Universal Design for Learning in Today’s Diverse Educational Environments

2014 ◽  
pp. 1-10
Author(s):  
Kathleen Bastedo ◽  
Jessica Vargas
Keyword(s):  
Learning Environments ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Stepping Stone ◽  
Design Learning ◽  
Barriers To Access ◽  
Educational Environments ◽  
Diverse Learning ◽  
Design For Learning ◽  
Made In

Learning can be difficult for a myriad of reasons and not just for those with disabilities and for those dedicated to teaching in its many forms. It can be next to impossible to accommodate the variety of students encountered in today’s diverse learning environments. This is where the principle of Universal Design for Learning (UDL) can be successfully applied. This chapter explores the strides made in creating content that brain-based research supports as a way for not only motivating students to learn, but also for allowing those with disabilities a way to learn that meets their specific needs. Although there is no one surefire way to design learning that teaches everyone, UDL is a stepping-stone to that pursuit. If implemented to its fullest potential, it can be a panacea to reducing many barriers to access and learning.

Drawing on Design to Improve Evaluation of Computer Supported Collaborative Learning

2004 ◽  
pp. 281-310
Author(s):  
John B. Nash ◽  
Christoph Richter ◽  
Heidrun Allert
Keyword(s):  
Social Context ◽  
Collaborative Learning ◽  
Human Computer Interaction ◽  
Learning Environments ◽  
Program Theory ◽  
Computer Supported Collaborative Learning ◽  
Theoretical Frameworks ◽  
Design Learning ◽  
Evaluative Thinking

This chapter addresses theoretical frameworks for the evaluation of computer-supported learning environments. It outlines the characteristics and obstacles this evaluation must face with regard to projects that design learning experiences, stressing the notion that human-computer interaction is imbedded in social context that is complex and dynamic. The authors examine how scenario-based design and program theory can contribute to the design and evaluation of computer-supported collaborative learning (CSCL) and present a case study in which both approaches are applied. Based on the revealed complementary frameworks, a compelling approach is drafted that combines both of them. Our goal is to make CSCL designers more aware of the benefits of evaluative thinking in their work and to introduce two tangible approaches to evaluation that, when implemented as a design step, can strengthen CSCL initiatives.

Assessing 3D Virtual World Learning Environments with the CIMPLe System

2010 ◽  
pp. 147-168
Author(s):  
Sean D. Williams ◽  
Deborah M. Switzer
Keyword(s):  
Learning Environments ◽  
Virtual World ◽  
Interface Design ◽  
Systems Design ◽  
Holistic Approach ◽  
Instructional Systems ◽  
Experience Design ◽  
User Experience Design ◽  
Design Learning ◽  
3D Virtual World

This chapter introduces an assessment rubric for virtual world learning environments (VWLEs) built from proven principles of user experience design, instructional design, interface design, learning theory, technical communication, instructional systems design (ISD), and VIE motivation theory. Titled the “CIMPLe System,” this rubric captures the ways that context, interactivity, motivation, presence, and cognitive load weave together to form a successful VWLE. The CIMPLe System offers an advance in how educators can assess the quality and predict the success of the VWLEs that they build. The holistic approach achieved in the CIMPLe System arises from the multidisciplinary approach represented in the tool. As designers consider what to build into the environment, they can refer to the CIMPLe System as a checklist to ensure that the environment meets the needs that the cross-disciplinary theory suggests are necessary.

scholarly journals Capturing Differences Of Engineering Design Learning Environments By Means Of The Vanth Observation System

2020 ◽  
Author(s):  
Lourdes Gazca ◽  
Enrique Palou ◽  
Aurelio López-Malo ◽  
Juan Manuel Garibay
Keyword(s):  
Engineering Design ◽  
Learning Environments ◽  
Observation System ◽  
Design Learning

Constructivist Learning Theory in Virtual Design Studios

2012 ◽  
pp. 139-162 ◽  
Author(s):  
Leman Figen Gül ◽  
Anthony Williams ◽  
Ning Gu
Keyword(s):  
Learning Environments ◽  
Virtual Worlds ◽  
Virtual World ◽  
Design Education ◽  
Teaching Experience ◽  
Constructivist Learning ◽  
Virtual Design ◽  
Design Learning ◽  
3D Virtual Worlds ◽  
Constructivist Learning Environments

In the authors’ design teaching, they have been employing virtual world technologies, allowing students the capacity to collaborate and design within a constructivist immersive design platform such as Second Life (www.secondlife.com) and Active Worlds (www.activeworlds.com). These environments support synchronous design communication and real-time 3D modelling. Particularly, 3D immersive design environments have the potential to make a major contribution to design education as constructivist learning environments. Based on authors’ teaching experience and the students’ learning experience, this chapter discusses 3D virtual world as constructivist learning environments that support team-based design and communication skill-building and presents the challenges faced by design education today. The chapter firstly provides a critical analysis of various design learning and teaching features offered in 3D virtual worlds as constructivist learning environments, secondly, identifies a number of key issues in addressing engagement and interaction in virtual design learning, thirdly, addresses the core skills and cognitive processes of designing in 3D virtual worlds, and finally, provides several strategies for the facilitation of virtual worlds as the constructivist design teaching platform.

Balancing Collaboration and Cognitive Load to Optimize Individual and Group Desirable Difficulties

2021 ◽  
pp. 073563312110351
Author(s):  
Priya K. Nihalani ◽  
Daniel H. Robinson
Keyword(s):  
Cognitive Load ◽  
Learning Environments ◽  
Individual Learning ◽  
Computer Networking ◽  
Technology Enhanced Learning ◽  
Desirable Difficulties ◽  
Design Learning ◽  
Simulation Based ◽  
Complex Technology ◽  
Enhanced Learning

We sought to identify factors that optimize individual learning in complex, technology-enhanced learning environments. Undergraduates viewed tutorials and played a simulation-based game either alone or in groups and in either high or low cognitive load sequences and later took tests measuring comprehension of tutorials and transfer of computer networking skills. A cognitive load by collaboration interaction was found for both immediate and delayed transfer measures, but not comprehension measures. Students working in groups performed best under high cognitive load whereas students working individually performed best under low cognitive load. These findings support the notions of optimal individual and group cognitive load and have implications for leveraging technology to design learning environments that allow students to collaborate and maximize individual learning.

scholarly journals Ambientes de aprendizaje basados en herramientas web para el desarrollo de competencias TIC en la docencia

2017 ◽  
Vol 2 (1) ◽  
pp. 28 ◽  
Author(s):  
María Mercedes Martín ◽  
Cesar Augusto Hernández-Suarez ◽  
Sonia Maritza Mendoza-Lizcano
Keyword(s):  
Web 2.0 ◽  
Learning Environments ◽  
Information Technologies ◽  
Information And Communications Technologies ◽  
Web 2.0 Tools ◽  
Ict Skills ◽  
Design Learning ◽  
Web Tools ◽  
Communications Technologies ◽  
Effective Inclusion

ResumenEl presente artículo realizó una reflexión sobre un nuevo entorno educativo donde docentes adoptaron estrategias pedagógicas incluyendo el uso de Medios y Tecnologías de Información y Comunicación (MTIC) como las herramientas Web 2.0 para diseñar ambientes de aprendizajes que permitan construir y compartir conocimientos. El escrito hizo un análisis sobre la formación del docente orientado a innovar y experimentar con las TIC y reflexionar sobre su uso, favoreciendo el desarrollo y la adquisición de diferentes competencias TIC que le permitan utilizar las herramientas y servicios procedentes de la Web 2.0, convirtiéndose en un medio más dentro del aula. Se concluyo con una visión general de la necesidad y conveniencia de implementar y usar estas herramientas y servicios de comunicación e información para una real inclusión en la Sociedad del Conocimiento.Palabras clave: Ambiente de aprendizaje, Medios y Tecnologías de Información y Comunicación (MTIC), Web 2.0, competencias TIC Learning environments based on web tools: concerning the development of ICT skills in teaching:AbstractThis article considers the possibility of a new educational environment in which teachers can embrace the teaching strategies that incorporate the use of Media, Information and Communications Technologies (MICT), such as Web 2.0 tools, in order to design learning environments satisfactory for the generation and sharing of knowledge. This paper analyzes the requirement of teacher training focused on the innovation and experimentation with ICTs and reflects on the use of these technologies, favoring the development and acquisition of different ICT skills which will allow teachers to use the tools and services stemming from Web 2.0, which in turn will transform into another teaching mechanism. The paper concludes with a general overview of the convenience and necessity of implementing these communication and information technologies for effective inclusion into the knowledge society.Key words: Learning Environment, Mediaand Information and Communications Technologies (MICT), Web 2.0, ICT competences  Ambientes de aprendizagem baseados em ferramentas web para o desenvolvimento de competências TIC no ensinoResumoEste artigo faz uma reflexão sobre um novo ambiente educacional onde os professores adotem estratégias pedagógicas que incluem o uso daMídia e Tecnologias de Informação e Comunicação (MTIC) como as ferramentas da Web 2.0 para projetar ambientes de aprendizagem que permitam construir e compartilhar conhecimentos. O presente estudo fez uma análise sobre a formação do professor, orientada a inovar e experimentar com as TIC e refletir sobre seu uso, promovendo o desenvolvimento e a aquisição de diferentes competências TIC que lhe permitamutilizar as ferramentas e serviços procedentes da Web 2.0, os quais se tornam outro médiodentro da sala de aula. Conclui-se com uma visão geral da necessidade e conveniência de implementar e usar estas ferramentas e serviços de comunicação e informação para uma inclusão real na Sociedade do Conhecimento. Palavras-chave: ambiente de aprendizagem, Mídia e Tecnologia da Informação e Comunicação (MTIC), Web 2.0, competências em TIC

scholarly journals Flipped Classrooms and the Pitfalls of Digital Learning

2020 ◽  
Author(s):  
Philipp Reisner
Keyword(s):  
Learning Environments ◽  
Flipped Classroom ◽  
Main Concern ◽  
Digital Learning ◽  
Student Centered ◽  
Self Organized ◽  
Design Learning ◽  
Flipped Classrooms ◽  
Digital Pedagogy ◽  
Teacher Dialogue

In the recent rise of digital learning, “flipped classrooms” have become a controversial subject. This new form of learning inverts the traditional conception of the classroom: instruction is transferred from the classroom to out-of-class (online) tasks such as pre-recorded lectures on the Internet, while class time is devoted to activities that put the knowledge into practice. These classrooms have been touted as learner-based and student-centered models of education. Yet there is still little evidence supporting the effectiveness of the flipped classroom at higher levels of education, especially in the humanities. Taking American studies as an example, I will examine some of the arguments in favor of this model, but also and most importantly some of the challenges facing the application of this new educational model in the humanities. In general, the main concern is that flipped classrooms may undermine student-teacher dialogue, viewing teachers as “moderators” who design learning environments geared to the students. At the same time, home-learning environments may compromise learner autonomy and limit learners’ opportunities for self-organized work and interaction with peers outside class. Ultimately, a critique of the concept of flipped classrooms is also a critique of the egalitarian aspirations of digital pedagogy in general.

Towards design learning environments — I: Exploring how devices work

1996 ◽  
pp. 493-501 ◽  
Author(s):  
Ashok K. Goel ◽  
Andrés Gómez de Silva Garza ◽  
Nathalie Grué ◽  
J. William Murdock ◽  
Margaret M. Recker ◽  
...  
Keyword(s):  
Learning Environments ◽  
Design Learning
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