Blog Entry References
When Trends Collide (03/10)
Hughes, J., Herrington, M., McDonald, T., & Rhodes, A. (2011). E-portfolios and personalized learning: Research in practice with two dyslexic learners in UK higher education. Dyslexia, 17, 48-64.
SUMMARY
This study uses a qualitative, ethnographic methodology to examine the benefits highly personalized technology can have in higher education for learners with dyslexia. It's quite exciting to consider that a personlized e-portfolio tool can harness the innate learning, thinking and perceptual strengths inherent in a particular learning disability (dyslexia) to catalyze the formation of new identities based on ability. Through in-depth interviews with two subjects, the article examines the six elements of the particular portfolio-based personalized learning technology (PebblePad) and how it is used pedagogically to support a highly successful learning experience. The authors draw upon the notions of oppression and dialogue in Frierean terms.
Reflection can be found HERE.
Whose role is it anyway? (03/06)
CAST: About UDL. (n.d.). Retrieved from http://www.cast.org/udl/index.html
SUMMARY
This website outlines the principles of Universal Design for Learning (UDL). The site thoroughly describes the flexible UDL approach to the design and delivery of instruction as well as the assessment and engagement of students of all levels and abilities. This website gives a a very comprehensive overview of the UDL framework complete with examples and resources that instructors can use to adapt their practice to conform with UDL principles, thereby improving access and engagement for all students, particularly students with disabilities. The UDL movement is based upon evidence and there is a copious amount of academic research referenced and available on the site itself. The CAST (Centre of Applied and Special Technology) site is linked to the National Centre on Universal Design for Learning, where there is a page specific to the application of UDL in a post-secondary education.
Reflection can be found HERE.
ADDITIONAL REFERENCES
LaRocco, D., & Wilken, D. (2013). Universal Design for Learning: University Faculty Stages of Concerns and Levels of Use. Current Issues In Education, 16(1).
National Center on Universal Design for Learning. Postsecondary Education and UDL. (n.d.). Retrieved from http://www.udlcenter.org/implementation/postsecondary
Nevin, A., Falkenberg, C. A., Nullman, S., Salazar, L. & Silio, M. (2004). Proceedings from Third Annual College of Education Research Conference (COERC): Universal Design for Learning and Differentiated Instruction: Resolving Competing Mandates of the Individuals with Disabilities Education Act and No Child Left Behind. Miami, FL.
Sikka, A., Beebe, R. & Bedard, C. (2010). Proceedings of the Fall Conference of the Consortium of State Organizations in Texas Teacher Education: Faculty Perceptions of Implementation of Differentiated Instruction in Higher Education. Houston, TX.
Snyder, D. (n.d.). A brief history of differentiated instruction. Retrieved from http://www.ascd.org/ascd-express/vol4/425-mybackpages.aspx
Tomlinson, C. (n.d.). Carol Tomlinson, Ed. D. Retrieved from http://www.caroltomlinson.com/
Washburne, C. W. (1953). Adjusting the program to the whole child. Educational Leadership, 11(3).
Hughes, J., Herrington, M., McDonald, T., & Rhodes, A. (2011). E-portfolios and personalized learning: Research in practice with two dyslexic learners in UK higher education. Dyslexia, 17, 48-64.
SUMMARY
This study uses a qualitative, ethnographic methodology to examine the benefits highly personalized technology can have in higher education for learners with dyslexia. It's quite exciting to consider that a personlized e-portfolio tool can harness the innate learning, thinking and perceptual strengths inherent in a particular learning disability (dyslexia) to catalyze the formation of new identities based on ability. Through in-depth interviews with two subjects, the article examines the six elements of the particular portfolio-based personalized learning technology (PebblePad) and how it is used pedagogically to support a highly successful learning experience. The authors draw upon the notions of oppression and dialogue in Frierean terms.
Reflection can be found HERE.
Whose role is it anyway? (03/06)
CAST: About UDL. (n.d.). Retrieved from http://www.cast.org/udl/index.html
SUMMARY
This website outlines the principles of Universal Design for Learning (UDL). The site thoroughly describes the flexible UDL approach to the design and delivery of instruction as well as the assessment and engagement of students of all levels and abilities. This website gives a a very comprehensive overview of the UDL framework complete with examples and resources that instructors can use to adapt their practice to conform with UDL principles, thereby improving access and engagement for all students, particularly students with disabilities. The UDL movement is based upon evidence and there is a copious amount of academic research referenced and available on the site itself. The CAST (Centre of Applied and Special Technology) site is linked to the National Centre on Universal Design for Learning, where there is a page specific to the application of UDL in a post-secondary education.
Reflection can be found HERE.
ADDITIONAL REFERENCES
LaRocco, D., & Wilken, D. (2013). Universal Design for Learning: University Faculty Stages of Concerns and Levels of Use. Current Issues In Education, 16(1).
National Center on Universal Design for Learning. Postsecondary Education and UDL. (n.d.). Retrieved from http://www.udlcenter.org/implementation/postsecondary
Nevin, A., Falkenberg, C. A., Nullman, S., Salazar, L. & Silio, M. (2004). Proceedings from Third Annual College of Education Research Conference (COERC): Universal Design for Learning and Differentiated Instruction: Resolving Competing Mandates of the Individuals with Disabilities Education Act and No Child Left Behind. Miami, FL.
Sikka, A., Beebe, R. & Bedard, C. (2010). Proceedings of the Fall Conference of the Consortium of State Organizations in Texas Teacher Education: Faculty Perceptions of Implementation of Differentiated Instruction in Higher Education. Houston, TX.
Snyder, D. (n.d.). A brief history of differentiated instruction. Retrieved from http://www.ascd.org/ascd-express/vol4/425-mybackpages.aspx
Tomlinson, C. (n.d.). Carol Tomlinson, Ed. D. Retrieved from http://www.caroltomlinson.com/
Washburne, C. W. (1953). Adjusting the program to the whole child. Educational Leadership, 11(3).