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Dr. Cheryl Wissick
Office 235 D
College of Education
USC Columbia
803-777-8859
email: cwissick@sc.edu
A. Course Number/Title: EDET / AEET 735 Technological Applications for Diverse
Populations
B. Catalog Description:
The application of Universal Design, assistive devices and other technologies
to assure access to information and productivity tools by persons with
disabilities, English language learners, students at-risk, and the elderly.
C. Course Credit: 3 Graduate Hours
D. Prerequisites: None for non-Educational Technology students (AEET/EDET 603 & 703 required for Educational Technology Majors)
E. Intended Audience:
Graduate students enrolled in the Educational Technology, Special Education,
Educational Administration, Counselor, Leadership or Community degree programs. Classroom
teachers and administrators interested in learning about access to technology
and technology accommodations.
F. Instructors: Cheryl A. Wissick (EDET)
The goal of this course is to gain experiences with assistive technology and Universal Design for Learning (UDL). Students will use intellectual spirit to evaluate software, apps, productivity tools, and Web pages for accessibility issues and explore the concept of universal design. Students will demonstrate justice by identifying characteristics of diverse populations. Students will demonstrate integrity by understanding legal issues regarding accessibility. The ability to integrate UDL into all teaching and learning activities demonstrates the disposition of stewardship.
• Identify characteristics of diverse populations
• Explain the legal issues regarding accessibility
• Consider specific technological adaptations for persons with diverse needs
• Discuss and apply the concept of universal design to the development of a presentation, productivity tools, web page, and software materials.
• Evaluate options for adapted input and output.
• Apply the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) process to the development of a project.
• Develop awareness of Web sites that support efforts in Universal Design.
• Develop Web pages using CSS to support accessibility.
Rose, D. H., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Alexandria, VA: Association for Supervision and Curriculum Development. [online http://www.cast.org/teachingeverystudent/]
National Center for Accessible Media. (2003). Making educational software and web sites accessible: Design guidelines including math and science solutions. Boston: Media Access Group at WGBH. [ online: http://ncam.wgbh.org/]
WebAim [ online: http://www.webaim.org]
Case Studies and Web Sites as designated. Tutorials on Html, CSS, Dreamweaver or web authoring.
Academic Responsibility: Students should read the University policy with regard to Academic Responsibility. Violations could result in permanent expulsion from the University. In general, all work from others must be properly referenced, and projects completed for other courses should not be submitted for credit in this course. The full Academic Integrity policy can be found at http://www.sc.edu/academicintegrity/.
• Online Modules: Complete online activities, quizzes, discussion and exam as assigned. Major activities include readings in TES; comparison of Web Validators, participation in simulations, viewing of videos, and testing of software for UDL aspects.
• Final Project- Wiki on Diversity, UDL and AT: Choose a topic of interest and then research aspects related to persons with disabilities or other diverse populations. Topics can include generic or specific topics such as virtual environments, technology for the elderly, text-to-speech technology, eye gaze, switch input, content thematic unit, teaching online, social emotional learning, bullying, early childhood, progress monitoring, English language learners, meeting standards with technology, cultural diversity in online courses, smartphones, iPad – the choices are endless. Whatever the topic you must address – diversity, UDL and assistive technology. The final project will be presented in the form of a wiki and participants will use Wikispaces, a css template web page or a web creation tool (weebly, ). The final project will include research, web sites, software and video demonstrations.
• Additional Activities which are documented and described in the Final Newsletter exam: This requirement is meant to expose you to additional assistive technology by listening to a webinar, attending the SCATP Expo or investigating assistive technology in your district. You will then document your experience and reflections on UDL with a newsletter. ET Majors will complete an electronic web newsletter using accessible html and css.
AECT Standard 1: Application of Theory & Diverse Learners
Design. Candidates demonstrate the knowledge, skills, and dispositions
to design conditions for learning by applying principles of instructional
systems design, message design, instructional strategies, and learner
characteristics.
AECT Standard #2 Web development
Development. Candidates demonstrate the knowledge, skills, and dispositions
to develop instructional materials and experiences using print, audiovisual,
computer-based, and integrated technologies.
AECT Standard #3 Application & use of skills
Utilization. Candidates demonstrate the knowledge, skills, and dispositions
to use resources for learning by applying principles and theories of media
utilization, diffusion, implementation, and policy-making.
GRADING
% Grade Points
92-100 A 460-500
89-91 B+ 445-459
80-88 B 400-445
71-80 C 355-399
Below 70 D 354 and below
On-line classes & modules will include:
• Teaching every student web site activities and posting comments on the discussion board
• Interactive work with HTML and CSS
• Open forum for 508 discussions and CSS questions
• Interactive use of WebAim and 508 simulations and discussion posting
• Reading the articles on diverse learners and taking part in simulations
• Download and review of specialty software or apps
• Narrated Lectures: Instructional integration and theoretical basis for applications
• Student – Instructor interaction will be facilitated with discussion board, feedback on assignments, and personal email or web chats.
• Student- student interaction will be facilitated by forming “lab” groups to support each other in acquisition of html & css skills and by responding to postings on discussion board.
Universal Design for Learning: A key premise of Universal Design for Learning is that curriculum or a program should include alternatives to make it accessible and appropriate for students with different backgrounds, learning styles and abilities in widely varied learning contexts. The "universal" in Universal Design for Learning does not imply one optimal solution for everyone. Instead it reflects an awareness of the unique nature of each learner and the need to accommodate differences, creating learning experiences that suit the learner and maximize his or her ability to progress. Students seeking additional accommodations may seek assistance from the Office of Disability Services. Multiple formats for submission of all projects will be reviewed on an individual basis. Unfortunately due to the nature of online instruction, strict deadlines for assignments must be followed.
Books
Rose, D. H., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Alexandria, VA: Association for Supervision and Curriculum Development. [online: http://www.cast.org/teachingeverystudent/]
National Center for Accessible Media. (2003). Making educational software and web sites accessible: Design guidelines including math and science solutions. Boston: Media Access Group at WGBH. [online: http://ncam.wgbh.org/cdrom/guideline]
Case Studies and Web Sites as designated. Tutorials on Html, CSS, Dreamweaver or web authoring.
WebAim http://www.webaim.org activities and articles on accessibility
The Alliance for Technology Access, (2000). Computer and Web resources for people with disabilities: A guide to exploring today’s assistive technology, 3rd edition, : Salt Lake City, Utah: Publishers Press.
Lindsey, J. D., (2000). Technology and exceptional individuals. Austin, TX: Pro-Ed.
Web SitesAdditional Journals and Articles
WebNet Journal
Educational Technology Review
Journal of Interactive Learning Research
Journal of Special Education Technology
Special Education Technology Practice
Technology and Disability
T.H.E. Journal
Class time: Course materials, including the lectures and demonstrations, will be available on a class website within the USC Blackboard environment. Students will undertake all work independently unless otherwise noted. Students enrolled in this course must have access to a computer with Internet connectivity and an e-mail account for regular communication with the instructor. All assignments will be submitted electronically. Class Website The University of South Carolina uses the course management program Blackboard http://blackboard.sc.edu for online courses and course support. As previously noted, students in this class must have access to a computer with Internet connectivity on a regular basis. All public libraries in South Carolina should have computers with Internet access. After successfully logging in, you will see classes listed. Students who need help with Blackboard may call 803.777.1800 or email bbsupport@sc.edu .
Please do not contact the instructor if you cannot access Blackboard or receive any kind of error message, please write tobbsupport@sc.edu.
Communicating with the Instructor & Peers in a Web-based Course
Much of the communication between the instructor and students enrolled in a web-based education course takes place through email. Because the instructor receives a large number of email messages routinely, it is essential that you clearly identify yourself and clearly state the nature of your note in the “subject” line and you can insert 735 in the header.
If you are leaving a phone message 803 777 8859 and number, include your full name, area code and number, and the times you can be reached. Remember Dr. Wissick DOES NOT answer her phone frequently as she is only in her office one day a week so the best way to reach her is online. Call only in an emergency – for example, you have to go out of town due to an illness in the family and will not have access to technology while you are gone.
Please remember that the technology you need for this course including a computer, Internet access, Blackboard, an email account may not always be available when you need it. So do not wait until the last minute to complete or submit an assignment because Blackboard at times is not available or can be very slow.
All course email MUST be submitted to DrWissickUSC@gmail.com. Any course mail or assignments sent to any other email address would not be received, answered or reviewed. Dr. Wissick will usually answer email promptly; however, always allow her 24 hours to answer before you panic. On weekends allow at least 48 hours. Dr. Wissick will not answer email on Saturday or Thursday (as she has a face to face technology class on Thursday). As Assignments are due on Thursday this also means you have to ask questions about the assignments, BEFORE Thursday.
As a way to assist each other and extend your own technology skills, this course will feature a special discussion topic for questions and answers. Anyone who posts answers to questions on this discussion board will be awarded extra credit at the end of the course. Remember that GOOGLE can be a wonderful tool in answering technology questions and finding tutorials, if you do not like the ones posted in the course. All assignments are due no later than midnight on the posted due date. All assignments submitted by the due date will be graded as promptly as possible.
Late assignments might not be graded until the end of the course and will also have points deducted. Assignments and modules may be completed any time BEFORE the due dates but assignments will not be graded or reviewed until the due date posted. Everyone should be aware of the posted due dates and allow enough time to complete all the required reading and activities. Please note that this course was originally set up with self-paced assignments but course feedback indicated that students felt that they did not have enough direction. Many students did not take the opportunity of the extended time to complete assignments but would wait until a whole module was due and then indicate it was too much work to complete at once. Therefore I have had to restructure the course to provide weekly assignments. I have also segmented many of the resources within each module as required versus additional information for those who are more engaged in any of the topics and wish more information. This course does require a good deal of reading, so please do not wait until the day before assignments are due to read all the materials.
Project topics are not due until March but anyone can choose a topic earlier and begin work on the wiki ahead of time. All students are required to keep track of the due date calendar as dates are clearly posted in a calendar chart posted on Blackboard.
Modules: The course is structured around modules that provide background information related to the projects, UDL, AT and diverse learners. The modules also include activities that typically would be done in a face-to-face setting. Many of the links, PowerPoint shows and articles provide resources for you to use in the future. Some of the activities require you to complete a quiz or a discussion question. Some activities are not necessarily required but provide vital information for you to complete your final multimedia project successfully. Points will be deducted for assignments not completed by the due date.
Final Wiki/Web Project For this course the final project will be a multimedia wiki/web site focusing on a topic of your interest that incorporates a combination of (type of exceptional learner or diverse population) + (assistive technology) + (UDL).
UDL Newsletter (counts as final exam, alternative activity credit): Reflections on UDL activities and attendance at one workshop, webinar, SCATP AT Expo, conference or review of AT in your district. EDET majors must complete this newsletter as a web page using a CSS modified template. Non-EDET majors may use alternative presentation but it must be newsletter format. MS Publisher must be saved as a .pdf file.
General Rubric Rating Characteristics for all discussion and blog posts
Exceptional. The post is focused and coherently integrates examples with explanations or analysis. The post demonstrates awareness of its own limitations or implications, and it considers multiple perspectives when appropriate. The entry reflects in-depth engagement with the topic and the reading materials. Connections to other posts, reading materials and experiences are evident.
Satisfactory. The post is reasonably focused, and explanations or analysis are mostly based on examples or other evidence. Fewer connections are made between ideas, and though new insights are offered, they are not fully developed. The post reflects moderate engagement with the topic.
Underdeveloped. The post is mostly description or summary, without consideration of alternative perspectives, and few connections are made between ideas. The post reflects passing engagement with the topic or limited reading of the material.
Limited. The post is unfocused, or simply rehashes previous comments, and displays no evidence of student engagement with the topic or evidence of connection to the reading materials.
No Credit. The post is missing, late or consists of one or two disconnected sentences.