1. Meeting the Challenge of Individual Differences in Recognition Systems

2. Recognition networks Strategic networks Affective networks Understanding what the distribution of learning is

3. What do we mean by Design? Profoundly different in the Digital Age.

8. Universal Design Design for variability from the outset Provide options and alternatives Options benefit everyone

9. Universal Design for Learning

10. Circa 1450 – 1990 The Advantages of Print were most prominent: standardization, permanence, uniformity

11. Compared to New Media The Disadvantages of Print became more prominent standardization, fixedness, uniformity

12. In a standardized curriculum, this is the problem

13. New Media

14. A foundation for flexibility

15. The virtue of NIMAS or XML NFF

16. Flexible display

17. Flexible Display: Multiple Representation Tale of Two Cities …It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of

18. Multiple representations

20. As a framework for design Print is too disabled as a medium to meet the challenge of diversity

21. Multiple Means of Representation 1) Provide Options for Perception

22. Multiple Means of Representation Provide options for Perception Provide options for language and symbols Alternatives for Text Alternatives for English Alternatives for Language

23. Multiple Means of Representation Provide options for perception Provide options for language and symbols Provide options for cognition

24. © CAST 2011 J.S. Bach Toccata and Fugue in D-Minor 5:05

25. © CAST 2011

30. Background Knowledge Fugue: a composition built on a theme that is introduced at the beginning, repeated in different voices and contexts, and recurs frequently in the course of the composition.theme © CAST 2011

32. What about reading? What part of the brain do we read with?

34. Which brings us back to the reading brain… Wolf, M. (2007). Proust and the Squid. pp.176

35. Wolf, M. (2007). Proust and the Squid. pp.145

37. Word Reading in the Brain

38. As a framework for design Print is too disabled as a medium to meet the challenge of diversity

39. Highly varied in visual abilities Visual only One size fonts One size images Fixed images Student’s Abilities Print’s Abilities Highly varied in hearing abilities Perception

40. Highly Varied Vocabulary Student’s Abilities Print’s Abilities Highly varied Syntax Language and Symbols Varied Language spoken Highly varied decoding

41. Highly Varied Background Student’s Abilities Print’s Abilities Highly varied Critical Comprehension Highly varied Strategies Highly varied Memory

42. Now that you have options, when do you use them? When should you NOT use them?

43. Now that you have options, when do you use them? When should you NOT use them?

44. Sensory Perception Language and Symbols Comprehension Excellent Vision Relevant Vocabulary Fluent Decoding Competent Syntax English Language Usage Background Knowledge Critical Features Processing Strategies Adequate Memory All of these are potential barriers. What kinds of options could reduce these barriers?

45. Sensory Perception Language and Symbols Comprehension Excellent Vision Relevant Vocabulary Fluent Decoding Competent Syntax English Language Usage Background Knowledge Critical Features Processing Strategies Working Memory But, from an instructional point of view, what options are OK?

46. Sensory Perception Language and Symbols Comprehension Excellent Vision Relevant Vocabulary Fluent Decoding Competent Syntax English Language Usage Background Knowledge Critical Features Processing Strategies Working Memory The idea of construct relevance. What is the instructional purpose?

47. How do you know what kind of format is right for a specific learner? See AIM website: Accessible Instructional Media (AIM) And try AIM Explorer AIM Explorer Multiple Representations: Using text in a UDL way

48. How do you know what kind of format is right for a specific learner? See AIM website: Accessible Instructional Media (AIM) And try AIM Explorer AIM Explorer Multiple Representations: Using text in a UDL way

49. Vocabulary More vocabulary

50. Background Information as a limit on recognition:

51. © CAST 2011