| 
  • This workspace has been inactive for over 11 months, and is scheduled to be reclaimed. Make an edit or click here to mark it as active.
  • If you are citizen of an European Union member nation, you may not use this service unless you are at least 16 years old.

  • Whenever you search in PBworks, Dokkio Sidebar (from the makers of PBworks) will run the same search in your Drive, Dropbox, OneDrive, Gmail, and Slack. Now you can find what you're looking for wherever it lives. Try Dokkio Sidebar for free.

View
 

UDL Principle 1

Page history last edited by Susanne Croasdaile 11 years, 5 months ago

How can Web 2.0 technologies help support the 3 principles of UDL?

UDL Principle 1 supports Recognition Brain Networks

The “what” of learning

Provide multiple means of representation:

· Provide multiple examples

· Highlight critical features

· Provide multiple media and formats

· Support background context

 

 

 

Get a Voki now!

 

 

How can wikis help?

  • Educators can post text, graphics, video, voice/sound files, and interactive applications to show concepts, skills, and facts in different ways
  • Students can use posted and in-class examples as a springboard to creating and posting their own examples to clarify information for themselves and their peers
  • Where textbooks cover everything, a wiki can focus on only the essential skills and knowledge of the SOL, providing a forum with a laser-like focus on the critical information of the course
  • Hyperlinked text and graphics can link to background information located elsewhere on the web (Slate and Wikipedia do this all the time); students can ask themselves, “what does that mean?” and simply click on the prior knowledge concept to follow a link to an explanation

 

How can podcasts help?

  • Video (vodcast) and voice (podcast) recordings can provide anecdotes and stories related to essential skills and knowledge that would be unwieldy to type
  • “On the go” format (downloaded podcasts) allows educators to offer students options for more educational stories, anecdotes, and explanation than fits into a typical lecture-format class
  • Students who have difficulty accessing large amounts of text can listen and/or watch to access information
  • Students can access “lectures” on prerequisite information and skills (prior knowledge) on an as-needed basis; this supports the goals of scaffolding and differentiation in the classroom when one or more students lack significant amounts of prior knowledge

 

How can blogs help?

  • Educators can offer information in most of the same diverse ways as indicated above in the section on wikis (text, graphics, video, voice/sound files, and links to interactive applications)
  • Easy, responsive method of addressing prior knowledge issues that arise during each day and might be addressed online at night
  • Searchable format can be indexed into major and minor topics

 

Comments (0)

You don't have permission to comment on this page.