on
behavior environment that effect students learning. Skinner theory focuses on
the behavior and environment. The use of technology can change the way students
think and learn (Reiser &Dempsey, 2012). We are living in the technology
age and the learning environment must match the age which students are living
in. No one size can fit all in the 21st century. To meet each
student’s level of learning, learning should be shifted from teachers to the
students using technology learning tools.
Technology
can help to meet student’s needs individually. Educators can use technology to
present information and lessons using different formats to match students
learning styles (Hall, Strangman, & Meyer, 2003). Students can become
independent learners. Constructivist teaching allows students to become part of
their learning. Schools are falling to meet student’s needs. This is because
they are operating on the one size fits all approach. Student’s needs should be
and is the schools main focuses.
Personalized
learning can determine students learning needs and interests. My redesigned
prior MATLT activity will demonstrate the three principles of Universal Design
for Learning (1) (1) support recognition learning, provide multiple,
flexible methods of presentation; (2) support strategic learning, provide
multiple, flexible methods of expression and apprenticeship; and finally, (3)
to support affective learning, provide multiple and flexible options for
engagement (Strangman & Meyer, 2003). This is a method for creating
instructions that I have found that helps to meet each student’s needs. This
can reduce barriers. Combined with the
PLO 3 to “design learning
opportunities that apply technology-enhanced instructional strategies to support
the needs of all learners” each student will benefit.
I
will redesign the activity from EDU 655, “Implementing E-Learning
Solutions”. MindMesiter is mind mapping
and presentation software (MindMesiter, 2016). MindMesiter will allow me to
share information with students as a group or individually. Here I can work one
on one when students need it. I can decide who can edit the map or only view
it. I will help students to understand the benefits of e-learning.
I will provide them with information through
the use of MindMesiter and PowerPoint. In many studies it have should that
student’s academic growth is higher where teachers present learning regularly
through the use of technology (Hamiton, 2007).The use of the MindMesiter offer
individual and cooperative learning groups to see and plan as it line up.
Because a lot of students only have the use of their mobile phone, the mind map
can be easily assessed by the use of smartphones. They can learn as the travel.
I will present different types of e-learning using the mind map. Some of these
e-learning are mobile learning, standalone courses and virtual classroom
courses.
Demonstrations
of how virtual classroom courses operate will be done through the use of a
PowerPoint presentation. Teacher will use social media as a way of
communication with students. Here students will experiences in collaborative.
My presentation with the use of PowerPoint will encourage students to respond
to instructor through social media when there is an assignment is due about the
presentation. This is done for those students that will be working in groups to
avoid freeloader. Each group member will have a specific part to do to complete
the project.
Most
students that attend college will encounter some type of e-learning. These are
high school students. This cans them to prepare for college. Social media will
act as discussion posts for students and teacher. Collaboration tools like
Jing, audio chat and YouTube will be introduced in the MindMesiter
presentation. The use of these technologies will be presented to show how they
can enhance learning, not to be the main focus of the learning.
Some
students may have special needs. My skills about the use of technology will
help me to choose the appropriate assistive technology to accommodate their
needs. To do this teacher need to know: what do they want the technology to do?
What can the technology do for the students? What skills do the students need
to use the technology tool? How would it affect the students learning (Alberta
Education, n.d). These questions can help teacher to use the technology more
effectively.
MindMesiter
maybe to advance for some students to understand, to accommodate this I will
implement the same information and learning experiences using videos and audio.
With the use of these tools students can revisit at any time. They can pause and replay for better
understanding. Students will learn through the instructor presentation that
e-learning requires motivation and self-discipline. In essence students will
present or demonstrate their learning through a choice of a blog, Jing and
YouTube. Or they can use a technology learning tool that they are familiar
with.
They
will be required to explain how beneficial e-learning can be for them. In their
assignment they will have to choose a type of e-learning that they are interest
in. Here they will apply their understanding of my presentation about
e-learning. They are required to do research on their own. To help students to
understand the learning the presentation will be based on the learning theories
cognitive and social.
When
educators implement a lot of use of technologies in learning they need to be
prepared for some issues and challenges. Students do not learn on the same level.
Allowing students to have a choice in their learning can eliminate some of the
challenges. Another challenge was my literacy about the technology tools and
their uses. Getting students involve can be a challenge. The unknown can may
some students feel out of place in their learning. Students are more involved
when they become part of the learning. Keeping students focus on the learning
goal instead of the technology tool can be a challenge.
In
conclusion, the more students are involved using technology in our society
today. This will help prepare them for the 21st century. Week Two
Discussion allow educator to understand that one size fit all is for the
traditional way of teaching. This assignment helps me to understand the
importance of designing to support the needs of all learners. The more
technology skills that educator have in implementing technology into their
curriculum plan the better they are prepare to teach our students in the 21st
century. The activity that I redesign will prepare students for e-learning
experiences.
References
Alberta
Education, ( n.d). Leveraging Technology.
Retrieve from
Hall, T., Strangman, N., & Meyer, A.
(2003). Differentiated instruction and implications for UDL implementation.
Wakefield, MA: National Center on Accessing the General
Hamilton, B. (2007). Integrating Technology in the Primary Grades.
Retrieve from:
http://www.iste.org/docs/excerpts/itsele-excerpt.pdf
Horton, W. (2012). E-Learning by
design (2nd ed.). San Francisco, CA: Wiley
MindMeiter,
(2016). Mind Map Editor. Retrieve
from:
https://www.mindmeister.com/mind-map-features
Reiser,
R. & Dempsey, J. (2012). Trends and issues in instructional design and
technology (3rd ed.). Boston, MA: Pearson
The original
assignment
Implementing
E-Learning Solutions
Mary Scott
EDU 655 Trends & Issues Inst. Design & Tech.
Online Learning
Instructor: Dr. Lisa Marie Johnson
November 30, 2015
Implementing
E-Learning Solutions
There
are lots of complex definitions for e-learning. E-learning is defined as the
use of electronic technology to create learning experiences (Horton, 2012).
Some say that e-learning is limited to taking place within a web browser
without the need for other learning resources. New students take the course
often without interacting with instructor or their peers (Horton, 2012). There
are different kinds of e-learning. Some e-learning can be done solo. This is
what we call a standalone course.
Another one is the popular mobile learning.
You can learn while on the move. This can be done through the use of a smart
phones and tablet devices. They learn by interacting with the world around
them. As they move alone the way (Horton, 2012). Virtual classroom course is
another e-learning. Here they are online courses like a regular classroom
course.
Students have reading assignment,
presentation, homework and social media (Horton, 2012). Collaboration is an
important aspect of life. Students need to experience in collaborative. This
will help them to learn to work as a team and still learn individually. If
students do not learn to be a part of team work they can become a freeloader.
Team base learning provides opportunities for students to develop their
collaboration skills (Reiser & Dempsey, 2012).
Students
can learn from each other and their surroundings. The uses of collaborative
tools allow students to explore, share, and engage and to connect (Lomas,
2008). All of these tools allow students to learn a group. All of this comes
through the use of technology. Collaboration tools should promote
communication, share ideas, allow interaction and to be easy to use and learn
.The ability to communicate and interaction between people are the most
important features of a collaboration tool. Audio-conferencing, conference
system and video conferencing are at the list for collaboration tools (Lomas,
2008).
Technology
has enhanced learner’s communication skills. Online classes benefit from
technology. That is because it provides communication, collaboration and
interaction. Collaboration tools like Jing, audio, chat and video chat can foster
communication and interaction among students and instruction. With the use of
Skype which is an application that students to collaborate over voice channel
by calling one another (Lomas, 2008). Students can use their computers as
phones.
Technology
is a tool to enhance learning. It is not to be the learning. To use technology
effective to enhance learning require careful section of technology for
purpose. Some students may need specialized technologies. This requires the
skills to choose the appropriate assistive technologies for specific learning
needs (Alberta Education, n.d). Because of the 21st century skills
requirements, the ability to use the bases skills of the computer is required.
To enhance students learning through technology, they need to know the basis
use of the computer.
The
ability to use the computer effectively can motivate students to explore other
options. One option is how to use the computer to enhance their learning
activities, rather than tacked on (Alberta Education, n.d). When teacher
implementing technology into their curriculum plan teacher need to know: what
do they want the technology to do? What can the technology do for the students?
What skills do the students need to use the technology tool? How would it
affect the students learning (Alberta Education, n.d). These questions can help
teacher to use the technology more effectively.
The
use of videos and audio clips with technology can allow students to revisit
anytime and as many time is needed. The use of technology can enhance
communication and build a virtual environment that creates a sense of
belonging. Technology makes possible for students to connect, share information
and ideas in real-life context (Alberta Education, n.d). Best practices for
media use allow educator or help educator to use the media literacy concepts
and techniques to interpret copying doctrine of fair use. Fair use gives the
right to use copyright material without permission or any payment under
circumstance (CMSI, 2015). Teachers use media to convey facts and informal.
Most teachers use lesson plan formats and charts from the internet.
They
can access these materials under the code of best practices. It helps educators
to use media literacy and techniques to access the copyright doctrine of fair
use. The code of best practices let teachers know the limit of fair use right.
It tells how it applies in certain situation (CMSI, 2015). The educational fair
use applies to material used in educational institutions and for educational
purpose (Stim, 2010). A lot of the hand-outs that teachers use in the class are
obtained through the fair use guidelines. It only permits teachers to make one
copy. They will than photocopy the article and hand it out (Stim, 2010).
Workbooks
and standardized tests cannot be photocopy by teacher. Education publisher do
not consider this fair use. The rule of proportionality asks educators to use
only what they need to accomplish their goals. The code has flexibility it
adapts to technological changes which is changing rapidly (Boulton, 2009).
Virtual courses are self-paced learning. This kind of learning setting is part
of the education that students are engaging in the 21st century. The
uses of the skills that are needed for virtual courses, along with technology
are the skills needed to succeed in current and future jobs (NACOL, 2006).
Teachers
that are teaching in these virtual classrooms need to make sure that the
students possess with the necessary skills to compete as citizens and workers
in the 21st century. The self-directed learning that is obtained
from virtual courses. Students must master the skills to use appropriate
technologies, analyze and present information to process effectively in school,
life and work setting (NACOL, 2006). Many of the strategies that are used to
complete traditional courses can be used to complete virtual courses.
Motivation is the key to complete both. Students must be motivated and have
self- discipline to learn in a virtual educational setting. Students have to
deal with a lot of independent study.
Virtual
courses are more demanding. Students need to have a strong level of motivation.
Any little distractions or behind schedule can cause you loss motivation.
According to Reiser, (2012), Motivation is critical at three levels, motivation
to learn, motivation to work and the last one is volition or self-motivation
and self-regulation. As an online student encouraging yourself can help you to
overcome challenges that you will face. These three levels of motivation can
enhance student’s ability to achieve their educational goals. Managing virtual
courses can depend on student’s knowledge, skills and aptitude. All of these
characteristics can determine what a student can do (Reiser, 2012).
In
virtual classrooms teachers need to know how they are going to communicate with
these students. With the use of technology there are many ways they can communicate.
Some of the ways are e-mail, blogs, text and etc.. They need to re-read their
messages when they are communicating with the use of technology. Once they hit
the send button the message is gone. Teachers want their students to interpret
the message correctly. Misinterpreted message can cause to fail in their
assignments (Davis, 2009).
Instructors
should get to know their students through the introduction at the first
beginning of class. Students and teacher can get to know each other by sharing
personal information formally and informally. Online teaching strategies can be
organized by three components. There are (1) planning and development (2)
teaching in action and (3) students assessment and data evaluation (HANOVER RESEARCH, 2009). Teach should match their educational
technologies and course management tools that are available with their subject.
The technology is just the tool for learning, not the learning.
Planning comes before
selecting the technology tools. The
learning should objective should be clear and tangled targeted verbs should be
to obtained the outcomes of the assignment. Students need to know what is
expected of them through the use of effective objectives. The online classroom
should foster interactive. To promote interactive the use of pedagogical
techniques like online discussion forums and students collaboration on
assignments (HANOVER RESEACH, 2009). The only different between a traditional
classroom setting and virtual setting is that virtual is without the building
(Lobera, 2010).
The teachers that teach in
virtual classroom do require extra training. The training is needed because the
teacher’s activities are monitored and electronically recorded in online
platform (Lobera, 2010). Teachers recognize the class as a group. Yet, they are
in different locations across the world. Teachers can respond quickly and
provide feedback as a group or individually. Because of the lack of training
for instructor some useful technologies than can enhance their learning and the
students has gone misused and underused (Tremblay, 2006).
References
Alberta
Education, ( n.d). Leveraging Technology.
Retrieve from
Boulton, C. (2009). THE CODE OF BEST PRACTICES IN FAIR USE FOR MEDIA
LITERACY EDUCATION. Afterimage, 37(2), 63-65. Retrieved from
http://search.proquest.com/docview/212058969?accountid=32521
CMSI,
(2015).Empowering Media That Matters. Retrieve From:
http://www.cmsimpact.org/fair-use/related-materials/codes/code-best-practices-fair-use-media-literacy-education
Davis,
M., (2009). Managing Instruction in a
Virtual World. Retrieve from:
http://www.edweek.org/dd/articles/2009/06/30/04neccvirtual.h02.html
HANOVER RESEARCH, (2009). Best Practices in Online Teaching Strategies.
Retrieve from:
http://www.uwec.edu/AcadAff/resources/edtech/upload/Best-Practices-in-Online-Teaching-Strategies-Membership.pdf
Horton, W. (2012). E-Learning by
design (2nd ed.). San Francisco, CA: Wiley
Lobera, K. (2010).
Characteristics and attributes of virtual teachers: A training perspective (Order
No. 3409189). Available from ProQuest Central. (613817490). Retrieved from
http://search.proquest.com/docview/613817490?accountid=32521
Lomas, C., (2008).Collaboration
Tools. Retrieve from:
https://net.educause.edu/ir/library/pdf/ELI3020.pdf
NACOL, (2006). Virtual Schools and 21st Century
Skills. Retrieve from:
http://www.p21.org/storage/documents/VSand21stCenturySkillsFINALPaper.pdf
Reiser, R. (2012). Trends
and issues in instructional design and technology. 3.
Pearson Publishing
Stim, R., (2010). Educational Uses of Non-coursepack Materials. Retrieve
from:
http://fairuse.stanford.edu/overview/academic-and-educational-permissions/non-coursepack/
Tremblay,
T., (2006). Technical Evaluation Reports. Retrieve from:
http://www.irrodl.org/index.php/irrodl/article/view/309/486
