Embedding Universal Learning
Design In The Classroom: Improving
Access and Achievement for All
David Arendale, Ph.D.,
Associate Professor
University of Minnesota
arendale@umn.edu
http://arendale.org
(612) 625-2928
1
PAST TRENDS FOR
DEVELOPMENTAL
EDUCATION AND LEARNING
ASSISTANCE
All college students are on a
continuum between novice and
master learner. Learning assistance
serves students located along this
continuum through a wide range of
activities and services. The same
student is often located at different
places on multiple continuum lines
simultaneously, one for each
academic context and skill area.
Three Dimensions of Need
• “ . . a student with academically
underpreparedness issues in
calculus”
“. . . a student with developmental
issues in algebra”
• “. . . a student with remedial
issues in fundamentals of
mathematics”
Putting Learning Assistance and
Developmental Education Into Context
UNDERSTANDING OUR
HISTORY
Aspirations Exceed Preparation:
Continuing Need for DE
More students enroll in postsecondary
education than those who successfully
completed college-bound coursework
while enrolled in high school (Boylan,
1999). This inequality between academic
preparation and academic aspiration
guarantees continual need for developmental
education programs at the collegiate level.
Time
Names Used
Students
1600s to
1820s
Tutoring
Privileged white
males
1830s to
1860s
Precollegiate preparatory
academy +
Privileged white
males
1879s to Mid
1940s
Remedial education
classes in college +
Mostly white males
Mid 1940s to
Mid 1970s
Compensatory education,
1st generation,
counseling, reading clinic + econ
disadvantaged +
Mid 1970s to
Mid 1990s
Access program,
developmental education,
learning assistance +
Increased older
and return to
college students +
Mid 1990s to
Present
Learning enrichment +
Students with
disabilities +
College Preparatory Programs
Over the Past 100 Years
Canfield (1889) found that nearly 80
percent of colleges in 1889 provided
some version of a college preparatory
program. This rate has remained stable
for approximately 100 years (Maxwell,
1979; Roueche & Snow, 1977).
Academic Preparation
at Highly Selective Institutions
At Harvard University, nearly all students
were under prepared, even those from
privileged family backgrounds in the late
1800s (Garrison, 1892; Goodwin, 1896;
Hill, 1885). The admission quality of
students at Harvard, Yale, Princeton, and
Columbia improved some by 1907 when
only half the students failed their college
entrance exam (Brubacher & Rudy, 1997).
First DE Course
By 1874 Harvard established the first
American college freshman remedial
English course in response to faculty
complaints that too many students lacked
competency for formal writing activities.
The introduction of remedial courses into
the formerly fixed curriculum was possible
due to permitting student choice of
elective courses.
Name Changing Has Impact
• Sensitive to perceptions by students,
professors, and others, the Director of
Harvard’s Bureau of Study Counsel changed
the institution’s “Remedial Reading” course
to “The Reading Class.” Enrollment
significantly increased from 30 to 400
annually in 1938 (Wyatt, 1992).
• Student enrollment increased dramatically at
Harvard when the name of the DE English
course changed from “Basic Writing” to
“Introduction to Expository Writing” (Armstrong,
1988).
College Entrance Examination
Board Goal
Another goal of the CEEB was to standardized
entrance criteria for postsecondary institutions
nationwide as well as set exit criteria for high
school students. It was hoped that secondary
school administrators would use the examination
as a diagnostic tool to increase the rigor of the
high school curriculum and provide justification
to college administrators to raise academic
standards at the postsecondary institutions.
These changes therefore might lead to the
reduced need to provide remedial classes at the
collegiate level (Boylan, 1988).
Historical Amnesia
Perhaps this is why we possess two basic
versions of American history: one which
is written and as neatly stylized as
ancient myth, the other unwritten and as
chaotic and full of contradictions,
changes of pace, and surprises as life
itself. (Ellison in Kammen, 1997, p. 164)
Possible Reasons for
DE Memory Distortion
• Primary source documents were not
available to historians;
• Historians had not accessed DE
services;
• Focus on “traditional” topics;
• Discomfort about acknowledging
pervasiveness of DE and academic
preparation level of students
15
Key Factor in First-Year Success:
"Front Loading" Services
To make the first-year student connection,
institutions must adopt the concept of
"front loading", putting the strongest,
most student-centered people, programs
and services during the first year
-- Noel, Levitz, & Saluri, Increasing Student Retention, 1985
17
Shift of Perspective:
Who Needs to Change More?
• Older Models
– “Medical model” or
“Deficit model”
– Student focused
• Newer Models
– Institution adapts
itself to the holistic
needs of students
– “Value added
model”
– Institution
focused
18
UNIVERSAL DESIGN
FOR LEARNING (UDL)
Embedding the Best of Learning Assistance
and Developmental Education In the
Classroom
19
Universal Design (UD) and
Universal Design for Learning (ULD)
• UD focused on architecture
• UDL focused on learning
– Reduce barriers for all students
– Accommodations for a few are often helpful
for all students
Used with permission by the University of Minnesota
3 Main principles=> 9Specific checkpoints=> Examples of practical actions
21
Case Studies for Use of
UDL in Introductory
Courses
22
Intro Anthropology
• Proactively present invitation for course
accommodation needs
– Clear statement in syllabus
– Emphasize syllabus information in a positive
manner (“level playing field”)
– Self-disclose own disabilities
• Variety of course assessment activities
– Performance-based (music, drama)
– Relate assessment to diverse cultures
Intro Psychology Course
23
• Difference in approaches to learning
– Personalized approach - Individual attention
and support for student to complete common
learning objectives (Keller)
– Individualized approach – Individual students
have choices of learning objectives.
• Course design features:
– Faculty and lab assistants consult, not lecture
– Small units to master
– Technology delivered, small group facilitated
– Self-pacing of learning activities
24
Intro Mathematics Course
• Course design feature: students have
choice for learning modalities:
– Traditional lecture format with
student tutors
– Computer-based, personalized
learning format (see Intro to
Psychology case study example)
25
Intro Anatomy Course
• Audio podcast recording and posting of
class lectures
– Originally intended to serve primarily the 2nd
language learners in class
– Now extended for all students enrolled in the
class (or worldwide through Apple’s iTunes)
• Assessment through assignment to create
visual representation of key course
concept.
26
Intro Writing Course
(1st Generation & Historically Underrepresented)
• Computer classroom use for assignments with
use of all software supports
• Integrate reflection on race, class, and culture in
class discussion & assignments
• Student choice regarding writing topic and
differing levels of difficulty
• Accepting various writing styles that are
appropriate and effective
• Extended time to write & complete
27
Common Features:
Univ. of Minnesota Case Study
• Different modalities of learning
• Different competency assessments
• Embedded academic development and support
for all students
• Accessibility of course elements for all
• Constant reflection on essential course goals,
objectives, and activities
• Attend to issues of race, class, and culture in
course design and delivery
28
Introductory History Courses
• Introductory U.S. multicultural history course
• Global history and culture course
• See GC Book and PASS-IT Book for chapters
with further details and examples.
Used with permission of Wikipedia Image Commons
Understanding My Students
10 Minute Interview
•
•
•
•
Students demand relevancy;
Use media that is meaningful to them;
Cocreate learning environment;
Provide rich and varied learning
environment;
• Provide sustained awareness and
continuous IT training within the class;
• Students are less IT skilled than assumed
Organization of History
Course UDL Overview
• Principle #1: Provide Multiple Means of
Representation
• Principles #2: Provide Multiple Means
of Action and Expression
• Principle #3: Provide Multiple Means of
Engagement
PRINCIPLE #1:
PROVIDE MULTIPLE MEANS
OF REPRESENTATION
1.1: Customize display of
information
• PP slides provided beforehand for download:
– static handout with three slides on the left-hand side
for note taking on the right side
– PP file is provided slides so students can type into
the “notes” section of the slide.
– PP “outline” mode provided
• Course mngt system web site accessible for
screen readers and other adaptive equipment
• Laptops and tablet computers permitted
“…our minds, bodies,
and technologies can
become entangled
(Pang 2013, p. 19)
Difficulty with
withdrawal from social
media addiction is
similar to those
attempting to withdraw
from heavy drugs.
33
1.2: Offer alternatives for
auditory information
• Written transcripts for audio files
• Open text captions for video files
• Class lectures screen captured for viewing later
at own pace
• Audio amplify voice of instructors and students
• More intentional about “wait time” for student
responses
MovieCaptioner
• $99 Mac or Windows computer
• http://www.synchrimedia.com/
• Load movie and click Start button and it
plays 4 second loop of the movie. Type
what you hear and hit the Return key
and it records the caption and the start
time. It automatically moves to the next
4 second loop.
Convert Audio to Text:
Dragon Speak Software
• Dragon Speak, www.nuance.com/ $90
• Convert voice into text. Mac or Windows
• Open MP3 and other formatted files into
application for automatic conversion to
text file. Transcribe audio podcasts.
• Editing required to finalize text for
readability.
1.3: Offer alternatives for
visual information
• Convert written text into audio files
• More verbal description of images
displayed during class lectures or video
clips
Text to Audio Software
• NaturalReader, http://naturalreader.com
– Windows or Mac computers; iOS and Android
– Create mp3 audio files
– Conversation mode with different voices
– Optical character recognition ability
• OmniPage Ultimate, http://nuance.com
– Windows computer only
– Create mp3 audio files
– OCR ability
2: Provide options for
language, mathematical
expressions, and symbols
2.1: Clarify vocabulary
and symbols
• Online study guide and vocabulary
– Only provide list of the key terms before
course unit begins
– Students complete detailed definition of the
key terms after unit is completed
– http://myworldhistory.org
2.2: Clarify syntax
and structure
• Provide a graphic organizer for the
entire instructional unit or the day’s
class lecture
– Visual matrix or outline
• Potential major essay and vocabulary
exam questions provided ahead of time
– http://myworldhistory.org
Visual Organizers
•
•
•
•
•
•
•
Prezi, http://prezi.com
Popplet, http://popplet.com
Bubbles, http://bubbl.us
Xming, http://www.xmind.net
Timelines, http://www.tiki-toki.com
Inspiration, http://www.inspiration.com
Simple tables from PP or Keynote
2.3: Support decoding of text,
math notation, & symbols
• In small groups students discuss assigned
readings, audio files
• Provide prompting questions through study
guide for assigned readings/media and videos
played during class
• Students construct online study guide
• Instructor finishes debrief of assigned readings
or class videos by sharing personal response to
one or more of the prompting questions
2.5: Illustrate through
multiple media
• Insert short, edited video clips into PP
slide presentation
• Insert audio clips of famous speeches
Media Sources
• Video
– YouTube (Google for “Youtubedownloader’)
– Apple iTunes video podcast episodes
– Publisher library
– Free libraries: NROC, MERLOT, and others
– Screencast clips of DVDs
• Audio
– http://AmericanRhetoric.com
– http://Archive.org
YouTube Episodes
• Kahn Academy most famous example
• Subscribe to YouTube channels of interest
• “Favorite” episodes in personal YouTube
account
• Record YouTube episodes (ScreenFlow,
RealPlayer, Quick Time Pro, Jing)
Online Resources by Others
National Repository of Online Courses,
• NROC, http://hippocampus.org/
• Free online courses and learning modules
Most focused on college-readiness and firstyear college level.
• Reviewed and approved as valid/useful
• Create list of videos for students to view.
NROC, College-Readiness
Online Courses
• http://nrocmath.org/products/highered/developmental-mathematics/#casestudies_tab
• Pilot testing online course for math and a new
one that fuses together reading and writing.
Students take an online assessment to
determine which online modules. Reduces need
for DE course enrollment.
48
MERLOT
• http://www.merlot.org/merlot/index.htm
• Multimedia Educational Resource for Learning
and Online Teaching.
• One-stop-shop for all things for learning
technologies and downloadable lesson plans,
images, and other copyright-free materials.
• Enormous collection for K-16 education.
• Peer reviewed online teaching and learning
materials.
49
Education Portal
http://education-portal.com
• 5.300 online video lessons
• Subjects include: science, math, history, English,
business
• Free use by educators and students
• Free account permits tracking of courses
completed
• Credential what learned through CLEP exams &
Excelsior College credit-by-exam
50
3: Provide options
for comprehension
• Before class period
• During class period
• After class period
3: Provide options for
comprehension
BEFORE CLASS SESSION
BEGINS
3.1: Activate or supply
background knowledge
• No formal textbook used in the course
• Assigned readings or audio/video files from history
journals and popular press. Articles from newspapers
and other sources run through http://readability.com
• Recommended articles through Twitter
– NY Times articles on relevant topics
– Trending Twitter topics
• Delicious bookmarks
• Student-constructed Wikipedia,
http://www.historpedia.org
New Generation of Internet
Communication Tools
• Web 1.0
– More static and
less interaction
permitted
– Traditional web page
– E-mail
• Web 2.0 & 3.0
– Allows for
higher
interaction and
collaboration
–
–
–
–
–
–
Blogs
Podcasts
Instant Messenger
Wiki web pages
Discussion board
Chat room
We need to consider how to
appropriately leverage social
media for the course learning
experience and making
information accessible.
http://www.nptechforgood.com
What do the experts tell us
about social media now?
Twitter
• Microblogging
• 140 characters
• Attach short video clips, photos, web
links
• Searchable
• Follow topics
• Recommend use of Tweetdeck
Create Twitter Account
• Personal account
–http://twitter.com/davidarendale
• Individual class account
–http://twitter.com/pstl1251
• Create a separate individual and class Twitter
account.
–Need a different personal email address to
establish each Twitter account
–Use Gmail to establish multiple email
accounts with link back to school account
57
Forwarding Online Content to
Personal or School Account
• Find article of interest from web site
• Look at top or bottom of the article for the
social media buttons
• Create a free account with the content
provider (e.g., New York Times Online)
• Sign-in if necessary
• Click on the Twitter icon to forward. Add your
own brief message
58
Tweetdeck
http://tweetdeck
• Most robust and full featured of
the more than 100,000 ways to
consume Twitter
• Select columns to follow different
groups of Twitter accounts and
topics
Delicious Social Bookmarks
http://delicious.com
• Web bookmarks appear on all computers
• Searchable database with keyword tags
• Assemble annotated bookmarks on a class
topic by instructor or by the students
Podcasting (Audio/Video)
• Internet radio or video series
• Episodes arrive on a regular basis after the
listener “subscribes” to the series or goes
to a web site where accessed
• Listen when and where wanted
• Can be listened to through desktop
computer or downloaded to a MP3 player
(e.g. iPod, tablet computer, smartphone)
• Also can be simply posted to course
management web site (e.g., Moodle)
62
Leverage Expertise by
Other Podcasters
•
•
•
•
•
History According to Bob
Matt’s Today in History
Military Channel Video Podcast
Grammar Girl: Quick and Dirty Tips
English as a Second Language Podcast
More Podcasts
• Money girl: Quick
and dirty tips
• Math dude: Quick and
dirty tips
• Khan Academy
(video)
• Beginning Algebra
(video)
• Coffee break Spanish
• Learn to speak
Spanish
• Princeton Review
vocabulary minute
• Business English
podcast
• Very vocabulary:
Learn English words
• English as Second
Language
• iTunes University (full
length courses)
64
FREE PODCASTS
THROUGH ITUNES
http://itunes.com Download free software from
Apple to listen to podcasts. All podcasts
through Apple are free, audio or video. Listen
to the podcasts through their free downloaded
software program.
Education Setting
Applications
1.
2.
3.
4.
5.
6.
Supplement to Traditional Course
Support for New Professional Book
Build Community of Scholars
Professional Association Service
Enhancement to Personal Webpage
Audio book based on previously
published material
Audio Book (podiobook)
• Audio narration in whole or part of
articles, reports, or books
• Example from non-educators:
http://podiobooks.com/
Suggested Next Steps
• Listen to podcasts of personal
interest
• Learn how to podcast
• Experiment with podcasting
• Involve students
• Keep going, it gets better
3: Provide options for
comprehension
DURING CLASS SESSIONS
3.2: Highlight patterns, critical
features, big ideas, & relationships
• History patterns and forces
• Continuous review of essential course
goals, objectives, and activities
• Focus on one big idea that connects
everything in the history unit
• Make connections among history events
then and now to display relevancy
Methods to Achieve
• Refer to course syllabus and the student
learning and development objectives
• Provide potential exam essay Qs and vocab in
advance
• First two and last two minutes in class
• Provide single prompting question for entire unit
• Incorporate current events and make
connections with current history topic
• Connect previous and upcoming class sessions
3.3: Guide information processing,
visualization, & manipulation
• Use visual organizers during class lectures
with complex material
• Gloss one assigned reading page early in
academic term with marginal notes to
display importance
• Share personal interpretation of assigned
readings or media discussed in small groups
before proceeding with next class activity
• Verbalize personal thinking process
3: Provide options for
comprehension
AFTER CLASS SESSIONS
Record Class Sessions
• ScreenFlow, Mac only, $80 software and
$80 for wireless lavalier microphone
• Camtasia
• Screencast
• Jing, Free, Limited recording time
• Screenr, Free, Limited recording time
3.4: Maximize transfer and
generalization
• Students reflect on the history forces and
how they impacted past and potential future
events and impact them personally during
the first and last day of the course
• Reflect about the Holocaust and steps they
can take personally regarding intolerance
and prejudice
• Make connections between then and now
and make sense of current history events
PRINCIPLE #2:
PROVIDE MULTIPLE MEANS
OF ACTION AND EXPRESSION
4: Provide options for
physical action
• Students sit in small groups and work
as a group of 9 or three groups of 3
• Volunteers serve as note taker at board
located next to their group desk
• Those who are able can stand up and
move about the room during small
group activities
4.1: Vary the methods for
response and navigation
•
•
•
•
•
Question prompts in large and small groups
Student response system for informal feedback
In class quizzes
Delayed written responses and reflections
Provide “extended time” for all students on
major exams and qualified students receive 1.5
times in quiet room monitored by DSO
• Provide supplemental learning materials for
those interested in exploring topic deeper
Poll Everywhere
www.polleverywhere.com/
• Real-time response system using mobile devices
students already have
• Free plan for the first 40 student responses
• Paid plans for students or faculty for 40+ students
• Works with PowerPoint or Keynote
• Check your institution for data security rules
• Send response via
– Text message
– Tweet or
– Web site http://PollEv.com/
Other Response Systems
• Socrative, http://www.socrative.com Free for
smartphones, tablets, and laptops.
• Understandit, http://understandit.com Free and
paid. Press “understand it” or “confused” buttons
• Twitter, http://twitter.com Use unique hashtag
for the class. Responses open for all to see
• Nearpod, http://www.nearpod.com More
sophisticated response system.
• IntuiFace, http://intuilab.com More
sophisticated
4.2: Optimize access to tools
and assistive technologies
• Course resource links in multiple locations on
course web site
• PDF docs & web sites for assistive devices
• Audio and written transcripts of assignments
• Talk about Disability Services Office on 1st day
• No assumptions about student IT skill
• Provide sustained awareness and continuous
IT training within the class: Handouts, Class
demonstrations, and Video tutorials
5: Provide options for
expression & communication
•
•
•
•
•
•
5.1: Multiple media communication
Traditional lecture and discussion
Extensive use of video clips and images
Historical simulations
Live event history field trips on-campus
Social media: audio and video podcasts
Text documents and media with transcripts and
audio narration option
• In-class structured peer learning
• Students create media assignments
• Instructor videos: unit overview & lecture rewind
Lecture Rewind Podcast
•
•
•
•
Create music video through Animoto
Make duplicate set of PP slides
Simplify and shorten PP text on slides
Make 10 second clips of original video
clips shown during class (optional)
• Export all PP slides as JPEG images
• Download the video as MP4 format
• Publish through course podcast series or
post to the course management web page
Additional Class Follow-up
• Instructor summarizing main point of the
class session with one Twitter message
(140 characters max with an attached
image)
• Twitter message to prepare for next
class session.
• Vimeo short summary of the class
Lessons Learned From Use
of Technology in Class
• Students intolerant of long videos (prefer 30
second to 5 minute clips)
• Before viewing, preview prompt questions
• Provide small group discussion time after
viewing (vary group composition and size)
• Students prefer instructor perspective after
• Carefully edit audio and video clips
5.2: Use multiple tools for
construction & composition
• Diverse exam formats: objective, writing
• Classroom participation (e.g. simulations)
• Low stakes papers (e.g., Historpedia
entry, history field trip)
• History music video (http://animoto.com )
• Podcast and wiki web contributions for
exam preparation
(http://myworldhistory.org and
http://thenandnow.org )
5.3: Build fluencies with graduated
support levels for practice & performance
• Scoring rubrics for all assignments and
exams available online
• Print essay rubric in exam booklet
• Written, audio, and video tutorials for
course assignments
6: Provide options for
executive functions
6.1: Guide appropriate
goal setting
• Provide more feedback to students through
use of technology
– DragonSpeak, Voice-to-text ($90 desktop
version and iPad version free). Use with written
assignments through course management web
site.
– Vimeo, video memo, http://vimeo.com
– Eyejot email videos, http://eyejot.com
– VoiceThread
VoiceThread.com
• Web service allows upload P slides, videos,
photos, etc. and add voice narration to create a
multimedia presentation. Viewers add own
comments to the presentation via voice or text;
attach questions or thoughts about a lecture
directly to the lecture itself when and where they
apply. The result is a discussion that is integrated
into the lecture itself."
• Single instructor license, $99 annually
• One instructor and up to 50 students
90
Eyejot Video Email
http://eyejot.com
•
•
•
•
•
•
•
•
Video email service
Browser-based cloud computing
Basic (free); Pro ($30yr); ProPLUS ($100yr)
5, 10, or 15 minutes
Import Excel with names and emails
All video hosted by Eyejot
Record live or upload prerecorded video
Works on iPhone and iPad ($4.99)
91
•
•
•
•
•
•
•
•
•
•
6.4: Enhance capacity for
monitoring progress
Daily low-stakes quiz over assigned readings
Post-exam survey
Previous course lectures (e.g., ScreenFlow)
Class “lecture rewind” history music videos
Worksheets for in class media viewings and
readings
Course audio podcast, http://thenandnow.org
Online study guide, http://myworldhistory.org
Online exam review session
Scoring rubrics for exams and assignments
Glossed page of one reading by instructor
Preparing Learners:
Co-Constructed Exam Study
Guide Web Site
• Unit summary
• Glossary of vocabulary terms
• Outlines of potential essay
questions
• http://myworldhistory.org
Then and Now Podcast:
Global History and Culture
94
• Link to course blog page
at http://thenandnow.org
• Link to subscribe to Then
& Now at
http://subscribethenandn
ow.info
• Link to wiki web page at
http://myworldhistory.org
Used by permission of Apple, Inc.
Podcast Components
• Weekly podcast for students
– Study strategies
– Unit overview
– Connect today’s headlines with book chapters
– Music selections by students
• Special podcasts
– Special music shows devoted to world regions
– Interviews with community experts on historical
issues (e.g., Hmong, Somali)
– Interviews with students (e.g., Iraq war)
– Special exam preparation episodes
– Student-created and delivered podcasts
– Rebroadcast of other podcasters (assigned)
Different Choices for Style
of Course Podcasts
• Simple recording with a single voice and
little editing. Post to the course management
web site.
• Complicated recording with multiple voices
and extensive editing. Register thru iTunes.
• With permission, use other people’s
podcast episodes as appropriate.
• Bottom line, content is more important
than the recording production values.
Online Exam Review Sessions
• One-way audio and video, interaction
through chat window
• Scheduled 9:00 pm at least two days
before the major exam
• Potential service provides
– Adobe Connect webinar software
– Vokle, http://www.vokle.com Free
– Ustream, http://www.ustream.tv Expensive
– Uvlog, http://uvllog.com Free
– Livestream, http://livestream.com Free
Vokle, http://www.vokle.com
• Free for hosting live web conferences
• One or two webcams plus text chat room
• Possible applications
– Exam review
– Interview guest speakers for the class
• Vokle allows screening of text messages
before they appear to the viewing public
99
Metacognitive Learning and
Feedback from Major Exams
– Students complete self assessment
regarding previous major exam
– Exam preparation activities
– Exam taking behaviors
– Individual responses analyzed and returned
divided by behaviors by students earning A or
B versus C and below. Behaviors have
consequences.
Virtual Office Hours
• Set one hour to be available online
• Potential hosting services
– One-to-One
• Text chat (e.g., Google)
• Google video chat/Google handout
– One-to-Many
• Adobe Connect, Vokle, etc.
PRINCIPLE #3:
PROVIDE MULTIPLE MEANS
OF ENGAGEMENT
7: Provide options to recruit interest
• Digital story telling: History music videos
• Student selected history topics for history music
videos or short history entry
• Student choice for history field trip
• Student choice for assignments
• Annotate video
• Class presentation on topic of their choice
• Create audio book or ePub
• Music videos to prompt instruction or reflection
103
•
•
•
•
History Music Videos
Digital Storytelling
Present significant historical event
Work in teams of 1 to 3
Integrate text, images, and music
Music and final processing provided
through http//:animoto.com
• Students screen videos and select top
ones
Animoto.com
• Turn your photos, video clips, and
music into stunning video masterpieces
to share with everyone. Fast, free, and
shockingly easy!
• Free plan to make 30 second videos
• Educator plan: 6 month free, unlimited
• Paid plan: annual $30 subscription
• http://animoto.com/education/
Alternatives to Animoto
• Jing screen recording (limited to 10 minutes),
http://jing.com Additional features with fee
• GoAnimate, http://goanimate.com
• Pow Toon, http://www.powtoon.com
• Voki creates text to speak avatars
• DigitalFilms
• Storyrobe
• Wideoo. Free 45 second videos
• iMovie or Windows Movie maker
• Common Craft-style videos
GoAnimate (YouTube/Google)
http://goanimate.com
• Limited, free plan provides limited number
of dialogue statements
• Templates available on current issues
• Sample, http://goanimate.com/videos/0eSfRpK-ATIU/1
Common Craft Style Video
• Create storyboard to guide short video
• Write word-for-word script
• Create simple paper images and
characters
• Practice moving images on screen
• Place video camera directly over
images
VideoANT
http://ant.umn.edu
• Annotate videos from YouTube
• Purposes:
– Critical thinking skills using video media
– Feedback of student video projects
– Feedback on student speeches
• Create free account through Twitter,
Facebook, or personal email
address
• Developed at Univ. of Minnesota
108
VideoANT Purposes
• Instructor feedback for assignment
• Students feedback on draft versions by other
students
• Instructor analyzes video for class
• Students provide individual feedback to
annotations or question prompts
• Students add annotations along with others to
the same video
• Captioning of a video
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Historpedia Writing
Assignment
• Student selects history topic of high
relevance and importance to them
• Submit topic abstract for prior feedback
• Create final paper modeled after best
examples from Wikipedia
• Posted to course “Historpedia” web site.
• http://historpedia.org
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Constructing Audio or e-Book
by/for Students
• Students work in teams
• Permit diversity of contributions:
copyright free images, text, PowerPoint
slides, web links, audio or video files
Used with permission by Apple, Inc.
Audio Book
• Voice: Student narration
– Audacity, Windows or Mac, Free
– VoiceThread
– Garageband, Mac, $15
• Computer-generated
– OmniPage Ultimate, Windows only,
Nuance, $99, three voices
– NaturalReader, Mac or Windows, $69 to
$199, six voices, conversation mode
http://www.podiobooks.com/
• Examples provide ideas to create your
own audio book
• Most podiobooks for personal rather
than academic textbooks
• Donation system for payment
• Check school and public libraries for
downloadable titles
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ePub
• Create document in Word, output to
ePub format
• OmniPage Ultimate outputs to ePub
• Post to web site for download to ePub
readable tablets
• Post to iTunes Bookstore for free
distribution
Music Videos as Teaching Tool:
Study Strategies
• Engage students with applying study
strategies with something familiar
• David Bowie’s “Let’s Dance”
• Sources of videos then: MTV and TBS “Night
Tracks” television
• Sources now: VH1 web site, YouTube, iTunes,
etc.
• Google search for music lyrics
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Procedure
• Step one: students watch video, then try to
remember what they saw and what it meant
• Step two: students watch again with schema:
observe, translate, interpret
• Step three: connect watching music videos with
learning in the classroom
• Who else has used music videos for learning
purposes?
• Experiment with a music video
116
Let's dance put on your red shoes and dance the
blues
Let's dance to the song they're playin' on the radio
Let's sway while color lights up your face
Let's sway sway through the crowd to an empty
space
Let's dance for fear your grace should fall
Let's dance for fear tonight is all
Let's dance put on your red shoes and dance the
blues
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What did you observe,
translate what you observed,
and what was the main point?
CEHD iPad Experiment
• First large study at R1
• First study by college of
education
• All 1st year, full-time CEHD
students
• PsTL instructors in 1st year,
other CEHD faculty join in
succeeding years
• Funded by external donor
David Arendale’s 2014 Guide to Apple iPad Apps, http://z.umn.edu/davidipadapps
Preliminary Research Study
• Personal Responsibility:
– “I feel like any technology can be a distraction if you
let it become one. It is up to you to not get
distracted.”
– “I think it’s more of a personal decision of whether
or not it was a distraction. There definitely have
been times when I’ve played games or been on
Facebook during class” [opportunity] “so it’s all a
matter of self-control” [impulse ].
– “Sometimes it is a distraction because it is tempting
to go on Facebook, etc. but it is also convenient and
helpful too.”
7.1: Optimize individual
choice and autonomy
• Students choose topic for history entry
• Students work alone or in small group to
create history music video
• Study guide assignment chosen by student
• Location for history field trip chosen by them
7.2: Optimize relevance,
value, and authenticity
• Connect today’s events with current history
topic in the course
• Use Twitter feed to provide links to NY
Times articles related to the course topics
• Students reflect on impact of history forces
with their personal lives and choices made
8: Provide options for
sustaining effort & persistence
8.1: Heighten salience of
goals and objectives
• Be clear with student learning and development
outcomes in syllabus
• Constantly link SLOs and SDOs with course
assignments and activities
• Use SLOs to guide major exams
• Complete class with student reflective writing
assignment linked with course SLOs and DSOs
• Link knowledge gained with future choices
8.2: Vary demands and
resources to optimize challenge
• Provide more resources for increasingly
complex work projects
• Examples:
– Scaffold smaller writing projects to build
toward final long assignment
– Scaffold technical training for student
teams to create capstone video project
8.3: Foster collaboration
and community
• Select rooms with movable furniture, recruit
students to move furniture into circles
• Frequent small group activities and discussions
• Students form their own small groups for some
graded assignments
• Permit students to select where to sit
• Rotate small student teams around the room to
meet and interact with others
• Create community-created resources (example:
online study guide and podcast)
8.4: Increase masteryoriented feedback
• Use technology solutions to produce
more feedback without time to type
responses for students
• Dragon-speak voice-to-text software
• Eye-jot video email
• Voice-thread feedback
9: Provide options
for self-regulation
9.1: Promote expectations and
beliefs that optimize motivation
9.2: Facilitate personal
coping skills and strategies
• Post-exam survey results to change
future exam study behaviors
• Model study strategies during class by
instructor and fellow students (e.g.,
visual organizers, note taking, reading)
• Practice how to work with fellow
students for exam preparation
9.3: Develop selfassessment and reflection
• Post-exam survey of study behaviors
• Reflect about history forces, lessons
learned from history simulations
UDL in Learning Centers
• Welcoming, friendly, attractive, inviting
• Comfortable, wide areas to navigate
• Various media to access information: print,
audio, computer, video
• In-person and online tutoring
• Quiet overall, private areas for tutoring
• Easy to perceive instructions & procedures
• Students had prior contact with LC through new
campus visits, orientation tours, etc.
UDL in Learning Centers
• One-stop shop bundled services: disability,
testing, advising, new student orientation, and
other service units
• Large enough to accommodate field trips by
academic classes of students
• Sufficient personnel and equipment to support
instructional support needs
• Outreach to instructors and classrooms
• Ongoing professional development to student
and professional staff
Embedded Learning
Assistance
Higbee, J. L., Lundell,
D. B., & Arendale, D.
R. (Eds.). (2005). The
General College
vision: Integrating
intellectual growth,
multicultural
perspectives, and
student development.
http://purl.umn.edu/5
357
135
136
Universal Learning Design
Higbee, J. L., & Goff,
E. (Eds.). (2008).
Pedagogy and student
services for
institutional
transformation:
Implementing
Universal Design in
higher education.
http://www.eric.ed.gov/
PDFS/ED503835.pdf
137
ULD Resources Inventory
•
•
•
•
•
•
•
Gatherings of faculty and staff
Campus offices
Off-campus offices
Campus leaders and influencers
Building and classroom inventory
Campus policies
Professional development and reward
system
138
Suggested Next Steps
1. Observe use of UDL and learning tools by
others
2. Experiment with personal use of the technology
and UDL
3. Experiment with use of one new approach in
one unit in the course
4. Learn more and add to the course
5. Keep going, it gets better
“First Things First”
139
Priority Action Steps
• What are two new
ideas just learned
that you will act
upon in the next
week?
• Who else can you
talk about these
new ideas in the
next week?
Used by permission from Freedigitalphotos.net
140
David Arendale, Ph.D.,
Associate Professor
University of Minnesota
arendale@umn.edu
http://arendale.org
(612) 625-2928