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UDL Principle 3

Page history last edited by Susanne Croasdaile 14 years, 2 months ago
How can Web 2.0 technologies help support the 3 principles of UDL?

 

UDL Principle 3 supports Affective Brain Networks
The “why” of learning

 

Provide multiple means for learner engagement:
· Provide choices of required class projects
· Provide choices of content and skills
· Offer choices of rewards
· Offer choices of learning context

 

 

 

 

 

How can wikis help?

  • Hyperlinks can be used to make meaningful connections between current content and its “real life” uses
  • Hyperlinks can be used to connect to news reports and other information that validates the time spent in class on a topic
  • Educators can offer students option to work together in an online format on group projects (PBWiki’s group project templates)
  • Educators can offer students the option to share work product online (either with or without comments and changes available to viewers)
  • Remember that some students feel that public recognition and adulation is a reward while others dislike it—ask, don’t assume!
 

Writing: Students can write and revise in a wiki without fear of losing anything meaningful. This is because wikis archive, a term that means previous versions are saved (although hidden from public view) and can be retrieved at a later date in case someone says, "uh-oh, I didn't mean to do that!" or realizes that their editing has taken them down a path they don't like. Say goodbye to multiple saved drafts! Writing: Students can publish their writing in a public forum and offer two different ways for interaction with their audience (of peers, of instructors, of anyone!). First, readers can use the "comment" feature to share their compliments, reflections, concerns, additions, whatever. Second, if the student provides access to another writer, that writer can go into the text and make additions or changes, post questions, add counterpoint, etc. This is safe due to the restricted access (each potential writer has to be given access) and the archive function (see previous bullet) which allows writers to instantly restore a previous draft.

 

 

 

How can podcasts help?

  • Educators can offer multiple podcasts or vodcasts that explain content from different angles
  • Educators can allow students to use podcasting (such as songs, radio shows, and news reports) and vodcasting (such as music videos, documentaries, and performing arts) technologies alone or as a group to create projects
  • Writing: Students can use voice recordings to prewrite (also click here), rewrite, and check for tone. For content area writing assignments, these informal "writer's drafts" serve as good reviews of content for the student and for others. For formal essay writing, one teacher shared that his students practiced "code switching" by speaking with a British accent as it cued them to change from their informal, street speech to one more formal and appropriate to formal writing. This can be used when prewriting with voice! Try Jott or another speech-to-text program to use both the sound file and the written file.
  • Writing: A brief PhotoStory is a good way to get a prewrite done. Use images, graphic organizers (from WordInspirationWebspiration or any other mind mapping application), or PowerPoint slides saved as .jpg files as the graphics, then use voice over to sculpt the writer's reflections on direction for the work. Also useful for offering meaningful peer response--who wouldn't be more invested in offering feedback if they were making a movie!

 

How can blogs help?

 

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