scholarly journals From the Classroom into Virtual Learning Environments: Essential Knowledge, Competences, Skills and Pedagogical Strategies for the 21st Century Teacher Education in Kenya

2021 ◽  
Author(s):  
Catherine Adhiambo Amimo
Keyword(s):  
Teacher Education ◽  
Online Teaching ◽  
Universal Design For Learning ◽  
Meta Analysis ◽  
Virtual Learning ◽  
Theory And Practice ◽  
Adoption Of Technology ◽  
Design For Learning ◽  
Moderator Model ◽  
Essential Knowledge

As teachers in Kenya begin to migrate from the classroom to virtual learning spaces following COVID 19 pandemic, there is pressing need to realign Teacher Education to requisite Knowledge, competences, skills, and attitudes that will support online teaching. This chapter explores these needs using a combination of lived experiences and literature review that captured a meta-analysis of research trends on e-learning. While trends in Teacher Education indicate progression towards adoption of technology, there are disparities between the theory and practice. Evidence from recent research and reports; and the recollected experiences confirmed knowledge, competence, skills and pedagogical gaps in the implementation of online learning, that have been exacerbated by COVID-19. The researcher recommends that teacher education should sensitize and train teacher trainees on how to access, analyze and use new knowledge emerging with technology; they also should be coached on how learners learn with technology and on fundamentals of the communication process. Particularly the course on educational technology, should focus on how to create and manage online courses. The 5-stage E-Moderator Model and Universal Design for Learning (UDL) are recommended as effective pedagogical scaffold for online teaching.

Universal Design for Learning

2017 ◽  
pp. 38-59
Author(s):  
James Cressey
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
Universal Design ◽  
Universal Design For Learning ◽  
State Standards ◽  
Curriculum Materials ◽  
Instructional Planning ◽  
Elementary Teacher Education ◽  
Unique Position ◽  
Design For Learning

Universal Design for Learning (UDL) is a framework for curriculum and instructional planning through which educators can maximize accessibility and minimize barriers that are often experienced by learners. Teacher educators are in a unique position to introduce UDL to future elementary teachers and support them in developing inclusive pedagogical methods early on in their careers. While Common Core State Standards can guide educators in what to teach, UDL provides a framework for how to teach. Education technology tools are used extensively within UDL to make curriculum materials more accessible and engaging. In this chapter, the UDL framework will be described along with many specific applications within elementary teacher education.

Meeting the Needs of Exceptional Students

2012 ◽  
pp. 28-44 ◽  
Author(s):  
Timothy J. Frey ◽  
E. Ann Knackendoffel
Keyword(s):  
Teacher Education ◽  
Learning Environments ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Teacher Education Programs ◽  
Exceptional Students ◽  
Education Programs ◽  
Design For Learning ◽  
K 12

Today’s K-12 classrooms are learning environments that present teachers with the challenge of meeting the diverse needs of learners. Utilizing technology and the principles of Universal Design for Learning (UDL) can help teachers to meet the exceptional needs of learners in a variety of areas. This chapter presents ideas and strategies to utilize technology to facilitate the implementation of UDL principles (using multiple means of representation, engagement, and expression in the design of instruction) in teacher education and K-12 classrooms. Each principle of UDL is described, and examples of technology that can support implementation of the principle are shared. The chapter concludes with considerations for teacher education programs including providing modeling of UDL instruction and designing instruction with UDL in mind.

Universal Design for Learning

2020 ◽  
pp. 137-158
Author(s):  
James Cressey
Keyword(s):  
Teacher Education ◽  
Culturally Responsive ◽  
Teacher Educators ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Instructional Planning ◽  
Elementary Teacher Education ◽  
Culturally Responsive Practices ◽  
Design For Learning ◽  
Structural Inequities

Universal Design for Learning (UDL) is a framework for curriculum and instructional planning through which educators can maximize accessibility and minimize barriers that are often experienced by learners. Culturally responsive practices strengthen and complement UDL by framing accessibility as an equity goal and prompting educators to examine ableism, racism, and other structural inequities. Teacher educators are in a unique position to introduce UDL to future elementary teachers and support them in developing inclusive pedagogical methods early on in their careers. Education technology tools are used within UDL to make curriculum materials more accessible and engaging. In this chapter, the UDL framework will be described along with culturally responsive applications within elementary teacher education.

Universal Design for Learning (UDL) Guidelines for Mobile Devices and Technology Integration in Teacher Education

2018 ◽  
pp. 1-21 ◽  
Author(s):  
Neal Shambaugh ◽  
Kimberly K. Floyd
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Public Schools ◽  
Technology Integration ◽  
Mobile Devices ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Flexible Technology ◽  
Design For Learning ◽  
Teacher Education Faculty

Universal Design for Learning (UDL) guidelines provide recommendations for flexible technology integration in teacher education. With the advent of mobile devices, such as smartphones and tablets, how do educators in teacher education programs (teacher education faculty, preservice teachers, public school teachers) use mobile devices within a flexible curriculum that addresses the learning of diverse students? Section one of this chapter describes the legal and administrative context for accessibility, the UDL conceptual framework, technology integration in teacher education, the TPCK model for technology integration, and the use of mobile devices in teacher education. Section two provides recommendations for applying UDL principles to mobile devices in public schools.

Instructional Design for Simulations in Special Education Virtual Learning Spaces

2020 ◽  
pp. 254-267
Author(s):  
Kimberly K. Floyd ◽  
Neal Shambaugh
Keyword(s):  
Special Education ◽  
Instructional Design ◽  
Universal Design For Learning ◽  
Virtual Learning ◽  
Students With Special Needs ◽  
Decision Cycle ◽  
Design For Learning ◽  
Learner Differences ◽  
Teachers And Parents ◽  
Learning Principles

Virtual learning environments provide new teachers with experiences to apply knowledge of learner differences to semi-authentic learning situations involving students with special needs, teachers, and parents. Instructional design provides a systematic process to document instructional designs in an undergraduate special education course, which has students apply universal design for learning principles. A variation of instructional design designed for teacher education, the teacher decision cycle, documents the teaching decisions behind the use of TLE TeachLivE to provide simulated experiences in virtual learning settings, as well as supporting activity structures. Implementation guidelines are provided.

scholarly journals Leveraging Course Quality Checklist to Improve Online Courses

2021 ◽  
Vol 10 (1) ◽  
Author(s):  
Hitesh Kathuria ◽  
David Wayne Becker
Keyword(s):  
Online Teaching ◽  
Course Design ◽  
Online Courses ◽  
Universal Design For Learning ◽  
Course Quality ◽  
Daunting Task ◽  
Design For Learning ◽  
Compliance Requirements ◽  
Time Required ◽  
Quality Checklist

Designing high quality, interactive online courses in a technologically rich environment can be a daunting task even for experienced faculty. This process becomes more difficult when faculty are teaching multiple classes, juggling service and research/creative scholarship. In order to help faculty focus on key aspects of online teaching and course design, we developed a checklist with links to institutional resources which help faculty meet several best practices for online teaching. Use of checklists and rubrics to meet quality assurance standards is common (e.g. - OLC OSCQR Course Design Review Scorecard, 2018; Quality Matters Higher Education Rubric, 2018), however they vary significantly with the time required to review a course (Baldwin, Ching, & Hsu, 2018). Our goal was to create a checklist that helps faculty design basic elements of the course and expedite the self-review process.  Given the current COVID-19 situation, when instructors were suddenly asked to teach remotely, this Course Quality Checklist will help faculty self-review their existing or new online course via multiple lenses such as course orientation, policies, organization, alignment, as well as Universal Design for Learning and interaction. Faculty may use this checklist to create a clear and consistent structure within their course. The checklist also links to several online, just-in-time resources (e.g. course templates, design and pedagogy training, and standards for interaction and accessibility). This will ensure they meet essential standards, save time, reduce cognitive load, and meet specific compliance requirements. 

Implementing Universal Design for Learning in the Virtual Learning Environment

2021 ◽  
pp. 42-66
Author(s):  
Andrea Harkins Parrish ◽  
Jennifer Lee Kouo ◽  
Lisa Beth Carey ◽  
Christopher Swanson
Keyword(s):  
Learning Environment ◽  
Universal Design ◽  
Current Knowledge ◽  
Universal Design For Learning ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Learning Framework ◽  
Educational Professionals ◽  
Design For Learning ◽  
Recent Trends

This chapter presents an overview of learner variability and addresses how the Universal Design for Learning framework can be applied to meet the diverse needs of all students in a virtual learning environment. Emphasis is placed on how educational professionals at multiple levels can apply their current knowledge to design and implement effective and universally designed instruction through multiple means of engagement, representation, and action and expression. It also addresses the importance of providing specialized instruction, including how educators can provide federally protected educational supports in virtual learning environments. The authors provide directions for further examination of virtual learning and the implications of this instructional delivery model for meeting the needs of all learners in light of recent trends.

Instructional Design for Simulations in Special Education Virtual Learning Spaces

2020 ◽  
pp. 356-369
Author(s):  
Kimberly K. Floyd ◽  
Neal Shambaugh
Keyword(s):  
Special Education ◽  
Instructional Design ◽  
Universal Design For Learning ◽  
Virtual Learning ◽  
Students With Special Needs ◽  
Decision Cycle ◽  
Design For Learning ◽  
Learner Differences ◽  
Teachers And Parents ◽  
Learning Principles

Virtual learning environments provide new teachers with experiences to apply knowledge of learner differences to semi-authentic learning situations involving students with special needs, teachers, and parents. Instructional design provides a systematic process to document instructional designs in an undergraduate special education course, which has students apply universal design for learning principles. A variation of instructional design designed for teacher education, the teacher decision cycle, documents the teaching decisions behind the use of TLE TeachLivE to provide simulated experiences in virtual learning settings, as well as supporting activity structures. Implementation guidelines are provided.

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