1. Inclusive Learning Through Technology Damian Gordon

2. Contents Module Description Module Aim Learning Outcomes Module Content Module Assessment Recommended Reading

3. Module Description (1/2) The goal of education is to develop within each individual the desire and the ability to learn. Technology can provide a means by which all learners are afforded an environment where they can pursue their learning process in ubiquitous and unobstructed manner. Typically the view of how this is achieved is that for some students this means providing them with the appropriate eLearning technologies to achieve this goal, and for others with special needs this may require additional assistive technologies (“technology ramps”) to achieve this.

4. Module Description (2/2) Increasingly, the gap between what constitutes an eLearning technology and an assistive technology is consistently diminishing, e.g. Virtual Learning Environments were developed as an eLearning technology but have significant benefits and potential for learners across the continuum of degrees of ability.

5. Module Aim The aim of this module is to identify a technology continuum upon which both eLearning tools and Assistive Technology exist, and to develop ways in which eLearning tools can be used in the context of Assistive Technology, and how Assistive Technology can be used in the context of eLearning.

6. Learning Outcomes 1. Discuss the history of education and the main theories of learning 2. Select and employ the learning theories for a specific AT context 3. Justify the use of learning theory in the development of eLearning systems 4. Illustrate commonalities between eLearning tools and Assistive Technologies 5. Select and employ the appropriate adaptive or augmentative device for interfacing to an eLearning tool 6. Implement a novel application that integrates eLearning and Assistive Technologies 7. Compare and contrast traditional eLearning approaches to Assistive Technology approaches

7. Module Content Teaching & Learning – The History of Education – Behaviourism, Cognitivism, Constructivism – Pedagogy – Instructional Design – Differentiated Instruction – Creativity and Critical Thinking – Counselling Theory

8. Module Content Technology Terminology – Etymology of technology – Low-Tech, Medium-Tech, High-Tech

9. Module Content eLearning Tools – Computers – The World-Wide Web – Virtual Learning Environments – Blended Learning – New Technologies

10. Module Content Interfacing Issues – Specific Learning Difficulties – Cognitive Issues

11. Module Content Assistive Technology – Specialized Interfaces – Augmentative Alternative Communication – Switch Access – New Technologies Legal, Ethical, and Professional issues

12. Module Assessment Continuous assessment will comprise 50% of the marks for this module. An end of module examination will comprise the remaining 50%.

13. Recommended Reading Papers will be given throughout the classes.

14. BREAK

15. Exercise Spend a few minutes writing down ideas as examples of technology that could be seen as the intersection of eLearning and AT.

16. Aoccdrnig to a rscheearch at Cmabrigde Uinervtisy, it deosn't mttaer in waht oredr the ltteers in a wrod are, the olny iprmoetnt tihng is taht the frist and lsat ltteer be at the rghit pclae. The rset can be a total mses and you can sitll raed it wouthit porbelm. Tihs is bcuseae the huamn mnid deos not raed ervey lteter by istlef, but the wrod as a wlohe.

17. “90% of errors in thinking are errors in perception not judgement” David Perkins, Harvard

18. What do you see ?

20. Universities

21. Behaviourism

22. Cognitivism

23. Constructivism Lev Semenovich Vygotsky John Dewey

24. POP QUIZ

25. 1. On average do students prefer to work alone or in groups? a) in groups b) alone c) dunno

26. POP QUIZ 1. On average do students prefer to work alone or in groups? a) in groups +1 b) alone -1 c) dunno 0

27. POP QUIZ 2. Is it better for students to work collaboratively or competitively? a) collaboratively b) competitively c) Equally good for their learning

28. POP QUIZ 2. Is it better for students to work collaboratively or competitively? a) collaboratively +1 b) competitively -1 c) Equally good for their learning 0

29. POP QUIZ 3. Do students learn better if you offer a small reward? a) Yes b) No c) dunno

30. POP QUIZ 3. Do students learn better if you offer a small reward? a) Yes -1 b) No +1 c) dunno 0

31. POP QUIZ 4. Which is better, detailed feedback 3 weeks after an assignment in handed up, or a % result one week later? a) Feedback b) Percentage c) dunno

32. POP QUIZ 4. Which is better, detailed feedback 3 weeks after an assignment in handed up, or a % result one week later? a) Feedback -1 b) Percentage +1 c) dunno 0

33. POP QUIZ 5. How soon after a lecture starts will a student’s attention tend to drift? a) 10 mins b) 20 mins c) 40 mins

34. POP QUIZ 5. How soon after a lecture starts will a student’s attention tend to drift? a) 10 mins +1 b) 20 mins 0 c) 40 mins -1

35. Thank You