MASSIVE OPEN ONLINE
COURSES (MOOCs)
What is MOOCs?
A type of distance learning characterized by;
A large number of course participants compared to regular university courses
MOOC in spite of its commercial nature has an open (accessible without payment) character in
its basic elements in terms of its structure, contents and learning objectives.
It may have additional commercial components, e.g. paid certificates, selection and employment
of graduates of the course
MOOC is fully conducted online using both asynchronous and synchronous (webinars) teaching
methods though it does not exclude the imitation of campus atmosphere through a meetup
Example of MOOC Platforms
Udemy
Khan Academy
Udacity
Coursera
edX
Alison
FutureLearn, etc.
MOOC Technology
Video lectures with embedded presentations, graphics, text, interactive tasks
Crowdsourcing projects (wikis)
Peer-to-peer evaluation
Multimedia short videos with embedded questions and semantics analysis of answers to
questions
Team character of the course teachers, project and research nature of the tasks
Interactivity involving not only students with teachers but students among themselves
through forums, communities, mutual evaluation of works and tasks
Team, joint works on projects, etc
Advantages of MOOCs
Flexibility in class time, subject to a specific time frame
Modern educational technology
Provides chance for third world students to gain access to advanced education
Big data on the student portfolio and the possibility of further scientific and educational
trajectory and employment
Conducted outside of time zones and physical boundaries
Organised in any language taking into account the main language of the target audience
Disadvantages of MOOCs
A large percentage of incomplete courses
Problem of fraud in the performance of tasks
Designing Inclusive Learning Experiences
By the end of the lesson, you will be able to:
Explain Universal Design for Learning (UDL) and its three main principles
Outline the ways that UDL can support diverse learners when accessing, engaging with,
and understanding information.
Provide strategies using the UDL framework to increase inclusivity, accessibility, and
flexibility in learning environments.
Universal Design Learning (UDL)
Universal Design for Learning (UDL) is a framework for designing inclusive, accessible,
and flexible learning environments that engage and support the learning of diverse
learners.
Why UDL?
The ultimate goal of UDL is for all learners to become “expert learners.”
Expert learners are purposeful and motivated, resourceful and knowledgeable, and
strategic and goal-directed about learning.
It helps you anticipate and plan for all your learners.
It can help you make sure that the greatest range of students can access and engage in
learning — not just certain students.
You do not need specific tools or technologies to follow UDL’s principles either.
Instead, your students choose from the tools and resources you already have. They might
use them in different ways.
UDL may change how you think about what prevents students from learning.
Instead of thinking that something needs to change about the students, UDL looks at
the learning environment.
The learning environment can include barriers to learning, like the design of the curricular
goals, assessments, methods, and materials.
In this way, the learning environment itself can be “abled” or “dis-abled.”
PRINCIPLES OF UDL
The Center for Applied Special Technology (CAST) created a set of three principles with
roots in cognitive neuroscience to underpin practices and curriculum for teaching and
learning.
The UDL principles are:
Multiple means of engagement
Multiple means of representation
Multiple means of action and expression
Engagement
For purposeful, motivated learners, stimulate interest and motivation for learning.
UDL guidelines under this principle promote the development of curriculum and
instruction that includes options for perception; language, expressions, and symbolism;
and comprehension
Representation
For resourceful, knowledgeable learners, present information and content in different
ways.
UDL guidelines under this principle promote the development of curriculum and
instruction that includes options for physical action, expressive skills and fluency, and
executive functions.
Action and Expression
For strategic, goal-directed learners, differentiate the ways that students can express what
they know.
UDL guidelines under this principle promote the development of curriculum and
instruction that includes options for recruiting interest, sustaining effort and persistence,
and self-regulation.
ASSISTIVE TECHNOLOGIES
Assistive technology is technology used by individuals with disabilities
in order to perform functions that might otherwise be difficult or
impossible.
Assistive technology solutions range from low-tech to high-tech.
Examples of low-tech AT:
Sticky notes to reduce visible texts
Pencil grip
Slant board
Handheld magnifiers
Large print text
Using paper and pen to communicate
Examples of high-tech AT:
Computer
iPad/iPod
Communication software or device
Talking word processor
Screen reading software
Word prediction
Literacy software to assist with reading and writing
Assistive Technology Device
Assistive technology device means any item, piece of equipment, or
product system, whether acquired commercially off the shelf, modified,
or customized, that is used to increase, maintain, or improve functional
capabilities of a child with disabilities.
Many children have assistive technology for feeding, hearing or other
medical needs.
However, the definition does not include a medical device that is
surgically implanted, or the replacement of such a device.
Assistive Technology Service
Assistive Technology Service is defined as “any service that directly assists
persons with a disability in the selection, acquisition, or use of an assistive
technology device.” This can include training for teachers, para-professionals
and other school staff, parents and students.
E.g:
Evaluation
Purchasing or providing
Selecting, designing, adapting, or fitting
Maintaining, repairing, replacing
Training
Coordinating with other therapies
Schools should consider whether or not the student will need the AT in
settings other than the classroom.
This includes the playground, lunch room, and at home, for example.
AT Examples to Address Specific Disability
Categories
Visual impairment
Hearing impairment
Physical impairment
Speech impairment
Learning impairment
AT Examples: Visual Impairment
Magnification device or software
Screen reading software
Tactile graphics
Accessible instructional materials with refreshable braille display device
AT Examples: Hearing Impairment
Voice-to-text software
Vibration alert device
Personal sound amplification system
Hearing loop system
AT Examples: Physical Impairment
Switch input for computers or environmental controls
Dictation software
A tablet computer to read accessible educational materials
AT Examples: Speech Impairment
Picture communication system
Speech generating device
Recorded message playback device
AT Examples: Learning Impairment
Manipulatives
Visual timer
Literacy apps or software with dual colour highlighting and read aloud features
