Universal design for learning aims to proactively remove barriers to learning for all students. As previously mentioned, text to speech is one way to improve access to text. This reflection will focus on other universal design features such as the inclusion of multimedia content and choice assessments.
One of the benefits of electronic texts, is the ability to hyperlink to other content, especially multimedia content, such as video. Having previously taught this topic, Shannon had several YouTube videos bookmarked which we wanted to include in our eBook. The videos provide a first hand visual account of the land and key characteristics of the area around the three communities. Initially we linked the video to text in our eBook but we felt that this was somewhat awkward for a few reasons. First of all, when you click on a link in iBooks on the iPad, Safari automatically opens and you are directed to the link. However, you must manually find your way back to iBooks after you have explored the link. Secondly, we were worried about the other content on the YouTube page when the video is opened. This content can change daily and is not always appropriate. We began searching for alternatives and found an iBooks widget from Bookry for embedding YouTube videos. Using this widget, the video still plays from YouTube so we are adhering to copyright rules. When clicked on, the video widget may take a second or two to load, but opens full screen in iBooks without any other distracting YouTube content. Additionally, there is an “X” in the corner to close the widget and easily return to iBook. We feel that this widget will increase usability of the textbook.
Providing choice is another key feature in universal design for learning. Throughout each section in our eBook, we included “Your Turn” activities which provide formative assessment. Where applicable, we included three choices for student activities to appeal to different learning styles and abilities. Larson (2010) points out that this personalization and differentiation are key advantages of using eBooks over traditional paper books. We also feel that by allowing students to use different modalities such as video or images to represent their learning, construct validity is improved. Traditional learning activities often focus on how well the student can read and write and we want to assess the social studies outcomes.
Although, I am open to students showing what they know using any tool, we deliberately chose to highlight three apps throughout the first three sections of the eBook. Our rationale behind this is that our young students will also be learning the tool, or app, as well as learning the content. By repeatedly offering the same three tools, we can build independence and student capacity for peer mentoring on the technology tools. For the review section, we included a choice board for summative assessment and did not indicate any tools students must use. Our hope is that by having more exposure to tools available on the iPad that the students will be able to choose an appropriate tool to present their learning in way that best suits their learning style and ability.
References
Larson, L. C. (2010). Digital readers: The next chapter in e-book reading and response.
The Reading Teacher, 64, 15-22. doi:10.1598/RT.64.1.2
One of the benefits of electronic texts, is the ability to hyperlink to other content, especially multimedia content, such as video. Having previously taught this topic, Shannon had several YouTube videos bookmarked which we wanted to include in our eBook. The videos provide a first hand visual account of the land and key characteristics of the area around the three communities. Initially we linked the video to text in our eBook but we felt that this was somewhat awkward for a few reasons. First of all, when you click on a link in iBooks on the iPad, Safari automatically opens and you are directed to the link. However, you must manually find your way back to iBooks after you have explored the link. Secondly, we were worried about the other content on the YouTube page when the video is opened. This content can change daily and is not always appropriate. We began searching for alternatives and found an iBooks widget from Bookry for embedding YouTube videos. Using this widget, the video still plays from YouTube so we are adhering to copyright rules. When clicked on, the video widget may take a second or two to load, but opens full screen in iBooks without any other distracting YouTube content. Additionally, there is an “X” in the corner to close the widget and easily return to iBook. We feel that this widget will increase usability of the textbook.
Providing choice is another key feature in universal design for learning. Throughout each section in our eBook, we included “Your Turn” activities which provide formative assessment. Where applicable, we included three choices for student activities to appeal to different learning styles and abilities. Larson (2010) points out that this personalization and differentiation are key advantages of using eBooks over traditional paper books. We also feel that by allowing students to use different modalities such as video or images to represent their learning, construct validity is improved. Traditional learning activities often focus on how well the student can read and write and we want to assess the social studies outcomes.
Although, I am open to students showing what they know using any tool, we deliberately chose to highlight three apps throughout the first three sections of the eBook. Our rationale behind this is that our young students will also be learning the tool, or app, as well as learning the content. By repeatedly offering the same three tools, we can build independence and student capacity for peer mentoring on the technology tools. For the review section, we included a choice board for summative assessment and did not indicate any tools students must use. Our hope is that by having more exposure to tools available on the iPad that the students will be able to choose an appropriate tool to present their learning in way that best suits their learning style and ability.
References
Larson, L. C. (2010). Digital readers: The next chapter in e-book reading and response.
The Reading Teacher, 64, 15-22. doi:10.1598/RT.64.1.2