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Archive for June, 2012

Please note that I try diligently to resond to questions about Distance Learning and some of the great Web 2.0 tools that are now available to make your classes some of the best ( and most fun!) on the net.

Rather than fill this BLOG with individual thoughts and replies, I have added to the above pages some of my resposes,

Have a joy filled day!

Russ

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Professor Russ Meade has been selected by Pearson Education as its Subject Matter Expert for the review and completion of Fundamentals of Real Estate Law course creation. Russ will work with the content expert and Pearson to complete all work for creation of a Fundamentals of Real Estate Law course for Pearson Education.

Pearson, Always Learning, Learn more at www.pearsonlearningsolutions.com

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Found this great link from the State University of NY on how much can be saved by taking DL classes,

http://sln.suny.edu/sln/public/original.nsf/a6b56cc3058e682485256c790066b2d5?OpenForm

Try the calculator as it works great!

Russ

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PRESENTER- RUSS MEADE- SOCIETY FOR BUSINESS RESEARCH

PRESENTER- RUSS MEADE- SOCIETY FOR BUSINESS RESEARCH

I have been selected to present an academic paper on VARK  and UDL principles in online learning at the conference for Society for Business Research .in Knoxville, Tennessee  http://www.sbrconferences.com/Home.html

I hope to see you there! For a summary of my presentation please toggle down this page.

Russ

PRESENTATION SUMMARY 

Our seminar will be a one hour, hands on, fun presentation that will introduce you on how to make your online classes truly come alive! We will share together some of the fantastic, free easy to use Web 2.0 tools that will comply with all the UDL and VARK principles of quality course development. 

 Join us as we share together in a relaxed format what will what will make your online classes stand out from the crowd!


 PRESENTER

 

Dr. Russ Meade is an online Instructor. He has developed 22 different courses for colleges and universities across the US and teaches at Limestone College. He is a frequent Presenter at Distance Learning for all the major platforms. He has received grants from Mc-Graw Hill, edits text books in Business Law and was recently featured in the magazine Military Advanced Education for his work with our military students . His most recent paper was at the Blackboard World Conference and has been certified by Quality Matters as a course reviewer and designer.  He teaches full time from his home in the Blue Ridge Mountains of NC.He loves to hike and travel the world with his wife, Joan, and has been to over 52 nations all the while lecturing from the world over.

PRESENTATION INFORMATION ON UDL AND VARK!

As we know, distance learning courses are designed to reach out to students from anywhere at any time. Often, however, little thought is given to the design and accessibility of these courses

By using universal design principles (UDL) and VARK in creating these classes, they can be accessible to any students who enroll in them and any instructors who are hired to teach them. 

Designed correctly, distance learning options create learning opportunities for students with a broad range of abilities and disabilities. Designed poorly, they erect new barriers to equal participation in academics and careers. A poorly designed course also may be violating federal and state laws on accessibility (See below)

Very simply, UDL and VARK is an approach to teaching that consists of the “proactive design and use of inclusive instructional strategies that benefit a broad range of learners including students with disabilities.“

 These principles describe a learning environment in which:

1) ideas and information are represented in multiple ways,

2) students express their comprehension and mastery of subject matter in multiple ways,

 and

 3) students receive multiple opportunities for engagement.

As they relate to instructional technologies, UDL principles guide the creation of course materials that are accessible and usable by a wide range of students, including those with disabilities and diverse learning needs.

Our federal government and most credentialing agencies are now mandating that colleges and universities comply with these principles.  

“The Americans with Disabilities Act (ADA) of 1990 requires that people with disabilities have equal access to public programs and services. According to this law, no otherwise qualified individuals shall, solely by reason of their disabilities, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination in these programs. The ADA does not specifically mention distance learning courses. However, the United States Department of Justice clarified that the ADA applies to Internet-based programs and services by stating, “Covered entities that use the Internet for communications regarding their programs, goods, or services must be prepared to offer those communications through accessible means as well” (ADA Accessibility, 1996).” Sheryl Burgstahler, Ph.D.University of Washington

The following are some examples of UDL and VARK principles:

  • The instructor offers various ways to engage students in the learning process throughout the semester (e.g., lecture, small group work, online assignments, and class discussion).
  • The instructor provides alternatives for students with regard to how they can participate or complete course assignments and activities.
  • The instructor allows students to demonstrate what they have learned in more than one way or through a variety of means (e.g., oral presentation, written report, multiple choice exams).
  • The instructor ensures accessibility for all course content and materials (e.g., accessible websites, handouts, captioned videos, e-workbooks, etc.).

Two very simple examples of UDL and VARK principles are the written interaction and the Verbal/ Video interaction below.

Toggle through the presentation that is featured on Voice Thread to see how my students can post and interact through the use of Voice Thread.

  1. USING VOICE THREADS IN THE ONLINE ENVIRONMENT

And then see:

  1. HOW TO NAVIGATE OUR STRATFORD UNIVERSITY CLASS

Both are easy to do, free for both the instructor and the student and are examples of UDL and VARK principles

In conclusion, it is essential that the Web be accessible in order to provide equal access and equal opportunity to people with diverse abilities. Indeed, the UN Convention on the Rights of Persons with Disabilities recognizes access to information and communications technologies, including the Web, as a basic human right.

Accessibility supports social inclusion for people with disabilities as well as others, such as older people, people in rural areas, and people in developing countries.

“The goal of education in the 21st century is not simply the mastery of content knowledge or use of new technologies. It is the mastery of the learning process. Education should help turn novice learners into expert learners—individuals who want to learn, who know how to learn strategically, and who, in their own highly individual and flexible ways, are well prepared for a lifetime of learning. Universal Design for Learning (UDL) helps educators meet this goal by providing a framework for understanding how to create curricula that meets the needs of all learners from the start.” From Nation Center on Universal Design of Learning

 

The following resources are useful to those who wish to research this topic further.

Americans with Disabilities Act of 1990
http://www.usdoj.gov/crt/ada/adahom1.htm

ADA accessibility requirements apply to Internet Web pages. (1996). The Law Reporter, 10(6), 1053-1084.

A-Prompt
http://aprompt.snow.utoronto.ca/

Captioned Media Program
http://www.cfv.org/

Center for Applied Special Technology (CAST)
http://www.cast.org/udl/

The Center for Universal Design
http://www.design.ncsu.edu/cud/

Closing the Gap 2001 Resource Directory
http://www.closingthegap.com/

DO-IT
http://www.washington.edu/doit/

EASI (Equal Access to Software and Information)
http://www.rit/edu/~easi/

International Center for Disability Resources on the Internet
http://www.icdri.org/

National Center for Accessible Media (NCAM)
http://main.wgbh.org/wgbh/pages/ncam/

Recordings for the Blind and Dyslexic
http://www.rfbd.org/

Section 508 Standards of the Access Board
http://www.access-board.gov/sec508/508standards.htm

Trace Research and Development Center
http://www.trace.wisc.edu/world/

Vanderheiden, G.C. (1990). Thirty-something million: Should they be exceptions? Human Factors, 32(4), 383-396.
http://www.trace.wisc.edu/docs/30_some/30_some.htm

WAVE (Web Accessibility Versatile Evaluator)
http://www.temple.edu/inst_disabilities/piat/wave/

Web Accessibility Initiative, World Wide Web Consortium
http://www.w3.org/WAI/

WebABLE
http://www.webable.com/

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