DLA Conference 2015: Maximizing Learning, Creativity, and Innovation for All

Transcript

1. Maximizing Learning, Creativity, and Innovation for All
2. Find  an  image  that  represents   cogni1ve  bias  in  society.
3. WebAIM.  (2014).  Macular  degenera7on.  
4. What  is  the  meaning  of  the  area  of  the   graph  represented  in  orange?
5. WebAIM.  (2014).  Color-­‐blindness.  
6. WebAIM.  (2014).  Color-­‐blindness.  
7. You  have  ten  seconds  to  paraphrase   the  following  statement.
8. The  bo>ob  line  it  thit  it  doet  exi>,  no   bi>er  whit  nibe  teotle  give  it  (i.e.   >ecific  leirning  di1bility,  etc).  In  fict,   iccording  to  Tilly  Thiywitz  (2003)  i>   trevilence  it  ictuilly  one  in  five  children,   which  it  twenty  tercent. CAST (www.cast.org)  
9. How  would  you   like  to  be  taught   how  to  make   coffee?
11. How  would  you   like  to  teach   someone  how  to   make  coffee?
12. WHY UDL?
13. 80%
14. ü 
15. 1  2 3 4 5 DESIGN  TRICKS  
16. 1 2 3 4 5 Plan  for  evalua;ng  the   components  of  the   course  from  mul;ple   perspec;ves.  
17. OUTCOMES   ASSESSMENT   ACTIVITIES   MEDIA   PREPARATION   PRINCIPLES  OF  UNIVERSAL  DESIGN   1 2 3 4 5
18. PREPARATION   OUTCOMES   ASSESSMENT   ACTIVITIES   MEDIA   How might student characteristics impact the design? 1 2 3 4 5
19. Work Experience 1 2 3 4 5 Tech Experience Ability Culture Education Level Prior Knowledge Responsibilities Expectations Age
20. PREPARATION   OUTCOMES   ASSESSMENT   ACTIVITIES   MEDIA   What course goals, skills, concepts may be an obstacle for students? 1 2 3 4 5
21. PREPARATION   OUTCOMES   ASSESSMENT   ACTIVITIES   MEDIA   1 2 3 4 5
22. 1 2 3 4 5 Give  students  op;ons  or   variety  in  comple;on  of   assessments.  
23. PREPARATION   OUTCOMES   ASSESSMENT   ACTIVITIES   MEDIA   How can I take into account different preferences, abilities, strengths, and learning styles into assessments? 1 2 3 4 5
24. MEDIA   1 2 3 4 5 Find  an  image  that  represents  cogni1ve  bias  in  society.
25. Find  an  ar;fact  that  represents  cogni1ve  bias  in  society. Find  an  image  that  represents  cogni1ve  bias  in  society. 1 2 3 4 5 MEDIA  
26. 1 2 3 4 5 Present  informa;on  in   mul;ple  ways.  
27. PREPARATION   OUTCOMES   ASSESSMENT   ACTIVITIES   MEDIA   How can I provide students options for how they are presented with content? 1 2 3 4 5
28. 1 2 3 4 5 Constructive feedback
29. 1 2 3 4 5 •  Video •  Article •  Podcast •  Demonstration •  Practice activity (simulation) Constructive feedback
30. 1 2 3 4 5 Make  key  points  stand   out.
31. PREPARATION   OUTCOMES   ASSESSMENT   ACTIVITIES   MEDIA   1 2 3 4 5 How can I make sure students can take away key information and see how it fits into the big picture?
32. How can I make sure students can take away key information and see how it fits into the big picture? 1 2 3 4 5 •  Headings •  Chunking •  Progression •  Check-ins •  Application activity
33. 1 2 3 4 5 Give  students  op;ons   for  how  they  interact   with  one  another.
34. PREPARATION   OUTCOMES   ASSESSMENT   ACTIVITIES   MEDIA   How can I create opportunities for students to interact in meaningful ways? 1 2 3 4 5
35. Share an artifact found in the media that makes a suggestion about how to eat nutritiously. 1 2 3 4 5 Review the messages shared by your classmates. Select at least three and share your initial thoughts via text, video, audio recording, or other method of your choice on the potential impact of each message (good or bad) for an individual or society as a whole.
36. 1 2 3 4 5 Choose a media suggestion shared by a classmate and imagine that one of your patients has come to you with this bit of information and is requesting advice. Individually or with a small group of your classmates, develop a message to be delivered through a method of your choice in response that provides research-based advisement.
37. PREPARATION   OUTCOMES   ASSESSMENT   ACTIVITIES   MEDIA   What accessibility challenges does the media pose? •  Are my videos captioned? •  Is alternate text provided for meaningful images? •  Did I follow correct formatting in Word docs and PDFs? •  Could my visual design create any accessibility challenges? B O N Y S
38. PREPARATION   OUTCOMES   ASSESSMENT   ACTIVITIES   MEDIA  
39. RESOURCES AND SUPPORT RESOURCE  CENTER   BLOG  SITE   PERSONAS   THINK  TANK  
40. THANK YOU Jessica M. Phillips Office of Distance Education and eLearning Phillips.1507@osu.edu @phillips_1507 u.osu.edu/universaldesign
41. RESOURCES ▸  Burgstahler, S. & Cory, R. (2008). Universal design in Higher Education: From principles to practice. Harvard Education Press: Cambridge, MA. ▸  CAST (www.cast.org) ▸  Kerriholferty. (2013, September 18). Accessibility [Video file]. Retrieved from https://youtu.be/MCm1Emtqo_Q ▸  ODEE site (http://odee.osu.edu/universal-design-and-accessibility) ▸  OSU Accessible Classroom Technologies (https://carmenwiki.osu.edu/display/10292/Home) ▸  Resource Center (http://resourcecenter.odee.osu.edu/accessibility) ▸  U.osu.edu/universaldesign (http://u.osu.edu/universaldesign/) ▸  WebAim (www.webaim.org) REFERENCES & RESOURCES