1. Engaging Learning Technologies: Improving Access, Engagement, and Achievement for All David Arendale, Ph.D., Associate Professor University of Minnesota arendale@umn.edu http://arendale.org (612) 625-2928 1

2. Placing technology within framework of Universal Design for Learning (UDL) Case studies of UDL use of technology Explore learning technology tools Identify available resources and allies Develop a plan for “contemplative computing” and “mindfulness” Learning Objectives 2

3. Different learning modalities and venues to facilitate learning (digital stories, reports, podcasts) Build community/mutual interdependence (weekly exam study guide and podcast) Co-creation of knowledge (exam study guide, Historpedia entries, music videos, panel discussions, podcasts) Personal enjoyment (music) Personal relevance (Historpedia entry, music) Present knowledge to various audiences (instructor, fellow students, general public) Technology is a process What could be the benefits? 3

4. UNIVERSAL DESIGN FOR LEARNING (UDL) Embedding the Best of Learning Assistance and Developmental Education In the Classroom 4

5. UD focused on architecture UDL focused on learning –Reduce barriers for all students –Accommodations for a few are often helpful for all students Universal Design (UD) and Universal Design for Learning (UDL) 5 Used with permission by the University of Minnesota Also called Differentiated Instruction, Universal Instructional Design, Universal Learning Design

6. 6 3 Main principles=> 9 Specific checkpoints=> Examples of practical actions

7. Case Studies for Use of UDL in Introductory Courses 7

8. 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) Intro Mathematics Course 8

9. Audio podcast recording and posting of class lectures –Originally intended to serve primarily the 2 nd 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. Intro Anatomy Course 9

10. 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. Introductory History Courses 10 Used with permission of Wikipedia Image Commons

11. Students demand relevancy and meaningful They are NOT natural “Digital Natives” Cocreate learning environment Provide rich and varied learning environment Provide sustained awareness and continuous technology training within the class & online Students are less tech skilled than assumed Invite students to create tutorials and assist http://arendale.org/tutorials Understanding My Students 10 Minute Interview 11

12. Schedule time weekly for yourself to use social media for personal use Survey students how they are using social media Ask students how social media could be used in your class and already in others Ask for volunteers to join you to experiment Before Implementing Social Media in the Class 12

13. Principle #1: Provide Multiple Means of Representation Principles #2: Provide Multiple Means of Action and Expression Principle #3: Provide Multiple Means of Engagement Organization of History Course UDL Overview 13

14. PRINCIPLE #1: PROVIDE MULTIPLE MEANS OF REPRESENTATION

15. PP slides provided beforehand for download: –static handout with three slides on the left-hand side for note taking on the right side –actual PowerPoint slides so notes can be typed into the “notes” section of the slide. –“outline” mode Course mngt system web site accessible for screen readers & other adaptive equipment. Laptops and tablet computers permitted 1.1: Customize display of information 15

16. Annual award cosponsored by NCLCA and LSCHE Archive of previous LSC winners, http://www.lsche.net/resources/lc_awar ds/awards_wi.htm http://www.lsche.net/resources/lc_awar ds/awards_wi.htm Criteria for LSC award, http://www.lsche.net/resources/lc_awar ds/LSCHEawardCriteria.htm http://www.lsche.net/resources/lc_awar ds/LSCHEawardCriteria.htm LSC Website Excellence 2000 to 2014 16

17. Audio podcasts with written transcripts All videos have open text captions Class lectures screen captured for viewing later at own pace Audio amplify voice of instructors and students 1.2: Offer alternatives for auditory information 17

18. $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. MovieCaptioner 18

19. Dragon Speak, www.nuance.com/ $90 www.nuance.com/ 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. Convert Audio to Text: Dragon Speak Software 19

20. Convert written text into audio files More verbal description of images displayed during class lectures or video clips Provide transcripts for commercial film dialogue and songs from sources on the Internet 1.3: Offer alternatives for visual information 20

21. Provide a graphic organizer for the entire instructional unit or the day’s class lecture –Visual matrix or outline –Short Prezi overview of the instructional unit 2.2: Clarify syntax and structure 21

22. In small groups students discuss assigned readings, audio files Students construct online study guide 2.3: Support decoding of text, math notation, & symbols 22

23. Insert short, edited video clips into PP slide presentation gathered from –Textbook publisher provides video clips –Video podcasts –Use computer screen capture software Insert audio and video clips –Photos, audio, and video, http://Archive.orghttp://Archive.org –Famous speeches, audio and transcripts http://AmericanRhetoric.com http://AmericanRhetoric.com 2.5: Illustrate through multiple media 23

24. Before class period During class period After class period 3: Provide options for comprehension 24

25. Twitter –NY Times articles on relevant topics –Trending Twitter topics Delicious bookmarks Audio podcasts episodes Historpedia student-constructed web site YouTube or other online videos 3.1: Activate or supply background knowledge 25

26. YouTube, http://youtube.comhttp://youtube.com Twitter, http://tweekdeck.comhttp://tweekdeck.com NROC, http://hippocampus.org/http://hippocampus.org/ GPS LifePlan, http://gpslifeplan.orghttp://gpslifeplan.org Education Portal, http://education-portal.com http://education-portal.com MERLOT, http://www.merlot.org/merlot/index.htm http://www.merlot.org/merlot/index.htm Preparing Learners: Online Resources Developed by Others 26

27. Microblogging 140 characters Attach short video clips, photos, web links Searchable Follow topics Recommend use of Tweetdeck Twitter 27

28. Provide alerts and links to online articles relevant to the course. –Look for social media icon at top or bottom of the article –Sometimes required to register with the media site to Tweet, example: NY Times Follow trends of key words used in Twitter messages (“Tweets”) Use of Twitter in the History Course 28

29. Personal account –http://twitter.com/davidarendalehttp://twitter.com/davidarendale Individual class account –http://twitter.com/pstl1251http://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 Create Twitter Account 29

30. 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 Forwarding Online Content to Personal or School Account 30

31. 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 Tweetdeck http://tweetdeck http://tweetdeck 31

32. Go go http://tweetdeck.comhttp://tweetdeck.com Enter requested information Create new columns of search words to track topics of interest Create Tweetdeck Account 32

33. http://delicious.com Personal use to make web bookmarks available on all personal computers. Searchable database with keyword tags Possible class assignment to assemble annotated bookmarks on a particular topic Delicious Social Web Bookmarking 33

34. David’s personal Delicious bookmarks, https://delicious.com/david.arendale https://delicious.com/david.arendale David’s iPad in education bookmarks, https://delicious.com/ipadsineducation https://delicious.com/ipadsineducation Two Examples for Delicious 34

35. Inverted classroom = lectures prerecorded and viewed before class sessions which are highly discussion or lab based. Who has “inverted” part or all of their classroom learning experience? How you might do that with technology or other means. Inverted Classrooms 35

36. Kahn Academy most famous example Subscribe to YouTube channels of interest “Favorite” episodes for your YouTube account Recording YouTube episodes ( ensure stability ) –ScreenFlow, capture the computer screen –RealPlayer, embeds recording button into the YouTube window to record video –QuickTime Pro –Jing.com –See other methods in accompanying handout YouTube Episodes (Inverted Classroom) 36

37. NROC, http://hippocampus.org/http://hippocampus.org/ Free online courses and learning modules Most focused on college-readiness and first- year college level. Reviewed and approved as valid/useful Create list of videos for students to view. Pilot testing online course for math and a reading/writing with online assessment http://nrocmath.org/products/higher- ed/developmental-mathematics/#case-studies_tab http://nrocmath.org/products/higher- ed/developmental-mathematics/#case-studies_tab National Repository of Online Courses (NROC) 37

38. http://hippocampus.org/ Free online courses and learning modules free for use by students and instructors. Most content focused on college-readiness and first-year college level. Curriculum developed by other colleges and organizations Advantage is that NROC has reviewed and approved the content as valid and useful. NROC: Courses and Modules 38

39. http://nrocmath.org/products/higher- ed/developmental-mathematics/#case- studies_tabhttp://nrocmath.org/products/higher- ed/developmental-mathematics/#case- studies_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. NROC, College-Readiness Online Courses 39

40. 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. MERLOT 40

41. 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 Education Portal http://education-portal.com http://education-portal.com 41

42. Simple Audio or Video Files and Formal Podcasting Use other people’s academic content or create your own orAccess the content through your course web site by a web link or subscribe to a formal podcast through iTunes Few people actually create their own podcast and have others subscribe thru iTunes 42

43. 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) Podcasting (Audio/Video) 43

44. Simple recording with a single voice and little editing. Post audio file 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. Different Choices for Style of Course Podcasts 44

45. 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 Leverage Expertise by Other Podcasters 45

46. 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 college courses)

47. FREE PODCASTS THROUGH ITUNES http://itunes.comhttp://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. 47

48. 1.Social media applications 2.Business/organization applications 3.Education applications Small Sample of Different Podcast Categories 48

49. 1.Supplement to Traditional Course 2.Support for New Professional Book 3.Build Community of Scholars 4.Professional Association Service 5.Enhancement to Personal Webpage 6.Audio book based on previously published material Education Setting Applications 49

50. PALgroups Podcast Short interview with pairs of students serving as small study group leaders. Future study group leaders assigned to listen to episodes. Shares students’ expertise with peers.

51. Audio narration in whole or part of previously published articles, reports, or books Initially designed for podcast before formal print publication Example from non-educators: http://podiobooks.com/ http://podiobooks.com/ Audio Book (podiobook) 51

52. 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 http://www.podiobooks.com/ 52

53. Copyright-free library of speeches (audio and transcripts of some) Searchable database Permission possible to podcast ( e.g., Great Speeches in History ) http://americanrhetoric.com 53

54. 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 VoiceThread.com 54

55. Listen to podcasts of personal interest Learn how to podcast Experiment with podcasting Involve students Keep going, it gets better Suggested Next Steps 55

56. Use visual organizers during class lectures with complex material 3.3: Guide information processing, visualization, & manipulation 56

57. PRINCIPLE #2: PROVIDE MULTIPLE MEANS OF ACTION AND EXPRESSION

58. Use student response system for informal feedback or quiz answers Increase scrutiny of videos and exercise critical analysis skills –VideoANT 4.1: Vary the methods for response and navigation 58

59. 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/http://PollEv.com/ Poll Everywhere www.polleverywhere.com/ www.polleverywhere.com/ 59

60. 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 VideoANT http://ant.umn.edu http://ant.umn.edu 60

61. 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 VideoANT Purposes 61

62. Provide links to course resources in multiple locations on course web site PDF docs & web sites for assistive devices Make no assumptions about student IT skill Provide sustained awareness and continuous IT training within the class Handouts Class demonstrations Video tutorials 4.2: Optimize access to tools and assistive technologies 62

63. 5: Provide options for expression & communication 63

64. Extensive use of video clips and images during class lectures Audio and video podcasts e-reading documents and media Students create media assignments Online interactive communities Technology-enhanced feedback from exams and assignments 5.1: Use multiple media for communication 64

65. 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 Lessons Learned From Use of Technology in Class 65

66. 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 Lecture Rewind Podcast 66

67. 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 Additional Class Follow-up 67

68. Use to support courses by the instructor or by academic support programs Venues for the online communities –Facebook –Myfastforum –TinyChat –MySpace Online Interactive Communities 68

69. (Webs) SI for History, Angelo State Univ. (TX), http://www.freewebs.com/cpreas/ http://www.freewebs.com/cpreas/ (Facebook) Rochester Institute of Tech (SI) –https://www.facebook.com/SIatRIThttps://www.facebook.com/SIatRIT –http://www.facebook.com/pages/SI-at- RIT/127578187299301http://www.facebook.com/pages/SI-at- RIT/127578187299301 – (YouTube) http://www.youtube.com/user/SIatRIThttp://www.youtube.com/user/SIatRIT (MySpace) Anatomy & Physiology SI http://www.myspace.com/lehman_si_biology http://www.myspace.com/lehman_si_biology LSCHE Award Winners: 2005 through 2011 http://www.lsche.net/resources/lc_awards/awards_wi.htm http://www.lsche.net/resources/lc_awards/awards_wi.htm Sites: http://www.lsche.net/resources/websitedir/uswbstdir.htmlhttp://www.lsche.net/resources/websitedir/uswbstdir.html Academic Support Sites 69

70. Dragon Speak, Voice-to-text ( desktop $90 with headset microphone, iPad app free ) –Easier for instructor to provide feedback through course management system –More total feedback than if typing response Vimeo, video memo, http://vimeo.comhttp://vimeo.com Eyejot video email, http://eyejot.comhttp://eyejot.com VideoANT, http://ant.umn.eduhttp://ant.umn.edu Screencast the paper with audio comments Feedback from Assignments 70

71. 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) Eyejot Video Email http://eyejot.com http://eyejot.com 71

72. Low stakes papers (e.g., Historpedia entry, history field trip) History music video (http://animoto.com )http://animoto.com Podcast and wiki web contributions for exam preparation (http://myworldhistory.org and http://thenandnow.org )http://myworldhistory.org http://thenandnow.org 5.2: Use multiple tools for construction & composition 72

73. 6: Provide options for executive functions 73

74. 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.comhttp://vimeo.com –EyeJot video email, http://eyejot.comhttp://eyejot.com 6.1: Guide appropriate goal setting 74

75. Previous course lectures (e.g., ScreenFlow) Class “lecture rewind” history music videos Worksheets over in class media viewings Course audio podcast, http://thenandnow.orghttp://thenandnow.org Online study guide, http://myworldhistory.orghttp://myworldhistory.org Online exam review session –DavidTV, Justin.tv is free http://justin.tv/arendalehttp://justin.tv/arendale –Vokle and Ustream are free and have additional features for interaction with viewers 6.4: Enhance capacity for monitoring progress 75

76. Part of Google suite of services Very basic web site Create free Gmail account if not done so already to access Sites, Drive (online collaborative work space) and many other services. Google Sites 76

77. Private or collaborative online workspace Personal space = 15 GB or more Choose people who can view, edit documents and file folders Google Drive 77

78. http://justin.tv Free account with advertisements (like Facebook), paid account prevents them Transmit audio and video Audience interacts through chat board Episodes retained on personal web page provided by Justin.tv for 1 week Justin.tv “Broadcast Yourself” 78

79. Unit summary Glossary of term vocabulary terms Outlines of potential essay questions http://myworldhistory.org Preparing Learners: Co-Constructed Exam Study Guide Web Site 79

80. Link to course blog page at http://thenandnow.org http://thenandnow.org Link to subscribe to Then & Now at http://subscribethenandnow.info http://subscribethenandnow.info Link to wiki web page at http://myworldhistory.org http://myworldhistory.org Then and Now Podcast: Global History and Culture 80 Used by permission of Apple, Inc.

81. 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) Podcast Components 81

82. 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. Different Choices for Style of Course Podcasts 82

83. Provide sustained awareness and continuous IT training within the class Students are less skilled than assumed Learning curve difficult for podcasting and wiki web page editing Students enjoy support in learning IT Involve students in the creation, narration and editing of wiki pages and podcasts Lessons I Have Learned from Podcasting 83

84. One-way audio and video, interaction through chat window Scheduled 9:00 pm at least two days before the major exam Potential service provides –Justin.tv/arendale (free version has ads) ( Requires h.264 encoding camera, e.g., new Logitech external USB plus-in) –Adobe Connect webinar software –Vokle –Ustream Online Exam Review Sessions 84

85. Set one hour to be available online Potential hosting services –One-to-One Text chat (e.g., Google) Google video chat Skype –One-to-Many Justin.tv Adobe Connect Skype (limit to six or less) Google Hangouts (limit to you + 9 others) Virtual Office Hours 85

86. Set one hour to be available online Potential hosting services –One-to-One Text chat (e.g., Google) Google video chat –One-to-Many Justin.tv Adobe Connect Virtual Office Hours 86

87. PRINCIPLE #3: PROVIDE MULTIPLE MEANS OF ENGAGEMENT

88. Music video as teaching tool Digital story telling: History music videos Student/instructor created animated videos Student choice for study guide assignment: podcast or online study guide options 7: Provide options for recruiting interest 88

89. 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 Music Videos as Teaching Tool: Study Strategies 89

90. 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 Procedure 90

91. Animoto GoAnimate4Schools Storyrobe iMovie and other video editors Songify (audio only) Digital Story Telling 91

92. Present significant historical event Work in teams of 1 to 3 Integrate text, images, and music Music and final processing provided through http//:animoto.comhttp//:animoto.com Students screen videos and select top ones History Music Videos Digital Storytelling 92

93. Turn photos, video clips, and music into stunning video masterpieces to share. Fast, free, and shockingly easy! Free plan to make 30 second videos Educator plan: 6 month free, unlimited. Limited to 50 students Paid personal plan: annual $30 subscription http://animoto.com/education/ Animoto.com 93

94. Google images, http://www.google.com/ Use advanced search for copyright freehttp://www.google.com/ ARTstor http://www.artstor.org/http://www.artstor.org/ Wikipedia Creative Commons http://wiki.creativecommons.org/Content_ Directories http://wiki.creativecommons.org/Content_ Directories Archive.org http://www.archive.org/http://www.archive.org/ Pics4learning http://www.pics4learning.com/ http://www.pics4learning.com/ FreeFoto http://freefoto.comhttp://freefoto.com Sources for Online Images 94

95. Screencasting: record the screen & audio –Jing screen recording (limited to 10 minutes), http://jing.com Additional features with fee http://jing.com –Screenr, http://www.screenr.comhttp://www.screenr.com GoAnimate, http://goanimate4schools.comhttp://goanimate4schools.com Windows Movie Maker or Apple iMovie Vimeo Storyrobe (very basic) Songify (audio only) Alternatives to Animoto 95

96. Free trial plan provides limited number of dialogue statements Sample, http://goanimate.com/videos/0eSfRpK-ATIU/1http://goanimate.com/videos/0eSfRpK-ATIU/1 Available three ways with different fees –Individual, http://goanimate.com/plusignuphttp://goanimate.com/plusignup –School, http://goanimate4schools.comhttp://goanimate4schools.com –Business, http://goanimate.comhttp://goanimate.com GoAnimate (YouTube/Google ) http://goanimate4schools.com http://goanimate4schools.com 96

97. Choose theme, background, & characters Control character movement Make character speak: record your voice, upload MP3 or WAV or M4A, retrieve previous audio file, or use GoAnimate text- to-speech. Limit of 180 characters Each scene=character moves and talks Preview each scene before moving on GoAnimate (YouTube/Google ) http://goanimate4schools.com http://goanimate4schools.com 97

98. Create free account to sharing videos Share with anyone you want with privacy controls to control access Use for feedback to individuals or groups Similar features to YouTube (follow others, channels, comments) 41,000 education videos Video making tutorials from Vimeo Vimeo Videos http://wimeo.com http://wimeo.com 98

99. 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 Historpedia Writing Assignment 99

100. Students work in teams Permit diversity of contributions: copyright free images, text, PowerPoint slides, web links, audio or video files Constructing e-Book by/for Students 100 Used with permission by Apple, Inc.

101. 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 7.1: Optimize individual choice and autonomy 101

102. 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 7.2: Optimize relevance, value, and authenticity 102

103. 8: Provide options for sustaining effort & persistence 103

104. Constantly and explicitly link student learning objectives and student development objectives with technology- based course assignments and activities 8.1: Heighten salience of goals and objectives 104

105. Select “Active Learning Classrooms” with movable furniture Students display media projects along with the instructor Allow students to form small groups for learning activities Create a collaborative eBook 8.3: Foster collaboration and community 105

106. Students work in teams Permit diversity of contributions: copyright free images, text, PowerPoint slides, web links, audio or video files Constructing e-Book by/for Students 106 Used with permission by Apple, Inc.

107. First large study at R1 First study by college of education All 1 st year, full-time CEHD students PsTL instructors in 1 st year, other CEHD faculty join in succeeding years Funded by external donor CEHD iPad Experiment 107 David Arendale’s 2012 Guide to Apple iPad Apps, http://z.umn.edu/davidipadappshttp://z.umn.edu/davidipadapps

108. http://emergingtech.tbr.edu/testers- emerging-technologies-appshttp://emergingtech.tbr.edu/testers- emerging-technologies-apps One of the largest directories of mobile device apps. Searchable by device type, academic area, education level, and others. Tennessee Board of Regents Emerging Technologies and Mobilization Resource Site 108

109. Gatherings of faculty and staffGatherings of faculty and staff Campus officesCampus offices Off-campus officesOff-campus offices Campus leaders and influencersCampus leaders and influencers Building and classroom inventoryBuilding and classroom inventory Campus policiesCampus policies Professional development and reward systemProfessional development and reward system 109 UDL Resources Inventory

110. Personal experience –Consume technology personally first Involve students to help produce Create capacity for students –Frequent demonstration, tutorials, handouts –Clear instructions and online samples Develop capacity for instructor –Attend workshops, view YouTube tutorials, etc. –Network with others more experienced –Learn from the students and family members Technology Resources 110

111. 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 Suggested Next Steps 111

112. 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? “First Things First” Priority Action Steps 112 Used by permission from Freedigitalphotos.net

113. David Arendale, Ph.D., Associate Professor University of Minnesota arendale@umn.edu http://arendale.org (612) 625-2928 113