Discussion 1 Week 2 Ashford After reading Six Principles of Effective e-Learning: What Works and Why, create a ind

ap !sing "!""l#!s that identifies and explains the six different principles# $hen eval!ate the role of technology in each "y "rainstor ing %ays technology co!ld "e !sed to s!pport each principle# Paste a link to yo!r ind ap in yo!r disc!ssion for! post# &espond to at least t%o of yo!r peers %ith an eval!ation of their ind aps# The Multi-Media Principle
Research has shown t hat graphics can i mprove learning. The t rick is to use illustrations t hat are congruent wi th t he instructional m essage. Images added for entertain men t or dra matic value not only don t i mprove learning bu t t hey can actually depress learnin

T h e c o n ti g uit y p ri n ci ple : pl a ci n g t e x t n e a r g r a p hi c s i m p r o v e s le a r ni n g .

Contiguit y refers to t he align ment of graphics and text on t he screen. Often in e !earning when a scrolling screen is used" t he words are placed at t he top and t he illustration is placed under t he words so t hat when you see t he text you cant see t he graphic and vice versa.

T h e m o d ality p ri n ci ple : e x pl ai ni n g g r a p hi c s w i t h a u di o i m p r o v e s le a r ni n g .

If you have t he technical capabilities to use other m odalities like audio" it can substantially i mprove learning outcomes. This is especially t rue of audio narration of an animation or a complex visual in a topic t hat is relatively com plex and unfamiliar to t he learner.

T h e r e d u n d a n c y p ri n ci ple : e x pl ai ni n g g r a p hi c s w i t h a u di o a n d r e d u n d a n t t e x t c a n h ur t le a r ni n g .

#ome e lessons provide words in text and in audio t hat reads t he text. This m igh t seem like a good way to present information in several formats and t hus i mprove learn ing. Controlled research howeve r" indicates t hat learning is actually depressed when a graphic is explained by a com bination of text and narration t hat reads t he text.

T h e c o h e r e n c e p ri n ci ple : u si n g g r a t uit o u s vi s u als , t e x t , a n d s o u n d s c a n h ur t le a r ni n g .

It s com mon knowledge t hat e !earning at t ri tion can be a problem. In well intended efforts to spice up e !earning" some designers use what I call a !as $egas approach. %y t hat I m ean t hey add glit& and games to m ake t he experience m ore engaging.

T h e p e r s o n aliz ati o n p ri n ci ple : u s e c o n v e r s a ti o n al t o n e a n d p e d a g o gi c al a g e n t s t o inc r e a s e le a r ni n g.

' series of interesting experimen ts sum mari&ed by %yron Reeves and Clifford (ass in t heir book" The Media Equation " showed t hat people responded to compu ters following social conventions t hat apply when responding to other people. )or example" Reeves and (ass found t hat when evaluating a com puter program on t he same com puter t hat presented t he progra m" t he rat ings were higher t han if the evaluation was m ade on a different compu ter. *eople were unconsciously avoiding giving negative evaluations directly to t he source. Conclusion. #o t here you have it. These six m edia element principles should give you t he basics since all e !earning progra ms m ust rely on some com bination of graphics" text" and audio to deliver t heir content. *erhaps now t hat you bet ter understand t he research t hat has been done" t he psychological foundations of wh y t he principles work and have seen some examples of how t he principles are applied you will feel m ore confident in using t he m yourself. Di s c u s si o n 2 W e e k 2

Ashford ': - Week ( - )isc!ssion (

*o!r initial disc!ssion thread is d!e on )ay ' +$h!rsday, and yo! have !ntil )ay - +.onday, to respond to yo!r class ates# *o!r grade %ill reflect "oth the /!ality of yo!r initial post and the depth of yo!r responses# &eference the )isc!ssion 0or! 1rading &!"ric for g!idance on ho% yo!r disc!ssion %ill "e eval!ated# Universal Design for Learning and Assistive Technology 2ne of the "enefits of incorporating technology into pedagogy is that it provides the opport!nity

for learning to those %ho ay not have had that opport!nity# 3n yo!r disc!ssion: Descri e each of the three principles of Universal Design for Learning !U"D"L"#" Univ e r s al D e si g n for Le ar nin g c alls for ? Multiple m eans of representation, t o giv e le ar n e r s v a rio u s w a ys of a c q uirin g infor m a tio n a n d k n o wl e d g e , ? Multiple m eans of action and e xpression, t o p r o vid e le ar n e r s al t e r n a tiv e s for d e m o n s t r a ti n g w h a t t h e y k n o w, ? Multiple m eans of en ga g e t o t a p int o le ar n e r s int e r e s t s , off er a p p r o p ri a t e c h all e n g e s , a n d incr e a s e m o tiv a tio n ! "p # $ %&, "Lev er'Duffy # $ %& Lev er'D uff y, (udy Teaching and Learning with Technology, 4th Edition )e a r s o n Le ar nin g * olu tio n s +it al,ook file $%plain &hy assistive technology and U"D"L" are significant in teaching and learning" -h e . e n t e r for /pplie d * p e ci al -ec h n olo g y "./*-& h a s cr e a t e d a UD fr a m e w o rk t o u s e in c o n sid e rin g t h e t e a c hi n g a n d le ar nin g pr oc e s s Univ e r s al D e sig n for Le ar nin g "UDL& a d d r e s s e s c urric ulu m a n d ins tr u c tio n al s tr a t e gi e s s o t h a t t h e y a r e foc u s e d o n s u p p o r tin g all le ar n e r s UDL s u g g e s t s t h a t ins tr u c tio n 0 e off er e d in m ul tipl e for m a t s a n d t h a t it a d d r e s s t h e t hr e e p ri m a r y s ys t e m s t h a t m a k e u p le ar ni n g1 " a& r e c o g nitio n s y s t e m s t h a t id e n tify p a t t e r n s a n d o 02 e c t s, " 0& s tr a t e gic s ys t e m s t h a t t ell u s h o w t o d o t hin g s , a n d "c& a ff e c tiv e s y s t e m s t h a t d e t e r mi n e w h a t is i m p or t a n t a n d pr ovid e t h e m o tiv a tio n for le ar nin g! "3 e y e r a n d 4os e, 5 $ $ $ & /ccor din g t o UDL, ins tr u c tio n s h o uld inclu d e a v a ri e t y of m ul ti m e di a e 6 p e ri e n c e s , t o ols, a n d s t r a t e gi e s t h a t a r e d e si g n e d t o t a r g e t t h e s e s ys t e m s /s ./*- n o t e d o n its UDL w e 0 sit e " h t t p :// w w w . c a s t . o r g /r e s e a r c h / u d l/i n d e x . h t m l &1 "Lev er'Duffy # $ %& Lev er'D uff y, (udy Teaching and Learning with Technology, 4th Edition )e a r s o n Le ar nin g * olu tio n s +it al,ook file 'dentify at least three assistive-technology devices and e%plain ho& they accelerate and enhance learning"(creen readers are !sed to ver"ali4e, or 5speak,5 everything on the screen incl!ding text, graphics, control "!ttons, and en!s into a co p!teri4ed voice that is spoken alo!d# 3n essence, a screen reader transfor s a graphic !ser interface +163, into an a!dio interface# Screen readers are essential for co p!ter !sers %ho are "lind# (peech recognition or voice recognition progra)s, allo% people to give co ands and enter data !sing their voices rather than a o!se or key"oard# 7oice recognition syste s !se a icrophone attached to the co p!ter, %hich can "e !sed to create text doc! ents s!ch as letters or e- ail essages, "ro%se the 3nternet, and navigate a ong applications and en!s "y voice# Te%t-to-(peech !TT(# or speech synthesi*ers receive infor ation going to the screen in the for of letters, n! "ers, and p!nct!ation arks, and then 5speak5 it o!t lo!d in a co p!teri4ed voice# 6sing speech synthesi4ers allo%s co p!ter !sers %ho are "lind or %ho have learning

diffic!lties to hear %hat they are typing and also provide a spoken voice for individ!als %ho can not co !nicate orally, "!t can co !nicate their tho!ghts thro!gh typing# $%plain ho& you could i)ple)ent the principles of U"D"L" in your current or future educational setting" ? Multiple m eans of representation, t o giv e le ar n e r s v a rio u s w a ys of a c q uirin g infor m a tio n a n d k n o wl e d g e , ? Multiple m eans of action and e xpression, t o p r o vid e le ar n e r s al t e r n a tiv e s for d e m o n s t r a ti n g w h a t t h e y k n o w, ? M ul ti pl e m e a n s o f e n g a g e t o t a p in t o l e arn er s in t er e s t s , o ff er a p p r o p ri a t e c h a ll e n g e s , a n d i n cr e a s e m o t i v a t i o n . ( p . 1 0 ! , Provide e%a)ples of ho& you &ould integrate the assistive technology into your current or future educational setting" (creen readers are !sed to ver"ali4e, or 5speak,5 everything on the screen incl!ding text, graphics, control "!ttons, and en!s into a co p!teri4ed voice that is spoken alo!d# 3n essence, a screen reader transfor s a graphic !ser interface +163, into an a!dio interface# Screen readers are essential for co p!ter !sers %ho are "lind# (peech recognition or voice recognition progra)s, allo% people to give co ands and enter data !sing their voices rather than a o!se or key"oard# 7oice recognition syste s !se a icrophone attached to the co p!ter, %hich can "e !sed to create text doc! ents s!ch as letters or e- ail essages, "ro%se the 3nternet, and navigate a ong applications and en!s "y voice# Te%t-to-(peech !TT(# or speech synthesi*ers receive infor ation going to the screen in the for of letters, n! "ers, and p!nct!ation arks, and then 5speak5 it o!t lo!d in a co p!teri4ed voice# 6sing speech synthesi4ers allo%s co p!ter !sers %ho are "lind or %ho have learning diffic!lties to hear %hat they are typing and also provide a spoken voice for individ!als %ho can not co !nicate orally, "!t can co !nicate their tho!ghts thro!gh typing#

Ex a m
/s w a s m e n tio n e d e a rli er in t his c h a p t e r, ./*- h a s d e v elo p e d v e r y s p e cific g ui d elin e s for e n s u rin g t h a t e d u c a t o r s a d d r e s s t h e div e r sit y t h e y will fin d in t h eir cl a s s r o o m s -h e s e g ui d elin e s , c oll ec tiv ely c all e d t h e " ni v e r s a l # e s i g n f o r $e ar n i n g "UDL&, off er e d u c a t o r s a s e t of p a r a m e t e r s for ins tr u c tio n al d e si g n t h a t c o n sid e r w h a t all s t u d e n t s , r e g a r dl e s s of t h e w a y s in w hic h t h e y a r e div e r s e , n e e d t o e n s ur e le ar nin g s u c c e s s Univ er s al d e si g n p rincipl e s w er e o rigin ally d e v elo p e d 0 y a r c hit e c t s a n d d e si g n e r s t o e n s ur e t h a t a c c e s s 0 y individ u als wit h dis a 0iliti e s t o 0 uildin g s a n d pr o d u c t s is n o t r e s trict e d -h e s e s a m e p rincipl e s h a v e 0 e e n a p pli e d t o m a n y o t h e r a r e a s inclu din g e d u c a tio n -h e Univ er s al D e sig n for 7ns tr u c tio n a s d efin e d 0 y t h e Univ er sit y of 8a s hi n g t o ns D9'7- "Dis a 0iliti e s, 9 p p o r t u niti e s, 7nt er n e t w o rkin g, a n d -ech n olo g y& pr o2 e c t, s u g g e s t s t h a t t h e r e a r e m a n y w a ys in w hic h all a s p e c t s of t h e e d u c a tio n pr oc e s s c a n 0 e m o r e inclu siv e, fro m p h y sic al

s p a c e s t o ins tr u c tio n ",urg s t a hl e r, 5 $ $ : & ./*- h a s r efin e d t his a p plic a tio n a n d d e v elo p e d a fr a m e w o rk for u sin g t e c h n olo g y t o m a 6i mi; e le ar nin g o p p o r t u niti e s for e v e r y s t u d e n t! "4os e a n d 3ey e r, 5 $ $ 5 , )r ef a c e & UDL p rincipl e s a r e critic al t o c o n sid e r t o e n s ur e t h a t t h e ins tr u c tio n yo u cr e a t e m a 6i mi; e s le ar nin g for all s t u d e n t s r e g a r dl e s s of t h eir u ni q u e a n d div e r s e n e e d s a n d t h e r ef or e d e s e r v e s a u ni q u e foc u s Univ er s al D e sig n for Le ar nin g "UDL& off er s e d u c a t o r s a s e t of p a r a m e t e r s for ins tr u c tio n al d e si g n t h a t c o n sid e r w h a t all s t u d e n t s n e e d t o e n s u r e le ar nin g s u c c e s s "Lev er'Duffy # $ <& %ef er e n c e s Lev er'D uff y, (udy Teaching and Learning with Technology, 4th Edition )e a r s o n Le ar nin g $ypes of Assistive $echnology Prod!cts .icrosoft +(89:,. Types of Assistive Technology Products. &etrieved fro http:;;%%%# icrosoft#co ;ena"le;at;types#aspx

1!ided &esponse: Analy4e several of yo!r peers< posts# Let at least t%o of yo!r peers kno% ho% their chosen assistive-technology devices co!ld "e of assistance to yo! in yo!r c!rrent or f!t!re ed!cational setting# S!ggest any devices yo! have fo!nd that ay "e helpf!l in their environ ent#

Montogomery Schools Md. (N.D.) Universal Design for Learning (UDL) FAQs https:;;%%%# ontgo eryschools d#org;depart ents;techlit;docs;pd;.od!le
=(8333;6niversal=(8)esign=(8for=(8Learning=(80A>s#doc Ashford ': - Week ( - ?o!rnal 'ntro to +"("(" ,eeds Last %eek, %e disc!ssed the i portance of aintaining a certain level of ed!cational technology literacy# &#S#S# feeds, %hich yo! %ill learn ore a"o!t in Week 0o!r, can "e a great tool for staying !p to date in this ever-changing field# S!"scri"e to at least t%o &#S#S# feeds related to teaching and learning %ith technology# So e &#S#S# feed options are: )angero!sly 3rrelevant 3nside @igher Ed Alog: $echnology and Learning Lifehacker

$hen, identify the &#S#S# feeds yo! have selected, eval!ate the process of s!"scri"ing, and assess ho% !sef!l yo! "elieve these feeds %ill "e in helping yo! stay literate %ith ed!cational technology# Please note: *o! %ill "e asked to eval!ate yo!r experience %ith &#S#S# 0eeds again in Week 0o!r#