Universal Design Principles and Technology-Supported Learning in the Digital Era: Assistive Technologies in Inclusive Learning

2019 ◽  
pp. 107-127 ◽  
Author(s):  
Sunagul Sani-Bozkurt
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Universal Design ◽  
Design Principles ◽  
Assistive Technologies ◽  
Point Of View ◽  
Effective Learning ◽  
Digital Era ◽  
Inclusive Learning ◽  
The Right

Today, providing all learners with technology-supported learning environments has become important due to the use of new technological advancements in learning environments. All learners have the right to benefit from these advancements in an equal learning environment. One of the factors which play an important role in providing an equal and effective learning environment is learner characteristics. The learning pace and style of each learner are different. Universal design principles and assistive technologies play a big role in providing learning environments in the context of such individual differences. From this point of view, creating inclusive learning and inclusive learning environments which consider learner variety and differences specific to each learner and providing technology-supported learning environments utilizing universal design principles and assistive technologies are discussed in this chapter.

Using the SAMR and UDL Models to Differentiate Online Instruction

2020 ◽  
pp. 141-157
Author(s):  
Joanne Caniglia ◽  
Michelle Meadows
Keyword(s):  
Online Learning ◽  
Students With Disabilities ◽  
Learning Environments ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Interactive Software ◽  
Review Of The Literature ◽  
Online Learning Environments ◽  
Inclusive Learning ◽  
Design For Learning

The purpose of this chapter is to discuss two frameworks that are useful for integrating and differentiating technology within online learning environments for students with disabilities: Universal Design for Learning (UDL) and the Substitution, Augmentation, Modification, Redefinition Model (SAMR). Following a review of the literature of each framework, the interactive software program, Desmos®, will be used to demonstrate how to integrate these two models. Finally, the authors make recommendations that will support all students to benefit from an online environment and engage in inclusive learning experiences.

scholarly journals The usability of augmented reality in open and distance learning systems: A qualitative Delphi study

Open Praxis ◽  
2020 ◽  
Vol 12 (2) ◽  
pp. 283
Author(s):  
Hakan Altınpulluk ◽  
Mehmet Kesim ◽  
Gulsun Kurubacak
Keyword(s):  
Distance Learning ◽  
Augmented Reality ◽  
Data Collection ◽  
Learning Environments ◽  
Delphi Technique ◽  
Universal Design ◽  
Design Principles ◽  
Primary Data ◽  
Data Collection Tool ◽  
Open And Distance Learning

The main purpose of this research is to determine the usability of augmented reality in open and distance learning environments in accordance with universal design principles, and to make predictions for the future by gathering expert opinions on this subject using the Delphi technique. The Delphi technique was applied to 14 expert participants for 3 rounds as the primary data collection tool with open ended questions based on the theoretical framework. Structured interview questions were used as a secondary data collection tool and were applied during an academic exchange in China. In the Delphi technique used as the primary data collection tool, 92 themes were evaluated by experts and accepted as usability principles by end of this research. Therefore, 92 themes under 21 titles were presented for the use of augmented reality within the framework of universal design principles in open and distance learning. This research may be the first unique study on the usability of augmented reality not just as the convergence of this technology with open and distance learning environments but also incorporating the learning and communication dimensions of this convergence, thereby contributing to the literature of the field. It is imperative to determine the usability of augmented reality in open and distance learning, along with the “how” of this use in application. In this regard, the findings of this study are significant in shedding light to the enrichment, diversification and increased interaction of open and distance learning environments in accordance with universal design principles, bringing a new perspective to how a different technology convergence may be conducted, providing further accessibility.

scholarly journals Organizing and Sustaining Inclusive Learning Environment: International Practices

2020 ◽  
Vol 7 (1) ◽  
pp. 122-128
Author(s):  
Sergiy Sydoriv
Keyword(s):  
Best Practices ◽  
Learning Environment ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Parental Support ◽  
National Level ◽  
Educational Systems ◽  
Special Educational Needs ◽  
Inclusive Learning ◽  
The Right

Teacher training in different countries has its peculiarities. Principles of inclusive education are universal, yet existing societal beliefs and values, policy and hidden curriculum in schools and preschool, parental support and advocacy demand taking them into account. In orderto adhere to the principles and ideas of inclusive education teachers should be able to organize and sustain inclusive learning environment in their classrooms and outside. It is researched that many countries have long history of including students with special educational needs and disabilities and their experience may be viable for teachers’ trainers, administrators and educators in those countries who has just started inclusion on a national level. Sharing the best practices and strategies and adapting them to the local peculiarities is the key to successful inclusion students with disabilities. The article gives various examples of how scholars define inclusive learning environment, what its characteristics and components are. International legislation, which proclaims the right of a person to education and regulates inclusion is the model for national laws as well it is developed and influenced by them. The study identifies legislative models for implementing Article 24 of the CRPD consistent with its principles and obligations and suggests the priorities to be incorporated into domestic legislations. It is highlighted that every country has stories of success, best practices, which may prove highly effective, applied to educational systems of other countries. Therefore, as proved it is important to exchange these practices, conduct research and gather evidence to create effective inclusive learning environment and train pre-service and in-service teachers to organize and sustain it.

Hints for Improving Motivation in Game-Based Learning Environments

2011 ◽  
pp. 530-549 ◽  
Author(s):  
Jean-Charles Marty ◽  
Thibault Carron
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Game Design ◽  
User Model ◽  
Point Of View ◽  
Game Based Learning ◽  
Game Play ◽  
Learning Session ◽  
Real Experiment ◽  
Learning Games

In this chapter, the authors propose to address two main items contributing to motivation in Game-Based Learning Environments: the flexibility of the system and the immersion of the users in the system. The chapter is split into three sections. The first one deals with the need for adaptation from both the teacher’s and the learners’ point of view. The authors need to collect traces about pedagogical activities in order to propose observation features for updating a user model adapted for learning games. This user model is seen as an explicit collaborative object displayed in the game. The second section concerns the necessity of keeping the users immersed in the game and gives some guidelines for immersion concerning game design, game play and metaphorical support. The last part illustrates these points through a game-based learning environment called “learning adventure”. The generation of a learning session in the environment is described and a real experiment is used as a support for explaining the concepts presented above.

Cultural Inclusivity in Online Learning

2015 ◽  
pp. 76-88 ◽  
Author(s):  
Karen L. Milheim
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Cultural Difference ◽  
Traditional Classroom ◽  
Online Course ◽  
Classroom Environments ◽  
Student Group ◽  
Effective Learning ◽  
Cultural Inclusion ◽  
Inclusive Learning

This chapter addresses the complexities of building an effective learning environment in light of a diverse, multicultural student group. Existing research focuses on how to foster learning in traditional classroom environments, comprised of students from varied cultures and backgrounds. Yet, little is known about what strategies towards cultural inclusion are effective in an online learning environment. This chapter discusses the influence of cultural difference in online learning and provides ways courses can be more inclusive. This chapter is beneficial for instructors, course designers, and administrators who want to learn more about how to foster a culturally inclusive learning environment in online course settings.

scholarly journals MEMBANGUN KARAKTER PADA ANAK USIA PRASEKOLAH

2018 ◽  
Vol 1 (1) ◽  
pp. 15-24
Author(s):  
Bambang Samsul Arifin
Keyword(s):  
Negative Impact ◽  
Daily Basis ◽  
Moral Values ◽  
Public Affairs ◽  
Point Of View ◽  
Good Program ◽  
Effective Learning ◽  
The Right ◽  
Do The Right Thing ◽  
Meaningful Communication

Preschool children—as we have known—have much potential which could be used as a basis to build up their character, either in family, school, and society. Their potential therefore needs to be nurtured to help them to achieve their potential to the fullest. But daily life nowadays—could bring negative impact on their development. The intensity of meaningful communication in daily conversation between children and their parents—was seen as a major obstacle on this process, which then becoming the main reason behind the unsuccessful learning of moral values, honesty, and manners. This condition then have negative impact on their character—as we have seen today—many children has emotional disturbance, violent, and shows an inappropriate behaviors.From this phenomenon, a couple effective approaches could be used to design an effective learning good program for their character development—which are knowing the good, reasoning the good, feeling the good, and acting the good. From this approaches point of view—altering their behavior and make good manners as habit were seen as the best approaches available, since altering behavior can be very effective way to develop their character and potential to the fullest. Their character behavior would also be affected by the daily basis learning and natural conditioning to make a good behavior as a habit.Character development for children in this case are including personal character which is an accumulation of goodness that will drive individuals to do the right thing, have a strong self consciousness on moral values, become a good member of society, ethical, knows which is right and wrong, and act consistently on Golden Rules. Aside from it, nationhood and citizenship characteristic is need to be developed too—where this trait is the accumulation of the personal goodness and set of moral and culture values such as an obedience to the state authority, laws, responsibility, fairness and active participation on public affairs.

Using Learning Platforms to Support Communication and Effective Learning

2012 ◽  
pp. 104-114
Author(s):  
Johanna M. Armitage
Keyword(s):  
Information Technology ◽  
Learning Environment ◽  
Learning Environments ◽  
Effective Learning ◽  
Personalised Learning ◽  
On Line ◽  
Learning Platforms ◽  
Unit Of Work

This paper describes the development of resources for a unit of work for the English National Diploma in Information Technology. These on-line resources are designed to support a personalised learning environment that maximises opportunities for students to achieve greater control of their own learning and progression. The resources are designed to promote metacognition, with the intention of encouraging students to think about how they learn and how they can progress most effectively. The resources were developed to explore ways forward in developing personalised learning environments and implications for research on wider implementation across all National Diplomas.

Improve Collaboration Skills Using Cyber-Enabled Learning Environment

2015 ◽  
pp. 1419-1435
Author(s):  
Yujian Fu
Keyword(s):  
Learning Environment ◽  
Learning Outcomes ◽  
Learning Environments ◽  
Communication Skills ◽  
Effective Learning ◽  
Object Oriented Design ◽  
Stem Programs ◽  
Collaboration Skills ◽  
Grouping Students ◽  
Collaboration And Communication

Collaborative learning methods have been widely applied in online learning environments to increase the effectiveness of the STEM programs. However, simply grouping students and assigning them projects and homework does not guarantee that they will get effective learning outcomes and improve their collaboration skills. This chapter shows that students can improve their learning outcomes and non-technical skills (e.g. collaboration and communication skills) through the cyber-enabled learning environment. The data was collected mainly from software engineering and object-oriented design classes of both graduates and undergraduates. The authors apply a blended version of education techniques by taking advantage of online environment and classroom teaching. Based on the study, the authors show that students can improve their collaboration and communication skills as well as other learning outcomes through the blended version of learning environment.

Design Principles for Social Software in E-Learning

2007 ◽  
pp. 248-270
Author(s):  
Jon Dron
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Web 2.0 ◽  
Learning Environments ◽  
Design Principles ◽  
Social Software ◽  
Learning Trajectory ◽  
Online Learning Environment ◽  
Networked Learning ◽  
E Learning

This book offers an exploration of the ways that a learning trajectory is determined, and, in particular, how an online learning environment can affect that trajectory. It provides suggestions about how, primarily through technologies that underlie what is vulgarly known as “Web 2.0,” networked learning environments should be constructed to give control to learners if they need it, as they need it, and when they need it.

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