9C1

My vision of technology can be found in my webinar presented November 7, 2007 nationally to anyone interested in the topic "Open Source Software ... Try for Free Before You Buy: Quick and Easy AT Solutions for All." The webinar is about 1 hour in length and stresses the importance of the Universal Design for Learning premise for use of technology within every classroom. These solutions address the intrinsic motivation of our students in the 21st century to make the following equation true…LEARNING = FUN

Universal Design for Learning (UDL)A “Makes Sense” Approach to a Differentiated Classroom UDL calls for:

Multiple means of representation, to give learners various ways of acquiring information and knowledge,

Multiple means of expression, to provide learners alternatives for demonstrating what they know,

Multiple means of engagement, to tap into learners' interests, offer appropriate challenges, and increase motivation.

Students struggle because of…Learning disabilities such as dyslexia, English language barriers, Emotional or behavioral problems, lack of interest or engagement, sensory and physical disabilities.

What is UDL?

UDL is a blueprint for creating flexible goals, methods, materials, and assessments that accommodate learner differences. For more information and examples visit http://www.cast.org/teachingeverystudent/

“Free software” is a matter of liberty, not price. To understand the concept, you should think of “free” as in “free speech,” not as in “free beer.” Copyright © 2004, 2005, 2006 Free Software Foundation, Inc.

DEFINITIONS:
Free Software Software that comes with permission for anyone to use, copy, and distribute, either verbatim or with modifications, either free or for a fee. The source code is available. •freely modifiable and redistributable software

Open Source Software
Not exactly the same class of software as free software. Some licenses are accepted that may be considered too restrictive, and there are free software licenses that are not accepted. However, the differences in extension of the category are small. Nearly all free software is open source, and nearly all open source software is free.

Public Domain Software that is not copyrighted. If the source code is in the public domain, that is a special case of non-copylefted free software . Some copies or modified versions may not be free at all. An executable program can be in the public domain but the source code is not available. This is not free software, because free software requires accessibility of source code.

Most free software is not in the public domain; it is copyrighted, and the copyright holders have legally given permission for everyone to use it in freedom, using a free software license.“Public domain" is a legal term and means, precisely, "not copyrighted". Software that is not copyrighted. If the source code is in the public domain, that is a special case of non- copylefted free software . Some copies or modified versions may not be free at all. An executable program can be in the public domain but the source code is not available. This is not free software, because free software requires accessibility of source code. Most free software is not in the public domain; it is copyrighted, and the copyright holders have legally given permission for everyone to use it in freedom, using a free software license.“Public domain" is a legal term and means, precisely, "not copyrighted".

Copylefted Software is free software whose distribution terms do not let redistributors add any additional restrictions when they redistribute or modify the software. Every copy of the software, even if it has been modified, must be free software.

Non-copylefted Free Software comes from the author with permission to redistribute and modify, and also to add additional restrictions to it.

Access to these items enables students, teachers and families “a one-stop “shop” for end users, clinicians and open-source developers to meet, exchange notes, promote new ideas, develop new software and download reliable open-source AT software.”

9A1

I use Zoho all of the time along with Google Maps. I usually get k-12 students to find their house and write about their experiences...what they see and how GPS and satellites help us in our global world. For the learning disabled students we use Zoho downloads as was to collaborate on assignments. Additionally the Notetaker is great to help them with gathering ideas and information. Zoho Planner helps them organize their lives...something that would have helped me with my busy life this week. I am a proponent of open source software which if anyone is interested can view a webinar that I gave last week with Johns Hopkins Center for Technology in Education. The URL is a wiki :) http://matnwebinars.pbwiki.com/

8B1

How would a paperless class change your role as a teacher?
I'm already there. For students, submission of assignments is always electronic. I loose paper items :( They get lost in the stack.

How would paperless classes change learning? How would you measure learning in a paperless class?

The support for my thinking was stated in the article about the Paperless Class. In the article it was stated that “Studies have shown that the most effective learning takes place when a student develops an emotional attachment to the work,” said Meyer. “If I’m using a program that can stimulate more senses, then the opportunity for emotional involvement is greater. The more they learn, the more it stays with them.” (Retrieved November 8, 2007 from http://www.columbia.edu/cu/record/archives/vol26/vol26_iss10/2610_Paperless_Course.html ).
This thought promotes the aspect of teaching that we cannot forget about any learning whether face to face or online...it's mandatory to include to the best of your ability multisensory teaching tools to connect to all of our students.


Would a paperless space make it easier or harder to build a learning network? Why?
It's all in what you are used to and hopefully one would employ Quality Matters standards in their creation of an online learning environment.

8A1

How has this shift affected your teaching practice so far?
It's fantastic to pool all of the available resources. The richness of multisensory teaching can now be at your fingertips...literally :)

How do you expect it might affect you in the future?
My time at the keyboard may be increasing. I actually want to begin doing more voice activated controls for fun and to save on keyboarding. This process will actually save time since we speak faster than we type.

Have your views changed since you started this course?
Yes...the use of technology for all learning now is mandatory!

How can you use technology to facilitate this shift in your own classroom?
Use of technology is a prerequisite not an option for any course that I will teach in the future.

Week 7C2 Post

My experience connecting with another educator using Skype has been with my international students. I've used this free service to track down students who haven't participated and haven't replied to emails.

Other ways to use Skype is to connect with teachers as Skype Pals that are also using technology in their classrooms. Wouldn't it be fun to connect to other classrooms around the world for a little cultural exchange :) The possibilities of using this technology is endless. We are only restricted by our creativity.

Week 7 Post

Kerr writes "A good learning theory should: contribute to a theory/practice spiral of curriculum / learning reform, provide a significant new perspective about how we see learning happening represent historical alternatives accurately." Yet he ignores the whole social learning theory component that is integral to connectivism. The unknown set our brains up for the chaos and the unpredictable nature of each learning encounter. We not only deal with individuals we deal with individual machines and software. Each situation is unique which brings new perspectives and experiences to the learning environment. Since our brains are bombarded with information, we are required to filter information in split seconds. Connectivism is more a theory based in judgement and social networking rather than in the case and effect type theories of the past.

6B3 Podcast and eText file

Enjoy my podcast as an Introduction to Learning Preferences. You will also be able to read along using the digital eText file. For follow up students can place the digital text into a talking word processing software, the text will be highlighted as it is read. This practice is a common basic assistive technology which addresses multiple learning modalities for the presentation of information.

http://media.odeo.com//files/1/2/4/583124.mp3


Digital eText

Podcast E-text Dr BJ Gallagher Introduction to Learning Preferences

The single most important strategy to use during instruction to best meet the learning needs of our students is to vary learning preferences. By presenting information using a multitude of sensory input methods, perceptual/organizational styles, personality styles, and multiple intelligences, you allow students the flexibility to connect information within their individual brains. This practice sets them up for instant success.

Our brains are composed of numerous neural pathways. These pathways develop throughout our lives as a result of our brains receiving and processing information from the world around us. The development of these neural pathways builds over time and is based in our life’s experiences.

Initially we think of sensory styles when talking about learning preferences. Some researchers have identified up to 19 different senses that we use daily. However, for our purposes we will be looking at the four most used. The use of various learning preferences need to make sense for the specific learning objective. The visual, auditory, tactual and kinesthetic are the key senses that we will highlight. In the face to face classroom, we could add olfactory (sense of smell) and gustatory (sense of taste) when including those senses is appropriate to the learning objective. Since education has focused on the visual and auditory presentation of information in the form of reading, lecture, and discussion, our challenge is to figure out ways to infuse other sensory learning preferences.

Perceptual and organization preferences typically deal with whether you have right or left brain function tendencies. Information is processed perceptually when we speak of concrete, the real object, or abstract, the symbol of an object. We organize information in either a sequential fashion or a global fashion. The right and left sides of the brain are connected which means that our goal should be how can we utilize all areas of the brain and making the learning environment brain-compatible.

Personality tendencies also play an integral role in how we approach tasks and interact with others. These tendencies need to be addressed to make the e-Learning experience one that facilitates learning and does not set up blockades for individual learning.

Finally, the work of Howard Gardner and his theory on Multiple Intelligences has a direct impact on learning. Not only do we need to be concerned how information is presented, we also need to be concerned about how our learners will present their responses demonstrating what they have learned.

Our first challenge must be to understand our own learning preferences so that we can begin to see how we best learn and teach ourselves skills. So sit back as we begin to figure out individually how we learn best. As we review resources and learn more in this and future courses about learning preferences, keep in mind our biggest challenge…how can we engage our learners using multiple learning preferences in cyberspace?

6A1 Flickr Use in the Classroom

Personally I prefer to have students create their own photos. This practice allows them to have free copyright priviledges on the use of their own work. This process is a real life learning experience for them to understand copyright infringement. Yet services like Flickr are ways of finding that "right" picture to add to documents to stimulate the visual learner. Use of pictures also draw the tactual learner into the learning process just like the picture included makes me feel "warm and fuzzy."










All the photos on this page are protected by a Attribution-NoDerivs License.
Retrieved October 23, 2007 from http://www.flickr.com/creativecommons/from "thenug."

5D1

Is there a particular example of a classroom wiki which inspired you?

Not really. Many of the Wikis have their own features. Each of my Wikis depending on the free service takes on a new look.

What was most challenging about creating a wiki together as a group in Activity 5-C-1?

None. We all have our own ideas and we shared. We had fun...or at least I did :)

What did you learn from the group wiki project?

People need to explore and add their own ideas. Being flexible is key.

Has your opinion of Wikipedia changed at all this week?

Only has become stronger. I enjoy reading Wikipedia as my first reference...a beginning point.

Are you encountering resistance to using wikis in your class, either from others or from yourself? If so, how do you plan to respond?

Primarily people do not want to attempt something new. One of the biggest issues is firewall blocking when in a school district.

4D2 Response

Outline a plan for using social bookmarking as a professional tool yourself, either for your own continuing professional development or to collaborate with colleagues.

Social Bookmarking is a great way to pool surfing resources that apply to any given topic. I currently am looking for additional assistive technology freeware that can be used in a classroom. My undergraduates are adding to the social bookmarking site as part of their next course activity.