OU blog

Personal Blogs

Design Museum

The TES SEN Show

Visible to anyone in the world

I'm delighted to have stumbled upon this the day before the event opens as I will now be going along. I am busily completing a script for a scenario-based elearning course to support SEN students with Independent Travel.

Scripting the learning is one thing. Delivering it with these kinds of tools and this level of functionality is another. Bespoke paltforms let you do this - you build it this way. Off the shelf platform are far more limited.

Permalink Add your comment
Share post
Design Museum

I'm going to take a bus

Visible to anyone in the world

I'm going to take a bus an imagine it is the first time I have ever been on a bus. I must have taken a bus with a grandparent, or an older sibling. Unlike kids today I was taking the bus a couple of miles up the road to school when I was 7 or 8. Perhaps age 6 with my older brother. 

I remember taking my young son on a double-decker bus for the first time. He was so excited about the bus with the 'windy stairs' to the top deck. Similarly on his first train journey he held up his ticket thrilled to be going on such a trip.

I am getting into the head of a young person with special education needs as I work my way through a 90 minute transcript with an educator who works with SEND students. 

Permalink Add your comment
Share post
Design Museum

Independent Travel eLearning for Special Education Needs and Disability Students

Visible to anyone in the world

My instructional design journey begins as I prepare to interview a subject matter expert on independent travel for students with special educational needs (SEN). I am posing questions against a 'learning journey' frame so that as I ask questions I can build these into a story. 

It is this story, and the ability to successfully and effectively bring the story to life, which will decide whether or not this elearning experience achieves its goals.

 

Permalink Add your comment
Share post
Design Museum

Elearning for Students with Special Education Needs and Disabilities (SEND)

Visible to anyone in the world

Projects for the next four months with Open Access release in the New Year. 

Using a Cash Machine (ATM)

Learning points: 

1.       How many numbers are in an individual pin

2.       How to protect yourself from others seeing your pin number

3.       The colour of the button you press once you have entered the pin number

4.       In the home screen what does each tab mean i.e. cash withdrawal, printed balance, onscreen balance etc

5.       Who should know your pin number and why is it important that no one knows your pin number (outcomes)

Approach: Linear video with synched slides and bold caption on Planet eStream. 

Crossing the Road/Puffin/Pelican crossing

Learning points: 

1.       Where and how to stand when crossing the road (well back from the edge of the kerb, looking and listening for dangers etc)

2.       Look at the dangers of crossing the road (not paying attention, walking across the road when traffic is coming, not using crossing points)

3.       Colours of the Pelican Crossing lights – Green mean go or stop

4. When crossing still be looking and listening out for traffic

Approach: Linear video with synched slides and bold caption on Planet eStream. 

The Learning Resource Centre, Broadwater 

Learning points: 

1.       Who to go for help and what help they can offer (buy pens, change password and computer advice)

2.       Where the quick read books are within the LRC

3.       360 tour of the LRC, especially chill out room (is it a chill out room?)

4.       How to start the computer

5.       How to use the printers

6. Swiping in and out of LRC

Approach: ThingLink 360 tour with interactive hot spots, tour links and voice over narration. 

Independent Travel Training

Approach: Scenario-based elearning. Video with voice over, text and interactive prompts.



Permalink Add your comment
Share post
Design Museum

How to use an ATM

Visible to anyone in the world

How things come around.

Starting out in corporate video training and information films in the 1980s I found myself working with an ex BBC Money Programme Producer Alan Scales who won the contract to replace a carousel slide show (really) sent round to all branches, with video. One of the stories we covered was the opening of Abbey National's first cash machine at their Baker Street Branch (and HQ). That was 1985 or 1986.

Here I am in 2019 planning to create a simple 'how to video' for Students with Special Educational Needs (SEN). This will include how to use an ATM and to use a Pelican Crossing. No production team - just me, a camera and tripod, student actors. No budget so no producer role. I'll cut it on my desktop. It will be 'hosted' on Planet eStream, as a play alone video, or with a second screen of synchedslides. 

I would have hoped after 34 years to have moved on but my 'career' has been a constant spiralling up and down and off in all directions as I catch fermal, or come to earth with a bump, or jump out (with or without a parachute

 

Permalink Add your comment
Share post
Design Museum

Using TEL (Technology Enhanced Learning) with Students with Special Educational Needs and Disabilities

Visible to anyone in the world

Students with Special Educational Needs and Disabilities [SEND]

My interventions, advise and efforts to date have been aimed to students without specific needs. I am now looking at what provision is available for our SEND students and how I can support them and their tutors.

SEND students will have difficulties with:

  • Communication and interaction
  • Cognition and learning
  • Behaviour and social development
  • Physical or medical needs

Differentiated and personalised, even 1:1 teaching is required, rather than the teacher teaching from the end of a classroom and hoping to keep order and anyone engaged.

Personalisation and carefully structured lessons are key.

The aim is to provide help so that students can access the parts of the general curriculum that is available to all students. It is at the frontline of accessibility. Assessment is important as there is a constant need to understand and develop students’ progress. Observation is equally important. 

 

Some things I can read about (the rest I will have to pick up first hand)

  • If too detailed some students may feel threatened and disillusioned.
  • If the challenge is too great, work becomes boring and any effort is a waste of time. 

Suggestions include:

  • Creating a self-compiled visual dictionary for subject-specific vocabulary
  • Chunking the work
  • Using visual clues
  • Having a ‘lesson menu’ and tick off as the student completes tasks so that they can identify their own progress.

Some specific suggestions include: 

Unable to focus (ADHD)

  • Small sections
  • Have ample ‘time out’
  • Used realistic timed targets
  • Phased classwork and homework
  • Reading and writing is a challenge

Dyslexic

  • Use of coloured overlays to reduce glare and jumping letters
  • Keep instructions simple and short

And in general: 

  • Facilitate 1:1 tutorials
  • Record lessons by phone or laptop
  • Use visuals to support written text

SEND students need to be catered for in a non-discriminatory way, in an inclusive environment, can only enhance the self image and self worth of young people.

Objectives

To achieve a higher level of personal self-sufficiency and success.

Integration can reduce social stigmas and improve academic achievement. 

Where can technology help?

A special education program should be customised to address each individual student’s unique needs. 

Individualised Education Program

This will address each student’s unique learning issues and include specific educational goals. 

To help them participate in the educational environment as much as possible.

There are five broad categories of provision

  1. Inclusion

  2. Mainstreaming

  3. Segregation

  4. Exclusion

  5. Co-teaching

Individual Education Plan (IEP)

  • Targets
  • Provisions
  • Outcomes

What strategies will be used

What provision put in place?

Identifiable outcomes to monitor progress.

And include:

Likes, dislikes and anxieties

Home-based tasks

Specific: it is clear what the student should be working towards.

Measurable: it is clear when the target has been achieved.

Achievable: for the individual student.

Relevant:  to the student’s needs and circumstances.

Time-bound: targets are to be achieved by a specified time.

There are 14 categories under special education (in the US):

  1. Autism

  2. Deaf-blindness

  3. Deafness

  4. Developmental delay 

  5. Emotional and behavioral disorders

  6. Hearing impairment

  7. Intellectual disability (formerly referred to as mental retardation)

  8. Multiple disabilities

  9. Orthopedic impairment

  10. Other health impairment

  11. Specific learning disability

  12. Speech or language impairment

  13. Traumatic brain injury

  14. Visual impairment, including blindness

Permalink Add your comment
Share post

This blog might contain posts that are only visible to logged-in users, or where only logged-in users can comment. If you have an account on the system, please log in for full access.

Total visits to this blog: 5314667