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Running head: DESIGN PROJECT SUMMARY

ETEC 510 Design Project Summary "!

Design Project Summary ETEC 510, Section 65A April 2010 Richard Biel, Karen Jones, Ernest Pao, Melanie Wong University of British Columbia

ETEC 510 Design Project Summary #! Design Project Summary

Key Frameworks

On a daily basis teachers are faced with students who have various learning needs including learning disabilities such as dyslexia, English language barriers, gifted designations, diverse cultural backgrounds, emotional or behavioural problems, and sensory and physical disabilities. It is becoming apparent that teachers need to change the way that they deliver instruction to their students. The focus of our design project was to adapt and develop a grade 10 science unit of study (Motion) using the concepts of Universal Design for Learning (UDL), constructivism and multiple intelligence theory. UDL is a learning framework that focuses on flexibility (Rose & Meyer, 2002; Acrey, Johnstone, & Milligan, 2005). The central practical premise of UDL is that a curriculum should include alternatives to make it accessible and appropriate for individuals with different backgrounds, learning styles, abilities and disabilities in widely varied learning contexts (Acrey et al., 2005, p.70). In most situations, online and offline, textbooks and learning materials used to instruct students are inaccessible to many students (Pisha & Coyne, 2001). As we have all found in our own teaching practices, providing instructional material in various formats gives students choice and more opportunities to succeed. Simple design decisions when creating a course can ensure that the content is accessible for all learners, not just ones with disabilities (Burgstahler, 2003). Part of our vision for our module was to accommodate a greater variety of learners and we did this by including UDL in the design process of our online learning environment. We also acknowledged that planning for access as the course [was] being

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developed [was] much easier then creating accommodation strategies once a person with a disability [enrolled] in the course... (Burgstahler, 2003; Dymond, Renzaglia, Rosenstein, Chun, Banks, Niswander, & Gilson, 2006). The UDL framework encourages teachers to consider multiple formats, different student needs, and student interests when planning their lessons (Rose & Meyer, 2002; Kortering, McClannon, & Braziel, 2008). [You raise an important point here about the potential benefit of incorporating a UDL approach during the design of materials as opposed to finding ways to respond to accommodation requests as they come in.] The literature surrounding UDL has had a major impact on why our group decided to use it as the basis for our planning/developing framework. In Dolan and Halls (2001) article, it is discussed how students with learning disabilities need support in order to be fairly assessed. They explain that when teachers plan their assessment using UDL principles, students are provided with accessible assessment (Hitchcock & Stahl, 2003). It is our goal to provide accessible instruction for all of our students and to provide alternatives to traditional classroom activities (i.e. worksheets). Students will have options for how they demonstrate their understanding and how they present learned material, as well as how they interact with the curriculum. Another important theoretical concept that had an impact on our design project was the concept of Multiple Intelligences. According to Gardners Theory of Multiple Intelligences, every individual has seven types of information processing skills (Gardner & Hatch, 1989). Gardner further argues that each individual possesses a different set of intelligences. As a group, we kept in mind the seven intelligences (logical-mathematics, linguistics, musical, spatial, bodily-kinaesthetic, interpersonal, and intrapersonal) when creating our digital artefacts in an attempt to accommodate student diversity in these areas.

ETEC 510 Design Project Summary %! Our group was influenced by our course readings on constructivism. In particular,

Jonassens (1999) work and discussion on Constructivist Learning Environments has affected the way that we designed our module and learning artefacts. Jonassen explains that constructivism [assumes] that knowledge is individually constructed and socially co-constructed by learners based on their interpretations of experiences in the world (p. 217). How we presented our material will have an impact on how our students will learn. During the term we were influenced by other course readings. In particular we considered the ideas of the New London Group (2003) in our design process. One of the key concepts that caught our attention with regards to the New London Group's work was "the process of shaping emergent meaning [involving] re-presentation and reconceptionalisation...[and it being] important to stress that listening as well as speaking, and reading as well as writing, are productive activities, forms of designing" (p.22). These ideas worked well with our UDL focus. It made us consider the importance of these activities (listening, speaking, reading and writing) in terms of our actual design. We attempted to create and add activities that allowed for this multimodality. [You are drawing effectively upon a number of critical perspectives to support your overall design strategy.]

Intentions and Positions

Some of our primary intentions in adapting a currently available (BCLN BC Learning Network) web-based course in Moodle were to bridge the divide that occurs when curriculum is delivered in a heavily text-based environment, to support those learners with and without perceptual difficulties with a richer and more varied learning opportunity, and to provide gifted

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learners with opportunities to be challenged. Our secondary intention was to provide an example that could be used in the future by teachers affiliated with BCLN, who would like to incorporate the principles of UDL into their own web-based courses. These courses could then be shared province and nation-wide. Once developed, these web-based courses could be used by a student in a self-directed environment, by an instructor in a traditional teacher-centred environment, and by an educational technologist in a blended learning environment. Yet another intention of developing this resource was to provide classroom teachers with an online curriculum that met the BC Ministry of Educations Prescribed Learning Outcomes. Finally, when beginning teachers start their careers they must often spend a considerable amount of time on curriculum development, only to find themselves in a new position the following year with new courses to develop. By providing a curriculum designed with Multiple Intelligence Theory, UDL, and Constructivist Approaches in mind, the beginning teacher can focus on supporting student learning in other ways. Brown (2004) from UBC wrote his thesis on the emotional disconnect that currently exists in public schools. He cites the development of emotional literacy and relationships with the instructor as critical for any type of learning to occur. Allowing teachers to use these resources could free up teachers to focus more time on these two fundamental tenets. [Perhaps.] Significant scholarship indicates adapting resources with principles of UDL in order to mitigate for the deficiencies of a traditional text-based learning environment will benefit special needs and non-special needs students (Petersen, 2005; Hall, 2004; Fitzgerald, 2005; Riele, 2006). The Ministry of Education in its white paper titled, A guide to adaptations and modifications, (2009) states that it is BC policy that all students should have equitable access to learning, opportunities for achievement, and be supported in the pursuit of excellence in all

ETEC 510 Design Project Summary '!

aspects of their educational programs. Distance learning and classroom instruction have tended to be text-heavy, relying on traditional means of information delivery. As Bolter (2001) outlines, the primacy of print that has existed since the invention of the movable type printing press by Gutenberg is being replaced by information depicted in a more visual format, such as can be seen on the Internet. Kress (2003) argues that new media (screen) is dominating over old media (books). He explains how reading has changed in this new age and how there are different expectations of a reader as a result of new media. Curriculum needs to be revisited in order to move away from traditional text and make use of the affordances of a rich digital-media learning environment. Much of the debate against UDL usage may arise from resistance by teachers, administrators, and support staff who are threatened by unfamiliar teaching strategies found in the adapted resources. Funding could also be an issue in successfully integrating this approach on a wide scale. As well, significant and on-going professional development would need to be in place to maximize the use of the adapted resource. Another argument against adapting textbased material or adding video content is that the original piece of work may have been intended to be in the textual form. By altering the medium, the intention of the author and the original message may also be modified. The BC government has made addressing the needs of at-risk/marginalized youth a priority. The second great goal, as set out by the Ministry of Education in their Service Plan 2009-2012 (BC-Service Plan) emphasizes choice, flexibility and most notably for our project, access as key elements in working towards this goal. The BC UDL project is an initiative of the Ministry of Education. At the time of writing, there were seven pilot projects that received grants to implement Universal Design for Learning into the classroom. Of the seven pilot

ETEC 510 Design Project Summary (!

schools, three were elementary schools, two were high schools, and two were collaborative teams from SET-BC (Special Education Technology - BC). It is clear that the government of British Columbia, as represented by the Ministry of Education, is firmly behind implementing UDL in the classrooms of the province. [It is significant that education policy is formulating around principles of access. This fact makes your own early work on developing strategies in your project quite timely and highly useful as a potential approach with other provincial curriculum.] We used Moodle as a learning management system (LMS) to host our modules and student interactivities. Our reasons for selecting this platform were based on the fact that we wanted to use existing modules and teaching materials from BCLN and edit them to incorporate UDL strategies and philosophies. [So the BCLN is using Moodle for their materials?] By modifying existing information, our intent was to provide consistency among BCLN courses and maintain user-friendliness across the BCLN teaching resources. Modification of BCLN teaching resources also provides teachers with a possible model for UDL instruction that is within the BCLN framework of design.

Key Concepts and Contexts

Any effective design must first take into account the context in which it is to be used. There are a number of characteristics shared by grade ten science students. First of all, the majority are between the ages of fifteen and sixteen. Studies of adolescent psychology show that the development of cognitive abilities has reached the stage where thinking becomes more abstract and idealistic (Whitmire, 2000). Unfortunately, traditional teaching practices in high

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school science classes tend to provide fewer chances for autonomy to match students' increasing maturity and ability to engage in abstract thinking (Whitmire, 2000). A further similarity between students at this age is their perceptions and attitudes towards science and science teaching. Several studies involving students from BC, Australia, Sweden, and England reveal three themes: that students do not appreciate the often unvaried transmissive pedagogy used to teach science, they see little personal relevance in the curricular content, and they perceive science courses, in particular physics, to be difficult (Ebenezer & Zoller, 1993; Lyons, 2006). These perceptions arise when material is not given enough time for in-depth discussion, and is presented without efforts to engage interest, establish relevance, or to clarify unfamiliar terminology and abstract concepts. It is unclear whether these attitudes may be directly linked to the increasing decline in enrolment in the senior sciences in Canada (Bordt, De Broucker, Read, Harris, & Zhang, 2001). [Your source here is 9 years old. Do you have any more recent data concerning enrolments in science classes in Canada?] Within an average grade 10 science class in BC, there may be a great diversity of learners. Unfortunately, all of these students need to write the provincial exam to obtain a pass in Science 10, making the task of the teacher more daunting. These students come from a variety of learning groups that include English as a Second Language, low cognitive abilities, physical, and behavioural disabilities. Bates and Poole (2003) discuss how students will have differences; however, the design of teaching environments should cater to these differences. In subjects such as science where the vocabulary is very subject specific, it is beneficial to teach vocabulary explicitly to all students. One way to achieve increased science literacy is through the use of glosses. Lomicka (1998) conducted a study regarding glosses: Glosses provide a short definition or note in order to facilitate reading and comprehension processes

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for...learners (p. 41). In her study, she discovered the importance of glosses for students. We were also influenced by the work done by Cummins (1999). Although Cummins' work is specific to English as a Second Language students, many of his comments are relevant for all learners. He discusses the concept of Cognitive Academic Language Proficiency (CALP) and how CALP is developed throughout schooling. Classrooms that promote bilingual students CALP should focus on language, message and usage; this emphasizes the importance for teachers to teach language (i.e. vocabulary) to their students. Focusing on vocabulary and using the appropriate subject language throughout our module is beneficial for all our learners, not just our ESL learners. Students with low cognitive or reading disabilities abilities may benefit from breaking concepts down into smaller sections, reducing the amount of reading required, and providing templates for note-taking (Sagor & Cox, 2004). While many students with physical disabilities may need special hardware, vision and hearing impairments can be addressed by providing audio files, and computer-processing tools may be used to mediate poor handwriting skills. Students with low motivation or behavioural issues respond positively to use of computers, connecting curriculum to real life applications, and being provided with choices in assignments that use different "intelligences" (Kraemer & Ruzzi, 2001). All students can benefit from organizational tools and opportunities for social interactions. Drawing on the prior knowledge of the students is vital. As students in a science 10 class will come from various knowledge levels, material will have to be presented in a way that is relevant and easy to comprehend. An inquiry approach to learning is beneficial for students of various levels and cognitive abilities as they will be able to personalize their learning. Referring

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back to Jonassens (1999) work, students need to be constructing their own knowledge. All students will benefit from such activities that allow for this to occur. In order to address these issues, the content of our science module focuses on providing a learning environment in which students take an active and responsible part, by incorporating elements of Multiple Intelligences and UDL within a computer mediated platform. Studies on diversity by Guild (2001) and Tomlinson (2002) show that a students gender, culture, experiences, skills, and interests, in combination with different teaching approaches, affect learning within the classroom. For student success to be possible, it is necessary to recognize a students strengths, while planning for their limitations. In addition, when opportunities for students to use their multiple intelligences for learning and assessment are provided during instruction, this has been shown to increase the motivation, and engagement of students who may not achieve in traditional ways (Campbell, Campbell, & Dickinson, 1999). [You are doing a great job of providing a research-based analysis of your target learners!] We intended our design project to be used in a blended learning environment, in the context defined by Harrison (2010) as the integrated combination of traditional learning with web-based online approaches. We hope that teachers can use the multimedia to support the learning that goes on in their classrooms. The design of our module enables students to be self-directed in their learning, and to benefit from the extra practice and activities available online. It is our intention that students working independently may also use individual lessons. Reasons for using blended instruction according to the research include: improved pedagogy, easy access to knowledge, greater interaction among learners, better cost effectiveness, and ease of review of learning content (Osguthorpe & Graham, 2003). Combining these aspects of self-regulation with the interpersonal contact between students and teachers

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afforded by the classroom, blended learning was found effective in addressing social collaboration and diverse learning styles (Bielawski & Metcalf, 2003). In addition, the blended delivery format seems to provide clearer instruction to learners (Lim, Morris, & Kupritz, 2006). [Are you comparing blended delivery here to face-to-face or to fully online contexts, too? What are you (and your critics) comparing this mode to?] Digital multimedia learning tools are aptly suited to address the heterogeneity in student abilities and learning styles when framed with the UDL guidelines. Figure 6.1 lists the critical guidelines outlined by The Center for Applied Special Technology (CAST) located in Wakefield, Massachusetts.

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http://www.cast.org/teachingeverystudent/ideas/tes/chapter6_2.cfm A review of the current UDL literature shows a decided gap in this area, as documented applications at the high school level and empirical validation are hard to come by due to the relative recentness of this approach (Subban, 2006). The question has arisen, however, whether or not differentiated instruction will completely meet the needs of all learners in the regular classroom, or whether special needs students will continue to require specialist support (Johnsen, 2003). Although this is out of the scope of our project, there is a definite need for further investigation into UDL usage in the classroom and the effects it has on students. As a group we are aware of these issues, however, also believe in the benefits of this design process

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for our students. [This is quite an interesting issue (and it is definitely broader than this particular assignment)! In many respects the affordances of mixed-mode and online delivery create a lot of potential opportunities to develop UDL strategies, particularly in comparison to a traditional, face-to-face course. Accommodations in the physical classroom can obviously be made, but they are quite expensive, potentially disruptive to other students, and quite difficult to manage for individual students.]

Inter-Activities

Please Note: Our Design Project Artefact may be found at: http://www.idealminischool.net/moodleubc/ [I couldnt find the info Richard sent me with my access into the course, but fortunately, you had toggled guest access, so I visited your site that way!] Our intention was to modify an existing Science 10 unit currently delivered through BCLN via Moodle. Based on the BC Science 10 curriculum, we selected the Physical Science unit on Motion as our primary focus. The prescribed learning outcomes that we aimed to meet are shown below.

BC Science 10 Curriculum Prescribed Learning Outcomes (PLOs): Physical Science: Motion C6: explain the relationship of displacement and time interval to velocity for objects in uniform motion C7: demonstrate the relationship between velocity, time interval, and

! acceleration

ETEC 510 Design Project Summary "%!

We met these curricular goals by using a variety of online tools within our Moodle shell, which hosted the course materials, activities, and assignments while providing a delivery platform that was consistent with other BCLN courses. Moodle was also selected since it is designed using pedagogical principles and support[s] a social constructionist framework of education (Moodle Presentation, n.d.). As well, it is open-source software and is free; hence, increasing its accessibility to teachers around the world who wish to adopt materials from our Moodle site to suit their curricular needs. As of March 2010, there are over 33 million registered users (Moodle Statistics, 2010). As mentioned previously, we used a variety of dynamic tools in a blended environment. We provided our students with choices in instruction, activities, and assessment. This included, but was not limited to, links to external websites, videos and animations, discussion forums, online self-marked questions, and quizzes. Some tools were used to enhance learning; others were used explicitly to teach course content. With UDL principles in mind, we used educational technologies to achieve the following goals: Provide support to various types of learners o auditory support o visual support Create hands-on, engaging, and authentic learning activities o simulations o online inquiry projects Offer mechanisms for conceptual support

! o online textbook

ETEC 510 Design Project Summary "&!

o online notes, content materials, and graphic organizers o glossary tool o pre and post unit quiz Promote collaborative learning o interactive comments through Voicethread o discussion forums o chat tools Course delivery and teacher support o calendar feature o online assignment submission

To meet our stated goals, we researched a variety of tools that we intended to incorporate into our module. Below is a brief overview of how these tools were used to meet learning outcomes and support student learning.

Support and Presentation Tools: Moodle Moodle was used as our learning management system to host our motion unit. It was selected for several reasons. First, when referring to the SECTIONS model, we determined that Moodle would be easy to be use by both the teacher and student (Bates & Poole, 2003). The interactivities that Moodle provided went well with our UDL goals (i.e. chatroom, glossary, discussion forum, journal feature). Recognizing that we will be

ETEC 510 Design Project Summary "'! making changes frequently within our course, especially when using it for instruction, Moodle allows for quick and easy modification. Furthermore, the low cost of using Moodle relative to its commercial counterparts, makes it an economical choice for budget-conscious school programs.

Voki Avatars Voki avatars were embedded into our Moodle web pages as a fun way to support our learners and capture their interest. Textual information was translated into audio and used in conjunction with text to meet the needs of both auditory and visual learners.

Podcasts "Podcasting can be utilized in various types of knowledge management practices including, a collaborative and social networking activities (Zactham & Zhang, 2006, p. 314). We used Audacity to add audio to the glossary.

Kurzweil 3000 Kurzweil 3000 was used to support learners with reading challenges. It was primarily used to assist the design team with converting digital text to audio files.

Chat tools Chat tools will allow students a chance to interact with their peers synchronously. We feel that this will be a great tool to allow for group discussions, or to get one-on-one

ETEC 510 Design Project Summary "(! support from a teacher for concepts that students are unclear about outside of designated classroom time.

Slideboom Powerpoint slides were uploaded to the media content host, Slideboom. This particular tool was easily embedded into the Moodle module and allows students to view presentation slides at their own pace. Furthermore, it enables enlarged views of these slides and does not require storage on school servers, which would be the case if Powerpoint presentations were uploaded to our Moodle site. [Does Slideboom work with screen readers?]

Student Activities and Projects: Simulations and Videos A variety of online simulation activities and videos related to the motion unit were used to support student learning and reinforce conceptual comprehension. We developed student activities that were coordinated with these tools.

WISE Inquiry Project (Airbags) Our group modified an existing inquiry project on the WISE system that was related to motion. This was included as a student summary inquiry project that will help to reinforce concepts studied through this unit, in an authentic and meaningful way.

Discussion Forums/Assignments using Voicethread

ETEC 510 Design Project Summary ")! A VoiceThread is a collaborative, multimedia slide show that holds images, documents, and videos and allows users to navigate pages and leave comments using voice, text, audio file, or video. Users can doodle while commenting, and view other users' comments. We used them to introduce authentic context in lessons in order to create discussions and to add to the online learner community by the virtue of exposure to users' faces and voices.

Glossary In order to help students scaffold and build vocabulary, we created a narrated Glossary within the Moodle Shell. Students are encouraged to add and modify definitions.

Reflection Journal A learning journal was provided for students to write and reflect on concepts learned in each section. This journal will allow for students to be able to explore ideas further than what is covered in the course material.

In order to produce the materials required to support interactivity, we divided our motion unit into lessons in coordination with the B.C. Science 10 textbook. For each lesson, we identified the key concepts and materials, then considering technological tools that enhanced and supported student learning. Some activities and resources were embedded within our Moodle course site; others were externally linked, and clear directions provided for students on how to access these resources. We also included some assessment activities in the form of quizzes. Support discussion forums (announcements, Q&A, troubleshooting, etc) were set up to allow

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communication between students and teachers. Course outlines, expectations, online rules, and organization tools, such as the calendar feature with important dates, were also provided to ensure student success.

Keeping in mind Gardners Theory of Multiple Intelligences and UDL certain tools were added in the module in order to make the unit more accessible to all learners (Gardner & Hatch, 1989; Rose & Meyer, 2002). For example, in our module we provided students access to an audio version of the textbook. [Any copyright issues here?] We also tried to ensure that the font was easy to read and key points were highlighted. Recognizing that some of our students may have reading disabilities, we limited the amount of text presented. It is important that we are not essentializing our learners; we recognize that many of our students may not be as capable with technology as others. We also included lessons that did not require the use of much technology. Part of our design included use of various icons. Firstly, the icons provide an aesthetic appeal to our student audience. Secondly, they make the module more accessible to students with disabilities or language issues. For this reason, we tried to create an environment that was easy to navigate for students by using relatively few and simple icons. The 'lesson' tool was used to create each section of student learning activities. This tool allowed content and materials to be presented in a sequential order for our students to follow. Within some lessons, embedded questions were also used to direct progress. Students would be unable to move forward in the module until they answered questions correctly. In this way, we were able to provide guided practice with immediate feedback. This could be further developed in future versions to redirect students to lesson pages for extra practice in areas they found difficult, thus tailoring the learning experience.

ETEC 510 Design Project Summary #+! Anderson (2008) argued the importance of "teacher presence." Tools such as

Voicethread were incorporated into the design to accomplish this. As a team we were very much concerned about creating and implementing activities (such as the discussion forum) in our module to encourage discussion between teacher-student and among students. We recognize the importance of having communities of practice and creating an environment that is learningcentred (Anderson, 2008). Activities such as 'ice-breakers' were included to encourage this. We attempted to provide our students with a variety of different activities recognizing this to be one of the key criteria of creating a UDL environment. Many of these activities incorporated into our module consider real-life applications. As we read in our course readings from such scholars as Papert (1980), there is a definite disconnect between what is taught in school and the real-life. As a group we felt it was important to encourage students to think about what they were learning and promote inquiry. A journal was created and incorporated into every module in hopes of encouraging students to reflect on their own learning. [Youve integrated a broad set of Moodle-native and external tools within your site, and the short descriptions youve provided here give me a good sense of some of the thought that went into your initial analysis of the tools.] Verification

Verification has and will be an important part of our design process. As a group we recognize the significance of assessing our module in order to create a design that is more effective for both teachers and students. In terms of Bates and Poole's (2003) SECTIONS Model, we have considered Ease of Use. As Bates and Poole (2003) discussed in their writing, "...it is important that students and

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teachers not spend a great deal of time on learning how to use educational technologies or on making the technologies or on making the technologies work" (p.87). We wanted to ensure that our module was easy to use. Our group has taken the time to test our module on both a Mac and PC platform, recognizing that both students and teachers may be using either. We also recognized the possibility that some of the applications we chose may not work in both environments. When diving further into the SECTIONS model we recognize that our students will have various degrees of access to technology. Using this unit within a blended environment may pose some difficulties for many students. Many of the students using this module may not have access to computers outside of the classroom. As Bates and Poole's (2003) point out in their writing, "no matter how powerful in educational terms a particular technology may be, if students cannot access it in a convenient and affordable manner they cannot learn from it" (p. 81). Part of the verification process will have to include a survey at the beginning of the course to gage the access of technology. Changes may need to be made to the design of the course in order to accommodate all learners. Part of our verification process has been touring our module in a "student" role. We have made changes according to our explorations of the unit in attempts to make the unit more accessible to our learners. To ensure students are able to post messages to discussion forum activities and submit assignments online through Moodle, we have setup a couple of "test" activities in the 'Getting Started' section of our Moodle site. The 'Icebreaker Self-Intro Activity Forum' will be used as an introductory task to ensure students are able to post and become familiar with the expectations for their discussion responses. The 'Mr. Picassohead' activity is one that allows students to 'test submit' an assignment through Moodle. Both of these activities

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have been designed as fun, introductory activities, but with the intent of ensuring technical difficulties are avoided when later assignments occur. While part of the verification process may be its presentation to the BCLN, the ultimate test is, of course, in the classroom. We are hoping that students will be a part of this verification process. If we were to evaluate this module further in a classroom setting, we would ask students to fill out surveys and we would keep detailed anecdotal records of their interactions in the module. We could also conduct informal interviews to get a better indication of what the learners found interesting, difficult, or confusing. As we did not include a specific test that is tailored to the unit, it is unclear whether measuring learning outcomes would show changes in achievement, as the emphasis on some topic areas varies with different teachers. Of course, the consideration of the module's match to the provincial exam, in terms of question style, content area, and detail would bear investigation. Teachers using this module would also be a part of the verification process and could assess it using such tools as checklists, interviews, and surveys. We would look for information on which parts they used to teach the whole class, and whether the sections integrated smoothly. Was it used as a standalone catch-up tool and were students capable of using it with little guidance or assistance? Was the choice of assignments useful and were teachers able to assign different choices without confusion? What was the ratio of assignments done offline or online? Teacher access in Moodle allows the teacher to determine whether or not students have been logging on and participating in Moodle activities. Last logins, assignment submissions, forum posts, and general online activity reports can be afforded through Moodle and could be used to rate the amount and quality of online student participation. Of major importance would be assessing the technical difficulties surrounding Moodle functionality, computer hardware, and

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bandwidth. [I was going to comment on the fact that your verification process should also address evidence of how effectively your design supports students achievement of learning outcomes, but then I realized that you are adapting an existing curriculum. That said, it might still be beneficial to try to get at the extent to which your own design or the use of UDL principles has impacted overall student performance. This is part of a standardized provincial curriculum, so there should be some ways to compare student/educator experiences with your adapted module to the traditional approaches used to deliver this content.]

ETEC 510 Design Project Summary #%! References

Acrey, C., Johnstone, C., Milligan, C. (2005). Using Universal Design to unlock the potential for academic achievement of at-risk learners. Teaching Exceptional Children, Vol. 38(2), pp. 22-31. Anderson, T. (2008). Towards and Theory of Online Learning. In Anderson, T. & Elloumi, F., Theory and Practice of Online Learning. Athabasca University. Anderson, T. (2008). Teaching in an Online Learning Context. In: Anderson, T.& Elloumi, F., Theory and Practice of Online Learning. Athabasca University. Bates and Poole. (2003) A Framework for Selecting and Using Technology. In Effective Teaching with Technology. San Francisco: Jossey-Bass, 75-105. Bielawski, L. and D. Metcalf (2003). Blended elearning: Integrating knowledge, performance support, and online learning. Amherst, MA: HRD Press. Bolter, Jay. (2001). Writing space: Computers, hypertext and the remediation of print. Lawrence Erlbaum Associates, Mahwah, New Jersey, London. Bordt, M., De Broucker, P., Read, C., Harris, S., & Zhang, Y. (2001). Determinants of science and technology skills: Overview of the study. Education Quarterly Review, 8(1), 8 - 11. Brown, F. L. (2004). Making the classroom a healthy place: The development of affective competency in aboriginal pedagogy. Unpublished doctoral thesis, University of British Columbia. Burgstahler, S. (2003). Universal design of distance learning. Informational Technology and Disabilities, 8 (1). Retrieved from http://hcc20.harford.edu/irc/archivedpresentations/ITDJournal.pdf

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Campbell, L., Campbell, C., and Dickinson, D. (1999). Teaching and Learning Through the Multiple Intelligences (2nd ed.). Needham Heights: Allyn and Bacon. Cummins, J (1999). Bics and calps: Clarifying the distinction. ERIC Document Reproduction Service No. ED438551. Dolan, R. P. & Hall, T. E. (2001). Universal design for learning: Implications for large scale assessment. IDA Perspectives, 27 (4), 22-25. Dymond, S.K., Renzaglia, A., Rosenstein, A., Chun, E.J., Banks, R.A., Niswander, V. and Gilson, C.L. (2006). Using a participatory action research approach to create a Universally Designed inclusive High School Science course: A case study. Research and Practice for Persons with Severe Disabilities, Vol. 31(4), pp. 293-308. Ebenezer, J. V., & Zoller, U. (1993). Grade 10 Students' perceptions of and attitudes toward science teaching and school science. Journal of Research in Science Teaching, 30(2), 175 -186. Fitzgerald, G.E.(2005). Using technologies to meet the unique needs of students with emotional/behavioral disorders: Finding and directions. In D.Edyburn, K.Higgins, & R. Boone (Eds.), Handbook of special education technology research and practice. pp. 335354. Gardner, H. & Hatch, T. (1989). Multiple Intelligences go to school: Educational Implications of the theory of multiple intelligences. Educational Researcher, 18 (8), 4-10. Guild, P. B. (2001, October). Diversity, learning style and culture. New Horizons For Learning. Retrieved January 24, 2010, from http://www.newhorizons.org/strategies/styles/guild.htm

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Hall, G. (2004) Teens and technology: Preparing for the future. New directions on youth development. 2006 (111), 41-52. Harrison, M. (2010). Blended learning: An epic white paper. Brighton, UK: Epic Group. Retrieved January 24, 2010, from http://www.epic.co.uk/thinking/white-papers.html Hitchcock, C. and Stahl, S. (2003). Assistive Technology, Universal Design, Universal Design for Learning: Improving Learning Opportunities. Journal of Special Education Technology. 18(4), pp. 45-52 Johnsen, S. (2003). Adapting instruction with heterogenous groups. Gifted Child Today, 26(3), 5. Retrieved January 24, 2010, from http://tal.lm.worldcat.org/?genre=article&volume=26&issue=3&spage=5&issn=1076217 5&date=2003&aulast=Johnsen&auinit=S&title=Gifted+Child+Today&atitle=Adapting+i nstruction+with+heterogenous+groups&sid=google%3A&rfr_id=info%3Asid%2Fgoogle .com%3A Johnston, S. S. & Evans, J. (2005). Considering response efficiency as a strategy to prevent assisted technology abandonment. Journal of Special Education Technology. 20 (1), 5557. Jonassen, D. (1999). Designing constructivist learning environments. In C. Reigeluth (Ed.), Instructional design theories and models: Volume II. Mahwah, NJ: Lawrence Erlbaum. Kortering, L.J., McClannon, T.W., and Braziel, P.M. (2008). Universal design for learning: A look at what Algebra and Biology students with and without High incidence conditions are saying. Remedial and Special Education, Vol. 29. pp.352-363. Kraemer, J., & Ruzzi, B. B. (2001). Alternative education cannot be left behind. Education Week, 21(6), 56.

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Kress, G. (2003). Literacy in the new media age. New York, NY: Routledge Taylor & Francis Group. Lim, D. H., Morris, M. L., & Kupritz, V. W. (2006). Online vs. blended learning: Differences in instructional outcomes and learner satisfaction. University of Tennessee. Lomicka, L. L. (1998). To gloss or not to gloss: An investigation of reading comprehension online. Language Learning & Technology, 1 (2), 41-50. Lyons, T. (2006). Different Countries, Same Science Classes: Students experiences of school science in their own words. International Journal of Science Education, 28(6), 591-613. doi:10.1080/09500690500339621 Ministry of Education. (2009). A guide to adaptations and modifications. Retrieved January 20, 2010, from http://www.bced.gov.bc.ca/.../adaptations_and_modifications_guide.pdf Moodle Presentation (n.d.). Retrieved January 23, 2010, from http://moodle.org/about/ Moodle Statistics. (n.d.) Retrieved March 27, 2010, from http://moodle.org/stats/ New London Group. (2003). A pedagogy of multiliteracies: Designing social futures. In B. Cope & M. Kalantzis (Eds.), Multiliteracies: Literacy learning and the design of social futures (pp. 9-37). New York, NY: Routledge. Osguthorpe, T. R. and Graham, R, C. (2003) Blended learning environments. Quarterly Review of Distance Education, 4 (3), 227233. Peterson-Karlan,G, R. and Parette, P. (2005). Millennial students with mild disabilities and emerging assistive technology trends. Journal of Special Education Technology, 20 (4), 27-38. Pisha, B & Coyne, P. (2001). Smart from the start: The promise of universal design for learning. Remedial and Special Education, 22 (4), 197-203.

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Riele, K. T. (2006) 'Youth 'at risk': further marginalizing the marginalized?'. Journal of Education Policy, 21(2),129-145. Rose, D. H., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Alexandria, VA: Association for Supervision and Curriculum Development. Sagor, R., & Cox, J. (2004). At risk students: Reaching and teaching them (Second Edition.). Larchmont, NY: Eye On Education. Sandner, L., Fatkin, G., Lacy, D., Martha, J., Milross, J., & Naso, K. (2008) . BC Science 10. Toronto, ON: McGraw-Hill Ryerson. Subban, P. (2006). Differentiated instruction: A research basis. Adelaide, South Australia: Shannon Research Press ISSN 1443-1475 http://iej. com. au, 7(7), 935947. Tomlinson, C. A., & Kalbfleisch, M. L. (1998). Teach me, teach my brain a call for differentiated classrooms. Educational Leadership, 56(3). Tomlinson, C. A. (2002). Different learners different lessons. Instructor, 112(2), 21-25. Zactham, P. & Zhang, X. (2006). Podcasting in academia: A new knowledge management paradigm with academic settings. In Proceedings of the 2006 ACM SIGMIS CPR conference, 314317.

! Richard, Karen, Ernest and Melanie,

ETEC 510 Design Project Summary #*!

You have provided an effective overview of your design project in this document, and in each of the sections you develop, you carefully ground your design approach with reference to critical theories relating to teaching and learning, as well as to the specific students you are hoping to reach with your adapted curriculum. This project is particularly important in the context of the provincial curriculum you are adapted. Many diverse students encounter this curriculum, and if it is possible to adopt a UDL approach in the original design of the materials, it is likely that students will have more success than they currently do when engaging with Science 10. Your adaptation of this curriculum is also important when considering the larger need to create opportunities for access to education for all learners. It is too often the case that learners are left behind because they dont quite fit with the normative models of print-based, literacy or with standardized assessment of learning. Curiously, it is possible that UDL will have more opportunities to flourish in online and mixed-mode spaces than has been the case in face-to-face contexts because these modes allow for parallel paths for learners and multiple strategies for engagement and assessment: these are often difficult to achieve within a typical classroom. Interactivities I spent quite a bit of time exploring your Moodle site. Youve effectively organized your content on the site and it is easy to navigate through the chapters as well as to explore the various resources on the site. I like that youve also gone so far as to produce contact information on the Course Outline, particularly as you are building into the material a full integration of the face-toface and online components of the course. Articulating your expectations of how the students will work with the online components of the course is also useful, in this regard. The audio overviews are quite fun, particularly with the talking critters youve trained to lipsync! Im not sure that the robovoice youve used on a few of the texts (automatically from printed text, Im assuming) works so well, though it is kind of fun. Having audio in the course will help some students (though those with screen readers will be able to generate their own robo-voice), but a personally recorded course overview with the instructors voice would be more personal. You use a human voice with the glossary and that works quite well. It is difficult to listen to text-generated voices for an extended period of time. It is quite interesting how youve created branches in each of the lessons to allow for reading or hearing of the BC Science 10 textbook chapters. It is a great resource for students to have access to the whole textbook as pdf files. Youve also made a good use of the slideshows, voicethreads and other media elements that youve added to the lessons. One thing to think about, though, is that it can be a bit disorienting to learners (and readers), to move screen to screen only to encounter so many different media components (each with its own control). And in some cases, such as the podcast youve added to Lesson 8.2, you might consider embedding such a media object within some text that helps to build coherence across the lesson or, at least, sets up the media you are now asking them to engage with using a consistent editorial voice/approach that you will repeat in every lesson of the course. Think about our own ETEC510 course and how after reading through a module or two, you basically knew what to expect in terms of how activities were set up, how you were directed (and why) to different media, and how there was a flow from page to page that went beyond just clicking on continue or next. On that note, you

ETEC 510 Design Project Summary $+!

might want to consider using meaningful titles for some of your links. For instance, leaners have access to their journal on many of the pages, but it is often accessed via a link that says click to view. Is there a way for you to use a more evocative phrase like access your journal? Personally, I found the voicethread media more effective than the McGraw-Hill Ryerson powerpoint slides. The presence of Karens voice has an impact on how the viewer engages with the material. Finally, when you do things like send students out to a site like WISE, you need to consider building in some scaffolding and learner support materials on your own site so that it is easy for students to go into that other interface and be successful in using the material. At present, students are pretty much left on their own to find their way into the site (though I would expect that there is some potential for support in the drop-in labs). I believe that I mentioned to you in my comments on your proposal (or in one of the chat sessions), that it is important to determine just how your Moodle site serves as a component of a mixed mode course. When I look through the various lessons that are keyed to the textbook, I dont see many linkages to whatever activities might be taken off-line (into the classroom), nor do I see hooks that show where classroom activities have come online into your Moodle pages or activities. The closest example of this mixed-mode or hybrid movement that I saw on the site involved your assignments (and perhaps that is the place to consider the interface between website and classroom here). One could easily see some of the experiments in the assignments taking place in a classroom with students working on teams. My comments concerning how you need to set-up or scaffold an activity before sending people off applies here, too, especially with the Balloon Brain Activity, an activity which combines a bunch of different resources together. I can see learners getting a bit confused in terms of what to do. Your adaptation of the Science 10 lessons within your Moodle site provides a good proof-ofconcept for integrating UDL approaches with standard curriculum. To really push this model, I believe that you would need to use more in-house or standard tools in place of the Voki or audio components, as well as find ways to simplify or streamline activities that use external tools. Otherwise, you add a layer of complexity into a site that is intended to demonstrate ease of use to students who may need some additional assistance in navigating through resources. It is clear to me that the Interactivities youve developed on the Moodle site represent a true team effort, and Im glad that you were able to achieve so much as you explored UDL in the context of the design project. !"#$%&'()*+#! ,-./012340556!7284292/041! ! :31!/5;0<56!;-./0123405! ,=/;55;41>>>>>>>>>>>!?!>>>>>>>>>>>>>>>>>>>>@A8>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>B3<;!C3<D!:;;-;-! C;55!;50E3<01;-! ! F4/5;0<! ,=/;55;41>>>>>>>>>>>?>>>>>>>>>>>>>>>>>>>>>>@A8>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>B3<;!C3<D! :;;-;-! 7G;/292/!H3/.I! ! J33!8;4;<05! ,=/;55;41>>>>>>>>>>>>>?>>>>>>>>>>>>>>>>>>>>@A8>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>B3<;!C3<D! :;;-;-! ! ! ! ,#"')-'.*/)012#/$3! K33-!.I;!39!<;I;0</L! ! M2115;!241;8<01234!39!

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:+10$5;')-'<2$5$&%! @<8.O;41!-;05I!Q21L! ! B672-;!E20I! O.512G5;!G3241I!39!A2;Q! ,=/;55;41>>>>>>>>?>>>>>>>>>>>>>>>>>>>>>>>>@A8>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>B3<;!C3<D!:;;-;-! U5;0<!04-!/34/2I;! ! P0OE5248!04-! -2I3<8042Y;-! ,=/;55;41>>>>>>>>?>>>>>>>>>>>>>>>>>>>>>>>>@A8>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>B3<;!C3<D!:;;-;-! H<;;!39!8<0OO012/05! ! B.512G5;!8<0OO012/05! ;<<3<I! ;<<3<I! ,=/;55;41>>>>>>>>>?>>>>>>>>>>>>>>>>>>>>>>>@A8>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>B3<;!C3<D!:;;-;-! @V@!I165;!/3<<;/156!.I;-! ! @V@!I165;!.I;-!24/3<<;/156! ,=/;55;41>>>>>>>>>?>>>>>>>>>>>>>>>>>>>>>@A8>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>B3<;!C3<D!:;;-;-! ! ! ! Mark: 37/40 Excellent work!

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