ABCS OF SPECIAL EDUCATION: ONLINE LEARNING MODULE Andrew Krumland University of Hawaii at Manoa.

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Presentation transcript:

ABCS OF SPECIAL EDUCATION: ONLINE LEARNING MODULE Andrew Krumland University of Hawaii at Manoa

Background  High School Special Education Teacher  Public High School  Enrollment: 2000  Special Education: 220+

The Journey Andrew Krumland

The Journey Andrew Krumland Hi I’m Brutus and I’ll be the driver on our trip

The Journey Andrew Krumland

The Journey Andrew Krumland We’ll be making a several stops throughout our trip

The Journey Andrew Krumland

The Journey Andrew Krumland 1 st stop: What are the ABCs of Special Education?

Stop One: What are the ABCs of Special Education? Andrew Krumland

Stop One: What are the ABCs of Special Education?  Instructional Design Project: Andrew Krumland

Stop One: What are the ABCs of Special Education?  Instructional Design Project:  Web-Based Instructional Module Andrew Krumland

Stop One: What are the ABCs of Special Education?  Instructional Design Project:  Web-Based Instructional Module Special Education Acronyms/Terminology Andrew Krumland

Stop One: What are the ABCs of Special Education?  Instructional Design Project:  Web-Based Instructional Module Special Education Acronyms/Terminology  Designed for High School Regular Education Teachers Andrew Krumland

Stop One: What are the ABCs of Special Education?  Instructional Design Project:  Web-Based Instructional Module Special Education Acronyms/Terminology  Designed for High School Regular Education Teachers  Alternative learning medium Andrew Krumland

Stop One: What are the ABCs of Special Education?  Instructional Design Project:  Web-Based Instructional Module Special Education Acronyms/Terminology  Designed for High School Regular Education Teachers  Alternative learning medium Entirely online (outside of the traditional school day) Andrew Krumland

Journey Continues Andrew Krumland

Journey Continues Andrew Krumland Stop 2: Why the ABCs of Special Education?

Stop Two: Why the ABCs of Special Education? Andrew Krumland

Stop Two: Why the ABCs of Special Education?  According to the National Center for Education Statistics (2010): Andrew Krumland

Stop Two: Why the ABCs of Special Education?  According to the National Center for Education Statistics (2010): From the number of identified students aged 3- 21, that received special education and related services in public education, has grown from: Andrew Krumland

Stop Two: Why the ABCs of Special Education?  According to the National Center for Education Statistics (2010): From the number of identified students aged 3- 21, that received special education and related services in public education, has grown from: o 3,694,000 to 6,598,853 Andrew Krumland

Stop Two: Why the ABCs of Special Education?  According to the National Center for Education Statistics (2010): From the number of identified students aged 3- 21, that received special education and related services in public education, has grown from: o 3,694,000 to 6,598,853 o 13% of the overall K-12 student population in the USA Andrew Krumland

Stop Two: Why the ABCs of Special Education?  According to the National Center for Education Statistics (2010): From the number of identified students aged 3- 21, that received special education and related services in public education, has grown from: o 3,694,000 to 6,598,853 o 13% of the overall K-12 student population in the USA 12% of my schools current population Andrew Krumland

Stop Two: Why the ABCs of Special Education? Andrew Krumland

Stop Two: Why the ABCs of Special Education?  Why an online learning tool? Andrew Krumland

Stop Two: Why the ABCs of Special Education?  Why an online learning tool?  Flexibility Andrew Krumland

Stop Two: Why the ABCs of Special Education?  Why an online learning tool?  Flexibility  Something new Andrew Krumland

Stop Two: Why the ABCs of Special Education?  Why an online learning tool?  Flexibility  Something new  Increase technological awareness Andrew Krumland

Stop Two: Why the ABCs of Special Education? Andrew Krumland

Stop Two: Why the ABCs of Special Education?  Why Special Education Acronyms and Terminology? Andrew Krumland

Stop Two: Why the ABCs of Special Education?  Why Special Education Acronyms and Terminology?  Inclusive model Andrew Krumland

Stop Two: Why the ABCs of Special Education?  Why Special Education Acronyms and Terminology?  Inclusive model  New information Andrew Krumland

Stop Two: Why the ABCs of Special Education?  Why Special Education Acronyms and Terminology?  Inclusive model  New information  Additional supports Andrew Krumland

Pit Stop Andrew Krumland

Pit Stop Andrew Krumland Stop 3: Purpose of the ABCs of Special Education

Stop Three: Purpose Andrew Krumland

Stop Three: Purpose  To develop and assess the effectiveness of a web-based instructional module on special education acronyms and terminology Andrew Krumland

Stop Three: Purpose  To develop and assess the effectiveness of a web-based instructional module on special education acronyms and terminology  The objective and focus was to provide regular education teachers with basic information of special education through a non-traditional, online format. Andrew Krumland

On the road again!!! Andrew Krumland

On the road again!!! Andrew Krumland

On the road again!!! Andrew Krumland Stop 4: Design

Andrew Krumland

Stop 4: Design Andrew Krumland

Stop 4: Design Andrew Krumland Software/Programs

Stop 4: Design  Weebly Andrew Krumland Software/Programs

Stop 4: Design  Weebly  SurveyMonkey Andrew Krumland Software/Programs

Stop 4: Design  Weebly  SurveyMonkey  PowerPoint Andrew Krumland Software/Programs

Stop 4: Design  Weebly  SurveyMonkey  PowerPoint  Camtasia Andrew Krumland Software/Programs

Stop 4: Design (Weebly) Andrew Krumland

Stop 4: Design (Weebly) Andrew Krumland  Weebly: Free online website platform

Stop 4: Design (Weebly) Andrew Krumland  Weebly: Free online website platform

Stop 4: Design (Weebly) Andrew Krumland  Weebly: Free online website platform  Easy to develop

Stop 4: Design (Weebly) Andrew Krumland  Weebly: Free online website platform  Easy to develop  Easy for the user navigate

Stop 4: Design (SurveyMonkey) Andrew Krumland

Stop 4: Design (SurveyMonkey) Andrew Krumland  Web-based survey creating software

Stop 4: Design (SurveyMonkey) Andrew Krumland  Web-based survey creating software  Demographic survey  Pre-module survey  Pre-module test  Post-module survey  Post-module test.

Stop 4: Design (PowerPoint/Camtasia) Andrew Krumland  Multimedia

Stop 4: Design (PowerPoint/Camtasia) Andrew Krumland  Multimedia  Review information as needed

Stop 4: Design (PowerPoint/Camtasia) Andrew Krumland  Multimedia  Review information as needed  Fun

Stop 4: Design (PowerPoint/Camtasia) Andrew Krumland

Stop 5: Methodology Andrew Krumland

Stop 5: Methodology Andrew Krumland Stop 5: Methodology

 Location Andrew Krumland

Stop 5: Methodology  Location  Public High School Andrew Krumland

Stop 5: Methodology  Location  Public High School  Oahu Andrew Krumland

Stop 5: Methodology  High School Regular Education Teachers Andrew Krumland

Stop 5: Methodology  High School Regular Education Teachers  Content area taught Andrew Krumland

Stop 5: Methodology  High School Regular Education Teachers  Content area taught  Average number of special needs students Andrew Krumland

Stop 5: Methodology  High School Regular Education Teachers  Content area taught  Average number of special needs students  Experience teaching special needs students Andrew Krumland

Stop 5: Methodology  High School Regular Education Teachers  Content area taught  Average number of special needs students  Experience teaching special needs students  Potential willingness to participate in a non-traditional learning format Andrew Krumland

Stop 5: Methodology  Content Areas Andrew Krumland

Stop 5: Methodology  Content Areas  English Andrew Krumland

Stop 5: Methodology  Content Areas  English  Social Studies Andrew Krumland

Stop 5: Methodology  Content Areas  English  Social Studies  Science Andrew Krumland

Stop 5: Methodology  Content Areas  English  Social Studies  Science  Math Andrew Krumland

Stop 5: Methodology  Content Areas  English  Social Studies  Science  Math  Art Andrew Krumland

Stop 5: Methodology  Content Areas  English  Social Studies  Science  Math  Art  Health Andrew Krumland

Stop 5: Methodology  Content Areas  English  Social Studies  Science  Math  Art  Health  PE Andrew Krumland

Stop 6: Results Andrew Krumland

Stop 6: Results Andrew Krumland

Stop 6: Results Andrew Krumland Stop 6: Results

Andrew Krumland

Stop 6: Results  Fifteen teachers were initially targeted to complete this module. Andrew Krumland

Stop 6: Results  Fifteen teachers were initially targeted to complete this module.  5 participants didn’t complete the module Andrew Krumland

Stop 6: Results  Fifteen teachers were initially targeted to complete this module.  5 participants didn’t complete the module School to personal commitments Andrew Krumland

Stop 6: Results  Fifteen teachers were initially targeted to complete this module.  5 participants didn’t complete the module School to personal commitments Andrew Krumland

Stop 6: Results  Fifteen teachers were initially targeted to complete this module.  5 participants didn’t complete the module School to personal commitments  Ten participants completed the module Andrew Krumland

Stop 6: Results  Fifteen teachers were initially targeted to complete this module.  5 participants didn’t complete the module School to personal commitments  Ten participants completed the module Andrew Krumland

Stop 6: Results Andrew Krumland

Stop 6: Results  Pre and Post Tests Andrew Krumland

Stop 6: Results  Pre and Post Tests Andrew Krumland

Stop 6: Results  Pre and Post Tests  Increase of comprehension Andrew Krumland

Stop 6: Results  Pre and Post Tests  Increase of comprehension Pre-test was 83.8% Andrew Krumland

Stop 6: Results  Pre and Post Tests  Increase of comprehension Pre-test was 83.8% Post-test was 95.8%. Andrew Krumland

Stop 6: Results  Pre and Post Tests  Increase of comprehension Pre-test was 83.8% Post-test was 95.8%.  12% increase Andrew Krumland

Stop 6: Results  Pre and Post Tests  Increase of comprehension Pre-test was 83.8% Post-test was 95.8%.  12% increase Andrew Krumland

Stop 6: Results Andrew Krumland

Stop 6: Results  Individual Test Scores Andrew Krumland

Stop 6: Results  Individual Test Scores Andrew Krumland

Stop 6: Results  Individual Test Scores  Each participant scored higher Andrew Krumland

Stop 6: Results  Individual Test Scores  Each participant scored higher  Participants: Andrew Krumland

Stop 6: Results  Individual Test Scores  Each participant scored higher  Participants: 1, 4, 5, 7, and 10 increased by at least 10%. Andrew Krumland

Stop 6: Results Andrew Krumland

Stop 6: Results  It was important to view how the online module would be received by the participants. Andrew Krumland

Stop 6: Results Andrew Krumland

Stop 6: Results Benefit from an online learning module? Andrew Krumland

Stop 6: Results Benefit from an online learning module? Andrew Krumland

Stop 6: Results Andrew Krumland

Stop 6: Results Can technology be an effective tool? Andrew Krumland

Stop 6: Results Can technology be an effective tool? Andrew Krumland

Stop 7: Discussion Andrew Krumland

Stop 7: Discussion Andrew Krumland

Stop 7: Discussion Andrew Krumland Stop 7: Discussion

Andrew Krumland

Stop 7: Discussion  Observations/Insights Andrew Krumland

Stop 7: Discussion  Observations/Insights  Increase comprehension Andrew Krumland

Stop 7: Discussion  Observations/Insights  Increase comprehension  Eagerness to work in a new learning medium Andrew Krumland

Stop 7: Discussion  Observations/Insights Andrew Krumland

Stop 7: Discussion  Observations/Insights  Online format Andrew Krumland

Stop 7: Discussion  Observations/Insights  Online format Flexibility Andrew Krumland

Stop 7: Discussion  Observations/Insights  Online format Flexibility Potentially Cost Efficient Andrew Krumland

Stop 7: Discussion  Challenges Andrew Krumland

Stop 7: Discussion  Challenges  Data Andrew Krumland

Stop 7: Discussion  Challenges  Data  Sample Size Andrew Krumland

Stop 7: Discussion  For the next journey: Andrew Krumland

Stop 7: Discussion  For the next journey:  Larger Sample Size Andrew Krumland

Stop 7: Discussion  For the next journey:  Larger Sample Size K-12 schools Andrew Krumland

Stop 7: Discussion  For the next journey:  Larger Sample Size K-12 schools  Higher level material Andrew Krumland

Stop 7: Discussion  For the next journey:  Larger Sample Size K-12 schools  Higher level material  Utilize more technology Andrew Krumland

Stop 8: End of the Road Andrew Krumland

Stop 8: End of the Road Andrew Krumland Stop 8: End of the Road

Andrew Krumland

Stop 8: End of the Road  Conclusion: Andrew Krumland

Stop 8: End of the Road  Conclusion: Data Shows Andrew Krumland

Stop 8: End of the Road  Conclusion: Data Shows Improvement in comprehension Andrew Krumland

Stop 8: End of the Road  Conclusion: Data Shows Improvement in comprehension Interest in the delivery (online) Andrew Krumland

Stop 8: End of the Road  Conclusion: Data Shows Improvement in comprehension Interest in the delivery (online) Effective Andrew Krumland

End of the Road Andrew Krumland

End of the Road Andrew Krumland Thank you for your time

End of the Road Andrew Krumland

End of the Road Andrew Krumland Big thanks to my team, teachers, family, and participants!!!

End of the Road Andrew Krumland

End of the Road Andrew Krumland You can check out my