Teaching Physics to Students With Intellectual Disabilities Using Digital Learning Objects

2021 ◽  
pp. 016264342110544
Author(s):  
Panos Mallidis-Malessas ◽  
Georgia Iatraki ◽  
Tassos Anastasios Mikropoulos
Keyword(s):  
Intellectual Disabilities ◽  
School Setting ◽  
Learning Objects ◽  
Future Research ◽  
Single Subject ◽  
Digital Learning ◽  
Physics Teaching ◽  
Validity Assessment ◽  
Students With Intellectual Disabilities ◽  
Digital Learning Objects

Digital Learning Objects (DLOs) as pedagogical complete structures of learning content contribute to science education. DLOs especially in the form of interactive simulations seem to be promising tools in physics teaching and learning for students with intellectual disabilities (ID). This study used an AB single subject design to evaluate the effects of four DLOs on students’ learning of transverse waves and simple pendulum motion in a special education high school setting. A functional relationship was found between students’ correct responses concerning both scientific terminology and physical phenomena understanding during probe sessions and the DLOs intervention. In addition, a social validity assessment that evaluated students’ attitudes on learning, quality, and engagement, showed that the DLOs helped students with ID to acquire physics content. The students also reported satisfaction from using the DLOs. Suggestions for future research include the design of DLOs especially for students with ID.

scholarly journals Effects of an Interview Article Writing Intervention Using Class-wide SNS on Writing Abilities and Self-Esteem of Students With Intellectual Disabilities and Peers’ Attitudes

2018 ◽  
Vol 34 (1) ◽  
pp. 27-40
Author(s):  
Zihyun Lim ◽  
Suk-Hyang Lee
Keyword(s):  
Middle School Students ◽  
Intellectual Disabilities ◽  
Writing Skills ◽  
Self Esteem ◽  
Future Research ◽  
Writing Intervention ◽  
School Students ◽  
Baseline Design ◽  
Students With Intellectual Disabilities ◽  
Multiple Probe

This study was to investigate the effects of a process-based approach to writing interview articles using class-wide social network site (SNS) on the writing abilities and self-esteem of middle school students with intellectual disabilities. It also aimed at investigating these effects on attitudes of the students’ peers who were interviewed. A multiple probe baseline design across participants was employed to assess the writing abilities of three students with intellectual disabilities. A one-group pre- and posttest design was used to examine the changes in the attitudes of peers toward the students with intellectual disabilities. The intervention improved the writing abilities of the three participants along with increases of their self-esteem. The participants’ peers in the inclusive classrooms also showed positive changes in their attitudes toward the students with intellectual disabilities. This study has significance in that teaching interview article writing using class-wide SNS was effective not only in promoting the writing skills of students with intellectual disabilities but in improving their peers’ attitudes toward them. Implications and directions for future research are discussed.

Teaching playground behavioural expectations to secondary age students with intellectual disabilities attending a special school

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
David Simó-Pinatella ◽  
Marisa Carvalho
Keyword(s):  
Intellectual Disabilities ◽  
Secondary Students ◽  
School Setting ◽  
Special School ◽  
Content Type ◽  
Students With Intellectual Disabilities ◽  
Special Education School ◽  
Adults With Intellectual Disabilities ◽  
Materials Used

Purpose School-wide positive behaviour support (SWPBS) is a proactive behavioural support system that fosters behaviour change in individuals in a school setting. This article aims to present a case example of teaching and reinforcing behavioural expectations in a special school. Design/methodology/approach This case study reflects different steps and materials used before and during the intervention in a special education school with 61 secondary students with intellectual disabilities. An AB design (A – baseline; B – intervention) was used to collect and analyze data. Findings Results suggest that teaching behavioural expectations as a universal measure may be feasible and positively impact school climate. Suggestions and recommendations for implementing SWPBS within a school are provided. Originality/value This case study provides a step-by-step guide illustrating the process of teaching and reinforcing behavioural playground expectations to young adults with intellectual disabilities attending a special school.

Implementation of Digital Learning Objects as Innovation in the Classroom Activities

2021 ◽  
pp. 119-133
Author(s):  
Jolita Horbacauskiene ◽  
Brigita Janiunaite
Keyword(s):  
Research Question ◽  
Learning Objects ◽  
Technology Enhanced Learning ◽  
Digital Learning ◽  
Technological Advancement ◽  
Main Research ◽  
Classroom Activities ◽  
Use Of Technology ◽  
Teacher Training Programs ◽  
Digital Learning Objects

Recent and ongoing technological advancement has resulted in omnipresence of technology everywhere. More importantly, the use of technology has become characteristic of today's education. Pedagogy as it is traditionally understood is now changing more swiftly than ever before. Scholars suggest that such shift is natural and needed because Industry 4.0 requires the type of education that anticipates and meets its demands or helps to solve its challenges. Even though technology-enhanced learning (TEL) promises positive changes, the lifetime of the smaller TEL units, namely digital learning objects (DLOs), is not necessarily a long one. In scientific discourse, there is considerable criticism towards unsustainable use of technology and innovative teachers' practices. The main research question focuses on what peculiarities and, especially barriers, occur when teachers implement DLOs and what aspects should be highlighted in teacher training programs for the adaptation to be implemented successfully.

Building Interactive and Immersive Imagery

2010 ◽  
pp. 169-200
Author(s):  
Shalin Hai-Jew
Keyword(s):  
Learning Objects ◽  
Digital Learning ◽  
Virtual Spaces ◽  
E Learning ◽  
Digital Learning Objects

The influence of immersive gaming and simulations on e-learning cannot be understated. While there has been some successful harnessing of interactivity and immersive spaces for e-learning, more awareness of related fundamentals may enhance e-learning. This chapter discusses the role of graphics in interactivity (live and automated) and immersion and strategies for creating effective interfaces, virtual spaces, contexts, agents, and 3D digital learning objects.

Open Social-Shared Animated GIFs for Peer-to-Peer Teaching and Learning

2022 ◽  
pp. 194-228
Keyword(s):  
User Interfaces ◽  
Teaching And Learning ◽  
Learning Objects ◽  
Graphical User Interfaces ◽  
Peer Teaching ◽  
Digital Learning ◽  
Learning Space ◽  
Shared Learning ◽  
Digital Learning Objects ◽  
Motion Images

In the open-shared teaching and learning space, the complexity of the shared learning contents vary. These range from stand-alone items and digital learning objects to full learning sequences and sets of resources. One humble object is the animated GIF, lightweight motion images used in graphical user interfaces (GUIs), expressive memes and commentary, emoticons, and other applications. Animated GIFs are fairly easy to create; they may be integrated into learning documents (handouts, slideshows, articles) and other objects, and it plays offline (and without the need for any downloadable player). This work involves an analysis of some available animated GIFs for education in social imagery collections. Based on findings, this work explores the viability of animated GIFs for various open-shared learning applications globally and some potential strategies and tactics, given real-world limits.

Being a Content Expert is Fun Again with Pachyderm

2007 ◽  
pp. 232-244
Author(s):  
Tom Hapgood
Keyword(s):  
Learning Objects ◽  
Learning Object ◽  
Digital Learning ◽  
Storage Devices ◽  
Promotion And Tenure ◽  
Content Expert ◽  
Organizational Information ◽  
Digital Learning Objects ◽  
Organizational Procedures ◽  
And Storage

This chapter discusses the reasoning behind the lack of the expected authoring of digital learning objects. It argues that the creation and dissemination of learning objects by university faculty have not occurred as a result of technical hurdles and frightening acronyms, lack of organizational procedures, unclear legal and ownership issues, and the ineffectiveness of “selling” the idea to faculty as part of the promotion and tenure process. The technology, interfaces and storage devices have been in place for some time, waiting for the learning object authors to publish their work. The Pachyderm 2.0 software is discussed as a tool for faculty to utilize. The author hopes that discussing and enumerating the obstacles to learning object authoring and dissemination, combined with the proposal of using the Pachyderm software along with a model of working with organizational information technology (IT) staff, will assist all involved in circulating successful digital learning objects.

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