ALL: Accessibility Learning Labs for Computing Accessibility Education

2021 ◽  
Author(s):  
Saad Khan ◽  
Heather Moses ◽  
Samuel Malachowsky ◽  
Daniel Krutz
Keyword(s):  
Learning Labs

scholarly journals Adaptation and collaborative CLTS pathways: Experiential learning from mistakes and iterative changes for success

2021 ◽  
Author(s):  
Benbella Dektar
Keyword(s):  
Rural Communities ◽  
Experiential Learning ◽  
Feedback Loops ◽  
Point Of View ◽  
Social Settings ◽  
Learning Labs ◽  
Community Based Organization ◽  
Implementation Experience ◽  
Innovative Approaches

Abstract BackgroundThis paper draws learnings and successes based on field implementation experience spanning four years (2016–2019) of implementing CLTS by Prince of Peace Orphans and Widows Vision, a community-based organization located in Kaberamaido district in eastern Uganda.MethodsThe study aimed to document, disseminate and inform from an evidence-based point of view how adaptation and collaborative engagements triggers learning from mistakes to inform iterative changes from improvements and success.This is a descriptive paper that used project documents review based on field implementation experience. Existing project reports were synthesised, collated and curated for evidence. Data were drawn from project reports and records to inform narratives in writing. Implementation of the project was executed in homogenous rural communities occupied by people of the same dialect, cultural and social settings.ResultsWe note that success in CLTS implementation can hardly be achieved by merely following prescriptions in handbooks and guidelines but rather by devising innovative community engagement and other participatory and community-driven techniques that foster adaptive management, promote ownership, and buy-in.Having learned from our failures, we used data to inform decisions and transformatively deviated from traditional CLTS implementation and introduced high impact and innovative approaches such as the use of CLTS helpdesks and Situation room, the Pamoja approach, learning labs and iterative feedback loops, innovatively tackling slippage and carefully introducing the follow-up mandona approach. These enhanced experiential learning and ultimately resulted in sustained sanitation behaviour.ConclusionsThe CLTS approach as outlined in the handbook needs to be flexibly adapted to address contextual needs. Reflective and learning sessions reinforced with routine feedback loops from implementers and beneficiaries yields tremendous results, propagates experiential learning, and ultimately results in a transformative deviation from undesirable to desired sanitation behaviours. These innovative approaches once carefully blended have proved to be sustainable, are adaptable and can work in an even larger scale and in a variety of contexts.

scholarly journals A inclusão digital no ensino de Ciências: analisando laboratórios virtuais de aprendizagem

2017 ◽  
Vol 6 (1) ◽  
Author(s):  
Aline Jaime Leal ◽  
Lenira Maria Nunes Sepel
Keyword(s):  
Science Teaching ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Virtual Learning ◽  
Communication Technologies ◽  
Learning Objects ◽  
Digital Inclusion ◽  
Cd Rom ◽  
Information And Communication ◽  
Learning Labs

Resumo: Os Laboratórios Virtuais de Aprendizagem (LVA) são páginas web, softwares ou CD-ROM que contêm um conjunto de objetos de aprendizagem, os quais possibilitam a realização de atividades experimentais, preferencialmente, através da simulação de equipamentos, materiais e variáveis. Este trabalho foi realizado com o objetivo de descrever características relevantes para que um LVA auxilie o processo de ensino e aprendizagem de Ciências. Para isso, foram selecionados 30 artigos científicos, publicados entre 2001 e 2015, que aplicaram LVA no Ensino de Ciências, compreendendo as três subáreas: Biologia, Física e Química. Esses artigos abrangeram três idiomas (Espanhol, Inglês e Português) e foram selecionados por apresentarem pesquisa de opinião dos usuários e/ou avaliação da aprendizagem dos alunos após o uso do LVA. Analisou-se os LVA quanto a conteúdo abordado, nível de ensino a que foi destinado, recursos didáticos disponíveis, formato, metodologia empregada na sua aplicação e tipo de avaliação a que foi submetido (opinião do usuário e/ou aprendizagem dos alunos). Desta forma, a partir da opinião dos usuários (alunos e professores), bem como das concepções dos autores dos trabalhos analisados, identificou-se que determinadas características são consideradas relevantes para um LVA facilitar o processo de ensino e aprendizagem de Ciências. Dentre elas, destacam-se: apresentar o conteúdo teórico de forma clara e sucinta; ser fácil de usar para promover a inclusão digital de seus usuários; ser atrativo e interativo para despertar o interesse e motivação dos alunos, bem como a comunicação entre seus usuários; apresentar vários métodos avaliativos para acompanhar o processo de aprendizagem dos alunos.Palavras-chave: Tecnologias da Informação e Comunicação. Atividades práticas experimentais. Laboratório Virtual de Aprendizagem.  DIGITAL INCLUSION IN SCIENCE TEACHING: ANALYZING VIRTUAL LEARNING LABORATORIESAbstract: Virtual Learning Labs (LVA) are web pages, softwares or CD-ROM which contain a set of learning objects which allow carrying out experimental activities, preferably through simulation of equipment, materials and variables. This work was conducted with the aim of describing relevant features for which a LVA helps the process of teaching and learning of Science. For this purpose, 30 scientific articles have been selected, published between 2001 and 2015, applied LVA in Science Teaching, comprising three sub areas: Biology, Physics and Chemistry. These articles covered three languages (Spanish, English and Portuguese) and were selected for containing users opinion survey and/or learning evaluation of the students after using LVA. LVA was analyzed relating to the content, teaching level to what it was intended, available didactic resources, format, used methodology in your application and type of assessment to that it was submitted (opinion of the user and/or students' learning). In this way, from the opinion of users (students and teachers), as well as the authors' conceptions of analyzed works, it was identified that certain characteristics are considered relevant for LVA facilitates the process of teaching and learning Science. Among these features it can be highlighted: to introduce the theoretical content in a clear and succinct way; to be easy to use to promote digital inclusion of users; to be attractive and interactive to awaken students’ interest and motivation, as well as the communication between their users; to introduce several evaluation methods to monitor the learning process of the students.Keywords: Information and Communication Technologies. Practical experimental activities. Virtual Learning Lab.

Blended Learning & the Redesign of Psyc 100

2016 ◽  
Author(s):  
Bawks Jordan ◽  
Sammy Boggs
Keyword(s):  
Undergraduate Students ◽  
Conceptual Understanding ◽  
Group Learning ◽  
Active Role ◽  
Small Group Learning ◽  
Group Discussions ◽  
Student Centered ◽  
Traditional Lecture ◽  
Learning Labs ◽  
Course Material

A great deal of research has shown that lectures with large class sizes struggle to promote active learning resulting in poor knowledge acquisition and retention as well as limited conceptual understanding. Based on the benefits observed for blending learning models and small group learning in the literature, Introductory Psychology (Psyc 100) at Queen’s has recently undergone a massive redesign with the goal of improving the student experience.The structure of Psyc 100 has been changed from 3 hours of traditional lecture a week to 1 hour of lecture, 1 hour of online learning, and 1 hour of learning lab per week. The goal of this redesign is to increase student engagement through learning labs, grant more freedom to pursue the course material via interactive online tasks, and delve deeper into exciting and relevant topics with more in-depth lectures.The labs are specially designed with a student-centered approach that helps learners to engage with fellow students and the material through group discussions, quizzes, games, and debates. Upper year students majoring in Psychology comprise approximately 2/3 of the tutorial facilitators for these labs, which provide undergraduate students with an important opportunity to take a more active role in the Psychology department and develop a love for teaching.We will present the research behind this redesign, demonstrate how it has been incorporated into the new Psyc 100 curriculum, and share our experiences as student facilitators through the ongoing refinement of the course.

6. Towards horizontal capacity building: UNICEF Malawi’s C4D Learning Labs

2020 ◽  
pp. 89-104
Author(s):  
Linje Manyozo ◽  
Elnur Aliyev ◽  
Patnice Nkhonjera ◽  
Chancy Mauluka ◽  
Chikondi Khangamwa
Keyword(s):  
Capacity Building ◽  
Learning Labs

Unwrapping the Shrink Wrap

2021 ◽  
pp. 258-274
Author(s):  
Sarah Vander Zanden ◽  
Lois Berger ◽  
Katie Simpson ◽  
Kristen Schrock ◽  
Erin Becker ◽  
...  
Keyword(s):  
Teacher Leadership ◽  
Writing Instruction ◽  
Professional Learning ◽  
Professional Growth ◽  
Naturalistic Inquiry ◽  
Peer Observation ◽  
Collective Inquiry ◽  
University Instructors ◽  
Learning Labs ◽  
Curricular Decision Making

This chapter describes a team of teachers and university instructors' investigation of teacher-led instructional improvements in elementary classroom writing instruction through peer observation and collective dialogue examining everyday teaching practices. Established tools and processes in place such as district curriculum, the Units of Study, and tools of observation and collaboration, specifically Learning Labs (www.pebc.org) protocol and professional learning communities, supported a naturalistic inquiry of practice. Teacher leadership, like writing instruction, is a process, and these educators identified co-constructed observation as a tool for sustaining joy, an under researched element of teacher leadership and professional development. Additionally, collaborative debriefing fostered professional growth, and collective inquiry provided inroads to autonomy in curricular decision making. The team sought to lead from within to develop understanding of and improvements in writing instruction.

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