From Theory to Practice: The Social Model of Disability and Universal Design for Learning in Higher Education

By Tanja Beck

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Disability is not cool. Unlike many other marginalized groups, people with disabilities, and their right to be included, receive little attention. Most apartment buildings and restaurants are still not fully accessible, and the average height of retail counters is based on the average heights of North American males and females. The environment is built for the average, able-bodied person. The same is true for our educational environments.

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Learning in context and how teachers can use technology rich learning environments to support scaffolded learning

By: Amanda Jarrell

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Twenty-first century students have access to technology in almost every aspect of their life. They use it to socialize with their peers and family, for entertainment, and to share ideas. For learning, however, student access to technology is often limited. As students enter the education system they are becoming increasingly tech savvy; now is the time for twenty-first century schools to reflect the twenty-first century world. How can teachers incorporate technology rich learning environments (TRES) into everyday practice?

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Reading Needs Writing! A Vital, but Neglected, Message

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by

Dr. Marion Blank, Program Director, Reading Kingdom.com

 

Every language system has two modes: one for producing messages and one for receiving messages. In spoken language, those two modes are speaking and listening. In written language (literacy), they are writing and reading. A significant discrepancy exists in to the way we conceptualize the two systems. In spoken language (a “natural process” that normally occurs without formal instruction) both modes are highly valued. One would never choose between speaking

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Game On: Introducing Learners to the World of Game Programming by Scratching

Tenzin Doleck

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There has been increased enthusiasm surrounding the positive potential benefits of games for teaching and learning (Gee, 2003; Kafai, 2006; Barab, Gresalfi, & Ingram-Goble, 2010; Shute & Ke, 2012). Similarly, many researchers have espoused the benefits of programming and designing projects in providing rich authentic learning opportunities (Resnick et al., 2009; Monroy-Hernández & Resnick, 2008). Papert (1971) questioned: "Should the computer program the kid, or should the kid program the computer?”. 

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Mastering Mathematics

Mastering Mathematics

Improving Mathematics Outcomes for Students

Joan Bryant, Ph.D.

We cannot hope that many children will learn mathematics unless we find a way to share our enjoyment and show them its beauty as well as its utility. – Mary Beth Ruskai

There is a difference between not knowing and not knowing yet. – Sheila Tobias

 

Professors Lynn Fuchs and Doug Fuchs

Children with poor quantitative knowledge early in school tend to remain behind throughout school (Duncan et al., 2008; Geary, 2011). These students are at risk for long-term math learning disability (MLD) (Geary et al., 2012), which affects 4-7% of the school-age population (e.g., Compton, Fuchs, Fuchs, et al., 2012). Research shows that functional innumeracy is more common among adults than reading problems, due in part to stronger early reading instruction (National Mathematics Advisory Panel, 2008).

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Student-generated Digital Media Supports Literacy: Autism Spectrum Disorder

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Student-generated Digital Media to Support the Literacy Skills of High School Students with Autism Spectrum Disorder

Alyce Tayla Shepherd

            Individuals who have an autism spectrum disorder (ASD), by definition, exhibit social skill and communication impairments, alongside perseverative behaviours, and restricted patterns of interests and activities (American Psychiatric Association, 2000). These difficulties have far reaching implications for the ways in which students with ASD function in the school setting. As a result of communication impairments,

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Teacher to Family Communication and Student Performance

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Teacher to Family Communication

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Student Performance

Shaun Dougherty & Matthew Kraft

 

How important is teacher-to-parent communication when looking at student engagement? Existing research has revealed that relatively few parents report being contacted by their children’s teachers. The most recent evidence comes from the National Household Education Survey (2013), which suggests that only 41 percent of parents reported receiving a phone call and only 57 percent reported receiving a personalized note or email.

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Science and Semiotics

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By Dr. Garry Hoban

For the past ten years, I have been researching and teaching student-created digital media to promote engagement and science learning in schools and universities. Two concepts I have created over this time are slowmation (slow animation), which is more fully explained at www.slowmation.com, and blended media, which is more fully explained at www.digiexplanations.com. Both concepts use technology integration to assist in student learning.

 

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Stealth Assessment

How stealth assessment can bring together engagement, learning, and assessment

Dr. Valerie Shute & Yoon Jeon Kim (Florida State University)

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Are your students excited to be at school? Do they enjoy spending hours doing school work and homework? Some might say that learning is supposed to be tough (as the saying goes, “No pain, no gain”), and that students learn important life skills (e.g., perseverance) by enduring tedious school-related activities and assignments. But does so much of school really have to be tedious and boring?

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Augmented Reality

Creating Augmented Reality Applications In History Classrooms: An Example Class Activity

Dr. Eric Poitras

As educators, we are always looking for new and different ways to contextualize classroom material to keep our students engaged. Technology affords many opportunities to do so; in this article we will be discussing how to create an augmented reality by using digital media.

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Learning by Teaching

Teaching Others Improves Learning

Cynthia Psaradellis

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If you could choose the way you’ve been taught, would you choose to attend a lecture, read about it, take part in a group discussion, or teach someone else?  According to the National Training Laboratories in Maine, if you choose a passive way of learning, such as lecture, reading, audiovisual, or demonstration, you will only remember 5-30% of information. If you choose an active way of learning, such as discussion or practice doing what you learn, you will remember 50-75%.

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Attributional Retraining

Retrain your Brain

Sonia Rahimi & Kyle Hubbard

Teachers are faced with the stress of dealing with parents, un-cooperative students, school board demands, and not enough time in the day to meet classroom needs. Not surprisingly, teachers are leaving the occupation more frequently than ever before, with an estimated 40% of teachers leaving within the first five years (Roness, 2011). The reason these teachers are leaving is generally because they are burned out.

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Hybrid Learning

Expanding the Learning Environment with Synchronous Hybrid Instruction

Dr. Robert Stupnisky & Nikolaus Butz

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Figure 1. Screen capture of an Adobe Connect session.

The face-to-face classroom has long been the traditional learning environment of formal education; however, restricting instruction to on-site activities may no longer be ideal for contemporary students.

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Argumentation

Argumentation for Conceptual Change

Tara Tressel

 

In this video, recent graduates from one of the top universities in the world are shown to hold strong misconceptions regarding the reasons why there is a change in seasons. While it might be easy to make fun of these students, the truth is that regardless of our education, our background, or our training, we can hold on to inaccurate beliefs throughout our lives, despite new, “correct” information we have learned.

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Cognitive Apprenticeship

Teaching Mental Processes for Deeper Learning

Tara Tressel

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In a traditional apprenticeship, a student works one-on-one with an expert who teaches the skills for a specific trade- anything from shoemaking to practicing law. Due to the intimacy of this relationship, the apprentice is able to observe the expert as they perform the tasks, usually from start to finish. Therefore, the processes involved in task completion are likely to be more tangible and clearly defined to the apprentice. This approach is not as easily achieved in traditional classrooms: the student to expert ratio is high, and the material covered in school is different than the trade skills learned in apprenticeships. However, there are ways for us to emulate this approach in our practice.

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