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![Show What You Know Using Web & Mobile Apps [Infographic] | UDL - Universal Design for Learning | Scoop.it](https://img.scoop.it/09LcF0_SepOZDlKoKmrPbjl72eJkfbmt4t8yenImKBVvK0kTmF0xjctABnaLJIm9)
"Nowadays teachers and students have a variety of ways to show what they know and to express themselves. These web and iPad apps can turn students into teachers and teachers into super-teachers! Furthermore, most of the apps listed in the infographic are free of charge." Via John Evans, Kathleen McClaskey
Kathleen McClaskey's insight:
Tony Vincent has compiled a list of apps and web tools that can have learners express what they know and understand. This aligns well with the UDL (Universal Design for Learning) principle - Multiple Means of Expression and Action.
Thank you Tony! 
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"The principles of Universal Design for Learning provide educators with a framework to plan lessons to make instruction accessible to every student. In this course, we will work through six weeks of online activities. All of the activities are designed to further the team goal of experiencing free technology to help teachers plan lessons in a way that makes the content accessible to the widest possible audience. Throughout the course, participants will learn practical methodologies for representing content using multiple modalities, providing the means for students to demonstrate what they know using a variety of tools, and engaging learners using high-interest, authentic practices."
Kathleen McClaskey's insight:
Don't miss this six week ISTE course on UDL!
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At the following list you will find 19 Free Text to Speech tools that your students' will appreciate. Some of them you have to install and some you will install on your browser. The most awesome about these tools is that are FREE!
Kathleen McClaskey's insight:
Here is a great list of TTS tools to remove barriers to learning!
Paula Correia's curator insight,
April 29, 2013 3:00 PM
Parece -lhe bem poder converter qualquer texto escrito com o Microsoft Word em palavras faladas? E incluir a narração do texto nos seus slides de apresentação do PowerPoint ? Veja estas 19 ferramentas que o ajudam a fazer isso.
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This fact sheet is intended to help parents, educators and administrators learn more about how UDL can support gifted and talented students in their schools and districts.
>> How does UDL apply to learners who have gifts and talents? >> How does UDL allow learners with gifts and talents to succeed within the general education classroom? >> Can't other learners benefit from similar types of instruction? >> What is being done to promote the implementation of UDL? >> Where can I find more information?
Kathleen McClaskey's insight:
The National UDL Task Force has developed this FAQ to better understand the relationship between UDL and the gifted and talented.
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This powerful post from D. Mourlam describes the apps that can not only enhance lessons so they are universally-designed but can also be used by learners to express what they know. He provides a description of each app and what the UDL Connections are with each app.
> Videolicious and Flexible Methods of Expression and Apprenticeship > iMovie and Flexible Methods of Presentation > Skitch and Flexible Methods of Expression and Apprenticeship > Evernote and Flexible Methods of Expression and Apprenticeship > Twitter and Flexible Options for Engagement > Facebook and Flexible Options for Engagement > Prezi Viewer and Flexible Methods for Presentation > VoiceThread and Flexible Methods of Expression and Apprenticeship > Skype and Flexible Options for Engagement > Screen Chomp and Flexible Methods of Expression and Apprenticeship
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An ISTE SETSIG Webinar originally recorded on September 11th by Joy Zabala
"What are these initiatives? How do they compare and contrast? Join us to explore these questions and learn more about how they complement instructional technology and other strategies in ways that lead to flexible, engaging learning environments that support improved outcomes for all students."
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Michelle Meyer presents some excellent UDL strategies that can support the ELL Student. She describes a learner who has limited English proficiency and offers options to support that learner using the 3 UDL Principles with reference to specific UDL Guidelines and Checkpoints.
According to The Knowledge Loom, English language learners refer to students who have a first (home, primary or native) language other than English and are in the process of learning English. The article states there are at least three factors that can affect the amount of time it takes for a student to attain cognitive and academic sufficiency in English: > Age > Immersion in English > Similarity to English
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Elizabeth Bays' Prezi Presentation, Using UDL to Increase Student Connections to World Languages, at the 2012 IFLTA Conference - November 3, 2012.
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Principal Investigators of the Center on Online Learning and Students with Disabilities wrote this letter to express some concerns about the present participation of students with disabilities in online learning. They are beginning an investigation about the concerns that are outlined in this letter. Here is just a excerpt from this letter that outlined these concerns in nine broad areas.
"Several months ago we accepted the challenge of finding answers to important research questions about how online learning environments can be optimally designed and implemented to be accessible, engaging, and effective for all students, including students with disabilities. To accomplish this goal, the Center is conducting research to identify and verify trends and issues as well as describe potential positive outcomes and negative consequences related to participation of students with disabilities in online learning.'
While careful research ahead will be necessary to investigate these concerns, we think the entire educational community, from producers to consumers, should be aware of the issues that have come to our attention:
1. Complaints 2. Inconsistent Policies 3. Accessibility and Universal Design 4. Teacher Training 5. Monitoring and Accountability 6. Reasons for Placement 7. Social and Emotional Supports 8. Lack of Guidance 9. Inequities
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Implementing the principles of universal design in online learning means anticipating the diversity of students that may enroll in your course and planning accordingly. These ten key elements will greatly enhance the accessibility and usability of your course for students with and without disabilities.
Step 1: Develop content first, then design.
See explanation of these steps on www.ualr.edu
Richard G. Bush's curator insight,
January 4, 2013 1:54 PM
We have been doing this for the past three years. Establishing appropriate standards for course delivery, look and feel, and consistency goes a long way in establishing the foundation for a good learning experience for students.
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Excellent report on how to apply UDL principles in a Workforce Development Program.
"Universal Design for Learning (UDL) is an educational model for creating general curriculums that are accessible to all learners, regardless of learning style. This information brief is for professionals working directly with youth in workforce development programs. It explains the principles of UDL and how these principles can be used in work experiences and training settings to more effectively and efficiently engage all youth, including youth with disabilities. By incorporating UDL into workforce development programs, youth service professionals can use evidence-based practices to support youth as they prepare to transition from education to the workplace."
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This webinar will focus on the many universal design technologies built-in to the iOS. This will be followed by alternative access options to the iPad – from styluses, to keyguards, to switches. Access options built into the iOS and into specific apps will be also be discussed. We will cover the range of switch interfaces that offer compatibility to switch accessible apps – and participants will be given links to resources for finding switch accessible apps. This year has also seen the release of a few more comprehensive alternative access options – offering switch access between apps as well as within many apps. Some of these also offer control of your iPad via wheelchair joysticks. These more comprehensive hardware and software alternative access options will be covered – as well as a discussion of the role that the iOS accessibility features of VoiceOver and AssistiveTouch play in alternative access.
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Episode #101 of the A.T.TIPSCAST features a brief discussion about what comes next in one’s personal quest to learn more about the implementation of the Universal Design for Learning framework.
Download the audio directly or the PDF of the Transcript - Episode #101: UDL NEXT
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Kathleen McClaskey's insight:
A few years ago I met Alex at an ISTE Conference and want to say that she has a wealth of experience and knowledge in using tools with diverse learners. Alex is a speech language pathologist with the Upper Canada District School Board (UCDSB) and she will be sharing both UDL strategies and iPad apps that are engaging for ALL students. She will also introduce class profiling as a valuable strategy for teachers. Don't miss this webinar as you will walk away with ideas that you can use in your classroom tomorrow!
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The IMPLEMENT sessions offer UDL implementation examples, supports for using the UDL Guidelines for curriculum design & instruction, and UDL tools, resources, and processes for effective classroom implementation of UDL.
Kathleen McClaskey's insight:
The National Center on UDL is pleased to announce the launch of a new UDL Series session, UDL Implementation: A Process of Change.
Please join us starting on Thursday, January 10th to learn about the UDL implementation process. In this session, CAST and district leaders describe the five phases of UDL implementation and offer examples of how districts apply the principles of UDL to decision-making and planning.
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This week’s session in the UDL course focused on UDL in transition planning. This really hit home for me as I have been supporting my teenage daughter with significant disabilities through postsec...
Kathleen McClaskey's insight:
A father shares how the UDL lens helped in developing a transition plan for his daughter, Brooke. Discover how each UDL principle was used in developing that plan. Here is just the first:
Principle 1: provide multiple means of representation
>> Connected Brooke with volunteer opportunities at a dog rescue and kennel to explore hands on what it means to be in a career working with animals, and used a guitar, youtube videos, and iPad apps for pianos, to explore her interest in music
>> Explored www.alife4me.org for community career ideas.
Communica8GH's curator insight,
December 30, 2012 7:26 AM
You won't want to miss this if you help with transitions.
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Moving Up….UDL in Higher Education I’ve talked about how UDL can be used in the public school setting; the value of UDL, the how of UDL, the things to consider when making systemic changes to implement UDL, and a variety of methods of using UDL. But, as I’ve learned this week (and suspected all along), UDL can be used at the Higher Education level as well!
Kathleen McClaskey's insight:
The author provides some advice on how UDL can be implemented in higher ed and then provides examples of where UDL is in colleges along with a set of resources these colleges us to implement UDL.
"To implement UDL at the college levels, perhaps it should be incorporated into the college mission, purpose, strategic plan. To be effective, obviously resources and trainings must be provided to professors."
Here is some of the author's final thoughts on the advantages of implementing UDL principles at all levels of education.
"However, as more and more institutions of higher education begin to implement UDL framework principles, students will be better prepared for their futures as they learn how to learn and how to engage in their own learning process. It makes sense that K-12 school systems and institutions of higher education move towards implementing UDL together."
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Don't miss this ISTE SETSIG Webinar presented by Alex Dunn:
"iPads as Part of a Universal Design for Learning Toolki" December 4, 7-8 pm (ET)
Class profiling and goal selection act as the starting point for exploring how apps, accessibility features and the integration of the iPad with external devices (switches, interactive whiteboards) can provide multiple means of representation, expression and engagement for ALL in collaborative, inclusive learning environments.
Speaker: Alex Dunn is a Speech-Language Pathologist at the Upper Canada District School Board and president of Inclusioneers, Alex Dunn has presented across the USA, Canada, Germany, England, Spain, exploring technology (SMART Technology, iDevices, Assistive Technology) and theory as part of Universal Design for Learning Toolkit to ensure ALL students, achieve the goal of meaningful educational, social participation.
Register on this site and take a look at the great archived webinars!
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"The learning environment is what will help create community. Before anything, students need to feel safe. Not just physically safe, but safe to learn how they learn, safe to think “outside the box”, safe to ask questions, safe to make mistakes, safe to be who they are. I recently read a post by Jackie Gerstein, a friend and mentor who talks passionately about the importance of community in the classroom (It’s About Connections Not Content). Below, I talk about the learning spaces to honour all learners. It is my intention to help these students find their passions, their gifts, and their understanding of themselves."
Read about the Top 10 Learning Spaces that are universally designed in a gifted classroom. > The Circle > Comfort and Escape > Exercise > Game > Apple TV, Reflection, Interaction > Group Think Tank and iPad Center > Weekly Schedule, Handouts and TEA > Choices and Voices > Online > Community
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UVM has done an excellent job of presenting examples of UDL in practice, specific to the UDL Guidelines. These examples illustrate instructional flexibility to support learning diversity!
"The goal of education in the 21st century is not simply the mastery of knowledge. It is the mastery of learning. Education should help turn novice learners into expert learners-individuals who know how to learn, who want to learn, and who, in their own highly individual ways, are well prepared for a lifetime of learning. Universal Design for Learning (UDL) is an approach that addresses and redresses the primary barrier to making expert learners of all students: inflexible, one-size-fits-all curricula that raise unintentional barriers to learning. Learners with disabilities are most vulnerable to such barriers, but many students without disabilities also find that curricula are poorly designed to meet their learning needs.
Diversity is the norm, not the exception, wherever individuals are gathered, including schools. When curricula are designed to meet the needs of the broad middle at the exclusion of those with different abilities, learning styles, backgrounds, and even preferences, they fail to provide all individuals with fair and equal opportunities to learn. Universal Design for Learning helps meet the challenge of diversity by suggesting flexible instructional materials, techniques, and strategies that empower educators to meet these varied needs. A universally designed curriculum is designed from the outset to meet the needs of the greatest number of users, making costly, time-consuming, and after-the-fact changes to curriculum unnecessary."
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"The central question of Universal Design for Learning (UDL) surrounds the idea of barriers to learning: Is the child “disabled”? Or, could we more accurately say that many of our school environments are disabling to children?
We understand, through UDL, that environments can disable learning and the significance of identifying and eliminating barriers to access. Further, we understand that children whose learning is obstructed by the environment, can sometimes behave in challenging ways. CPS takes this one step more, encouraging teachers to recognize that even children with no physical or cognitive barriers to learning, may struggle with emotional barriers. These may be difficult to identify at times, but identifying and collaboratively addressing these barriers is as essential to our work as it is to ensure that children can work within their preferred learning style, or have access to assistive technologies. This doesn’t mean that the demands of the environment are wrong – “no hitting” is a fair and realistic rule, for instance – simply that some children don’t have the skills to abide by these expectations and that preparing them to do so is a teaching task, not a task of punishment.
If we believe (and I do), that children who fail to be engaged in school work and learning are in some way disabled by their environments, then I feel we must believe the same of behaviour. Rather than labeling children with unkind and unhelpful descriptors such as “unmotivated” or “defiant”, we need to see challenging behaviours as expressions of an inability to meet the demands of the environment."
Katia Reid asks: "Do you see the same relationship to UDL that I am seeing? I’d love to hear your thoughts!"
Principal dd's curator insight,
February 7, 2013 3:45 PM
What a perfect lead-in / intro to a staff meeting discussion around inclusion and integration with adaptations! Katia Reid puts it in perfect 'focus' from a perspective we can all appreciate:
"Sitting in a large lecture theatre for a presentation that I was attending voluntarily, I reached into my purse for my glasses and realized I had forgotten them at home. The lecture was two hours long and although my hearing is fine, being within a visual fog that made it impossible to see the lecturer was frustrating. After a while, I gave up trying to listen, and I took out my cell phone instead." How many of us experience this scenario on similar levels ... yet we know there are students in every classroom experiencing this same scenario. They're usually the easist to identify ... they 'self-identify' through inappropriate behaviour!
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Share this video far and wide so that educators everywhere can begin to understand AIM!
"The National Center on Accessible Instructional Materials and PACER Center are pleased to announce the release of our new video explaining Accessible Instructional Materials in easy to understand language. This fully-captioned video is designed to increase awareness of AIM. We invite you to view and share this video with your colleagues and the families you serve."
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Who is the Expert Learner?
The Universal Design for Learning (UDL) perspective for the Expert Learner is for a learner to be: > Strategic and goal-directed > Purposeful and motivated
Then how can you develop expert learners with voice and choice?
When learners have the opportunities to say what they think and be heard by their peers and others, they feel their opinions and perspectives are valued and appreciated. Think about yourself as a learner and what it might feels like if you have a voice in how you learn and even influence decisions about teaching and learning.
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"Bringing UDL to Scale: Establishing Critical Elements
In 2010, the UDL-Implementation and Research Network (UDL-IRN) (http://udl-irn.org/) was formed in collaboration with CAST and the National Center on UDL as a grassroots global network of educators, researchers, and developers focused on scaled implementation and research around UDL. Recognizing that UDL implementation will and should look different across different systems, it must also be acknowledged that a flexible fidelity of implementation is needed to support scaled practice. Based on this notion, members from the UDL-IRN undertook the task of developing a 1-page document that defined the Critical Elements of UDL-based instruction. Moreover, the goal was to develop a document that was user-friendly and meaningful to educators. After roughly a year of work with various groups, the UDL-IRN adopted and slightly modified version of a document developed in Michigan." (Elements outlined in this blog).
"Moving from Critical Elements to Instruction Planning
The next step for the UDL-IRN was to move forward on developing guidance for the instructional planning process. Using the Critical Elements as a springboard, the UDL-IRN developed an instructional planning process that aligns with the notion of backwards planning. This process has teachers establish clear goals, develop a plan for anticipated learner variability, develop a plan for how to measure outcomes, then plan instruction, and finally promotes a guided question for teacher reflection and understanding. The UDL Instructional Planning Process understands the iterative design notion of UDL implementation."
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Jackie Gerstein shares Wes Fryer's "Making Media for the Curriculum" that illustrates the media that can support multiple means of expression and ways for all leanrers to demonstrate understanding of the content.
The following guidelines related to Provide Multiple Means of Action and Expression are addressed when learners make personalized meaning of the content:
> Use social media and interactive web tools (e.g., discussion forums, chats, web design, annotation tools, storyboards, comic strips, animation presentations) > Compose in multiple media such as text, speech, drawing, illustration, comics, storyboards, design, film, music, visual art, sculpture, or video > Use web applications (e.g., wikis, animation, presentation)Use story webs, outlining tools, or concept mapping tools
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add your insight...
This is delicious to look at.
This info graphic shows multiple ways that our 2e kids can process, retell, and "show" what they know without ever having to put pencil to paper. At last, light at the end of the tunnel for our very visual kids with dygraphia!