Transcript Text Book - marciaoAT

• Text Goes Digital: Supporting Reading and Writing #140-12 E-text and
Digital Learning materials are bursting into our classrooms at
unprecedented speed. Are you ready? This class will explore the concepts
of Universal Design for Learning (UDL) as it applies to reading and writing
activities. UDL focuses on providing students with materials that meet
their learning style and need through alternate means of representations,
action and expression or engagement.
• Digital materials allow us to accommodate or modify reading and writing
tasks to better meet the needs of our student learners. We will look at
various representations of the same reading materials, explore web and
iPad based sites/apps that allow students to explore content in different
ways and to provide their answers not only through writing but as
pictures/video or audio files that can be emailed or shared. Finally, we will
investigate the use of interactive content to help students engage with the
learning tasks they are working on. If you are using devices like iPads,
iPods, Kindles or other portable devices, please bring them along.
Text Goes Digital: Supporting
Reading and Writing
Marcia Obukowicz
CESA 9
AT Coordinator
[email protected]
http://marciaoat.wikispaces.com/
In the future
Something I Need to Learn Today…
Our Day
How do you currently learn new
information?
The Next Generation
• http://www.youtube.com/watch?v=LVRvzXGH2Y
What do I need in a digital textbook?
Skills Needed for Digital Reading
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Content format and increased interaction
Relevant source
Tracking the flow of content
Traction and Bias
– current, relevant and accurate
• Skim (details) and Scan (how the eyes perform vertical
and horizontal on screen readers)
Increasing Engagement and
Comprehension
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Build in background knowledge
Built in: dictionaries
Using the find feature to locate key info
Look up tools
Pairing concepts with pictures, video or
interactives
• Media playback
• Bookmarks and notes
Change is swift. How will you keep up?
• Talk at your table
SETT
• Student
• Environment
• Task
• Tool
Student:
Interest in topic
Experiences
Reading Ability
Listening Ability
Thinking and application of knowledge skills
Learning styles
Environment
• Static
• Tethered
• Mobile
• Collaborative
The Tasks of Reading and Writing
• Decoding
• Understanding and Using Content
• Handwriting, Typing, Talking or Texting
• Conveying ideas
• Fiction and Nonfiction
Formatting CONTENT
• Paper
• Digital
Project Gutenberg:
http://www.gutenberg.org/
• Off Copyright Texts
• Digital versions in lots
of formats
Formats
Where will student access
material?
What format does that
device need?
• Online options/small files
• Software options/
largerfiles
• Alternate formats
(MP3/WAV/video)
How can we adapt this
• What tasks must the
student perform?
• How can we adapt
this?
UDL Adaptation
Multiple Means of
Representation
Action And Expression
Engagement
Interactive
• http://oceantoday.noaa
.gov/whaleanatomy/
http://www.indiana.ed
u/~ensiweb/lessons/w
halekiosk.html
The Secret Garden
• http://www.sparknotes.com/lit/secretgarden/
• http://www.youtube.com/watch?v=VrMahhu
dZvo
http://www.youtube.com/watch?v=_o
i47scPH6A
UDL
http://www.udlcenter.org/aboutudl/udlguidelines
If you are feeling overwhelmed…
Resources
• UDL http://www.udlcenter.org/aboutudl/udlguidelines
• Handout http://marciaoat.wikispaces.com/
• Build a PLN (Will talk more when we go to the lab.)
Perception
To reduce barriers to learning, it is important to
ensure that key information is equally
perceptible to all learners by:
• providing the same information through
different modalities (vision, hearing, or touch)
• providing information in a format that will
allow for adjustability by the user (text that
can be enlarged, sounds that can be
amplified).
Customizing the Display 1.1
• Display information in a flexible format so that
the following perceptual features can be varied:
– The size of text, images, graphs, tables, or other visual
content
– The contrast between background and text or image
– The color used for information or emphasis
– The volume or rate of speech or sound
– The speed or timing of video, animation, sound,
simulations, etc.
– The layout of visual or other elements
– The font used for print materials
Alternatives to Audio 1.2
• Use text equivalents in the form of captions or automated
speech-to-text (voice recognition) for spoken language
• Provide visual diagrams, charts, notations of music or
sound
• Provide written transcripts for videos or auditory clips
• Provide American Sign Language (ASL) for spoken English
• Use visual analogues to represent emphasis and prosody
(e.g., emoticons, symbols, or images)
• Provide visual or tactile (e.g., vibrations) equivalents for
sound effects or alerts
• Provide visual and/or emotional description for musical
interpretation
Signed Stories
Signing Savvy
http://www.signingsavvy.com/
• Type a word and sign is delivered
• App: Sign4me also an option
• http://www.tobermorey.com/deaf/fsanime/fs
anime.swf
Captioning Site
Decrease Distractions
• The look of the text
• Reader feature in Safari on ios5 devices
– Whale example
• Add video or interactive elements
Visuals: 1.3
• Provide descriptions (text or spoken) for all
images, graphics, video, or animations
• Use touch equivalents (tactile graphics or
objects of reference) for key visuals that
represent concepts
• Provide physical objects and spatial models to
convey perspective or interaction
• Provide auditory cues for key concepts and
transitions in visual information
http://www.voki.com/
Voki
http://www.voki.com/pickup.php?scid=5423
934&height=267&width=200
• Think about
these types of
tools on web
pages or
explaining
assignments.
Audio:
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Play away
Overdrive
Audio versions of the Text
Converted Text to Audio through a Text
Reader
Effective Practices for Description of Science
Content within Digital Talking Books
• http://ncam.wgbh.
org/experience_lea
rn/educational_me
dia/stemdx
Print Disabilities
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Access to copyrighted digital material
LD, VI,OI
Same stuff at the same time
Determine Eligibility
Place in programs at Bookshare and NIMAC
Formats:
Large print, text reader, audio or braille
AIM Navigator: Print Disabilities
• http://aim.cast.org/experience/decisionmaking_tools/aim_navigator
Bookshare
http://www.bookshare.org/
Learning Ally /Bookshare
• Learning Ally: Human Read Audio, Need
special players or conversion to more typical
players, Lots of the textbooks
• Bookshare is Daisy format books, text reader
reading
• http://www.wamp.k12.wi.us/ Learning Ally
• Do you need Bookshare Download practice
Learning Ally
Text Readers
• Read Outloud Bookshare edition (NIMAS only)
– (free, download through bookshare)
• Bookshare’s Read2go for iPad (NIMAS+)
• Kurzweil and WYNN
• Read Write Gold (Web App that plays nice
with iPad)
• Read Outloud 6
http://www.donjohnston.com/products/read_outloud/features.html
• Premier
Text Reading Options for Home
• Read Please http://www.readplease.com/
• Natural Reader http://www.naturalreaders.com/
• Browse Aloud
http://www.browsealoud.com/page.asp?pg_id=80107
Now/Future for Portables Apps
• iPhone4 apps:
KNFB reader
Prizmo reader
PerfectOCR OCR conversion
Fotonote OCR Conversion
• Camera is limitation for iPad but camera in
latest iPhone version is rated well for use with
these apps.
Portables: iPad/Android
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Speakit
Text2speech
Neojulie, Neokate and Neopaul
http://appadvice.com/appguides/sho
w/text-to-speech-apps-for-ipad
• Knowtilus app
• Texthelp apps
http://www.youtube.com/user/TexthelpSystemsUS?feature=mhee#p/
u/6/f3pBJirEK8s
2: Provide options for language, mathematical
expressions, and symbols
How a language is perceived and interpreted
Varies by experience, understanding of symbols
2.1 Clarify Vocab and Symbols
• How information is presented – the words,
symbols, numbers, and icons – can be received
differently based on backgrounds, languages, and
lexical knowledge.
• key vocabulary, labels, icons, and symbols should
be linked to, or associated with, alternate
representations of their meaning
• Idioms, archaic expressions, culturally exclusive
phrases, and slang, should be translated.
Marzano and Vocabulary
• How are some ways that you introduce
vocabulary?
Flash Cards and Quizlet
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Flashboard App
Talking Flashcards
Play nice with Quizlet
Have kids make the flashcards, add the
pictures, maybe the text.
Wordplay
•
http://whatplanetareyoulivingon.blogspot.com
/2010_02_01_archive.html
Visuwords
• http://www.visuwords.com/
Visual Dictionary
• http://visual.merriam-webster.com/
Amathdictionary
• http://www.amathsdictionaryforkids.com/
Scientific Notation
Chemical Table
The Elements: Transfer from Book to
Interactive
• http://www.youtube.com/watch?v=nHiEqf5w
b3g
http://www.idiomsite.com/
2.2 Syntax and Structure
• Variations in how a sentence is structured in
languages (The Sweden Epidsode)
• Grammar Checker in MS Word
• Daily writing tip guides
http://www.dailywritingtips.com/10-varietiesof-syntax-to-improve-your-writing/
2.3: Decoding
• Dealing with “the voice” in text readers
• Math ML
• Offer notation lists or cheat sheets
– ie. alphabet strips in the younger grades, math notation
– http://www.roleplaygateway.com/word-misuse-andgrammar-cheat-sheet-t64177.html
– http://www.teachingdegree.org/2009/07/01/100-terrificcheat-sheets-for-k-12-teachers/
– http://math-blog.com/2008/09/20/13-useful-math-cheatsheets/
– http://www.mathconcentration.com/profiles/blogs/top10-math-cheat-sheets
AIM Explorer
• Online tool that test student set up needs for
text including a text reader
• http://aim.cast.org/experience/decisionmaking_tools/aim_explorer
Text to Speech
Computer based
• Read Please
• Natural Reader
• Premier
• Read Outloud
• Read Write Gold
• WYNN
• Kurzweil
App based
• Neo Julie, Neo Paul, Neo
kate
• Voice Over built in
accessibility
• Siri
• Dragon
Book Sites
• Starfall http://www.starfall.com/ Also an App
• Tumble books www.tumblebooks.com
(Free through most area public library systems)
• One More Story http://onemorestory.com/
• Tarheel Reader Project:
http://tarheelreader.org/
Story Chimes: App
• Highlighted text as you read
• Mix of fairy tales and lesson stories
2.4: ELL
• Google Translate (Remember it is a literal
translation)
• Larry Ferlazzo
http://larryferlazzo.edublogs.org/
• Multiple Language tools:
Language Cheat Sheet: Boardmaker
Multiple language options, ASL packet
http://www.word2word.com/
• Online dictionaries and translators in several
languages
Switch to the Lab
2.5: Alternate Media
• This is huge, build your resources!!!!!!!!
• Add them to your web pages
• Task: Understand content
• Tools: Print, Video, Cartoons, Comics, Audio,
interactive experiences
• How to Find:
– Use google. Say topic and interactive, tutorial or
hands on. See what happens.
Use of videos to convey content
You Tube
• http://www.youtube.com/education
• http://www.youtube.com/teachers
Teacher tube
• www.teachertube.com
Embedding into Webspaces
• Embed codes
• http://www.ted.com/talks/ken_robinson_cha
nging_education_paradigms.html
Energy
http://sciencenetlinks.com/in
teractives/powerup.html
http://environment.nationalgeographic.
com/environment/globalwarming/wind-power-interactive/
APP: Text book on alternate energy
Livebinders
http://www.livebinders.com/play/play/100736
Math Interactives
National Library of Virtual Manipulatives
Illuminations
• http://nlvm.usu.edu/
• http://illuminations.nctm.org/ActivitySearch.a
spx
Google Earth
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Drive/ Fly the Tectonic Plate
Explore the Eifel Tower
Google Lit Trips http://www.googlelittrips.org/
More ideas
http://sitescontent.google.com/google-earthfor-educators/
Virtual Field Trips at the Museum
• http://www.coudal.com/moom/
Comics: (More to come later)
Max Axiom Science Series
• Research on the use of
comics as effective reading
and writing tools is solid.
Need a how to use:
• Adventures in Graphica by
Terry Thompson
• Going Graphic Comics at
work in the multilingual
classroom by Stephen Cary
Gathering in Class Knowledge
• Use collaborative tools like googledocs or
wikis to collect what folks know and resources
that can guide learning
• Tools allow some flexibility in format
• Store collective wisdom in a class cloud
storage like drop box or evernote.
Search for Media
3.0: Comprehension
The purpose of education
is not to make information accessible,
but rather
to teach learners
how to transform accessible information
into useable knowledge
3.1: Activate or Supply
Background Knowledge
• Tying to previous experience
• Providing connecting experience
• Finding relevance in current material
• Overriding organization (Social Studies)
• Using organizational tools to help bring pieces
together
Digging for Answers
Windows to the Universe: NASA
• http://www.windows2universe.org/windows.html
• http://community.sparknotes.com/
• http://www.sparknotes.com/lit/secretgarden/
Background Knowledge Builders
• http://www.exploratorium.edu/afterschool/activities
/index.php?activity=134&display=further
• http://ellclassroom.wordpress.com/2008/12/01/buil
ding-background/
• http://esolonline.tki.org.nz/ESOL-Online/Teacherneeds/Teaching-and-learning-sequences/Orallanguage-Participate-in-a-conversationUS17142/Learning-task-1-Activating-prior-knowledge
• http://www.teachervision.fen.com/skillbuilder/reading-comprehension/48540.html
Graphic organizers
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Inspiration
Mindmeister
Idea sketch
Syncpad
Bringing Paper Graphic Organizers to
the iPad
• PDF Annotator Programs
• Type on PDF
3.2: The Bigger Picture
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Patterns
What’s the best information
What are the bigger picture items
How do we connect these items
Patterns
Our brains are designed to find patterns. They are
drivers of learning:
When young we look at color and shapes, respond and
react
These early experiences build into
• Reading the environment
• Reading the book
• Organizing the stories, photos, music or art by genre
• Explain historical context: What factors lead to war.
http://ianchaiwriting.50megs.co
m/classroom-ed.html
Build lessons that access these patterns
Evaluating the source
• http://school.discoveryeducation.com/schrock
guide/eval.html Kathy Schrock web guides
Where are you on web page
development?
Building a Digital Resource
• http://my-ecoach.com/online/webresourcelist.php?rlid=5742
• Elem:
http://www.cape.k12.mo.us/blanchard/hicks/index.html
• MS http://www.mrconant.org/science/index.htm
http://www.thesciencequeen.net/
• HS:
http://teacherweb.com/Blog/CA/VanNuysHighSchool/TovarsE
nglishClass/3/default.aspx
Readability and Reader
• http://www.readability.com/
• Reader in safari on the iPad
Framing the Task
Persuasive Essay
• Great Title
• Related Graphic
• Strong+Story First
Paragraph
• First Example
• Second and/or Third
Example
• Action Items
• Call to Action
Text Book
• Intro. : Big picture
• Chpt. 1 –Covered and Get:
(reinforcing intro). Main point:
encapsulate the all of what’s
coming next.
• Chpt. 2 – first meaty point. Start
with a story. Add detailed
examples. Finish with action info.
Then a transition.
• Chpt. 3 – end – same as 2.
• Last Chpt. – sum up. Give next
steps. Speculate on what could go
wrong.
• Last Few Pages – a call to action
to extend the relationship further.
Autosummarizing
• Built in to some Word programs
• http://www.tools4noobs.com/summarize/
• http://www.wired.com/wiredscience/eruptions
Cliff Notes, Spark Notes and Pink
Monkey
• Highlight the key points
• Provide insight into characters, plot and
setting
3.3: Info Processing
• Give explicit prompts for each step in a sequential process
• Provide options for organizational methods and approaches (tables
and algorithms for processing mathematical operations)
• Provide interactive models that guide exploration and new
understandings
• Introduce graduated scaffolds that support information processing
strategies
• Provide multiple entry points to a lesson and optional pathways
through content (e.g., exploring big ideas through dramatic works,
arts and literature, film and media)
• “Chunk” information into smaller elements
• Progressively release information (e.g., sequential highlighting)
• Remove unnecessary distractions unless they are essential to the
instructional goal
Exploratree
• http://www.exploratree.org.uk/
Graphic Organizer Sites
• http://www.eduplace.com/graphicorganizer/
Moving a PDF to an iPad
• Find through Safari
• Transfer to iBooks or another app by tapping
in upper right hand corner, finding the
program and selecting it.
• Page will open in the app.
3.4: Transfer and Generalization
• Provide checklists, organizers, sticky notes, electronic reminders
• Prompt the use of mnemonic strategies and devices (e.g., visual imagery,
paraphrasing strategies, method of loci, etc.)
• Incorporate explicit opportunities for review and practice
• Provide templates, graphic organizers, concept maps to support notetaking
• Provide scaffolds that connect new information to prior knowledge (e.g.,
word webs, half-full concept maps)
• Embed new ideas in familiar ideas and contexts (e.g., use of analogy,
metaphor, drama, music, film, etc.)
• Provide explicit, supported opportunities to generalize learning to new
situations (e.g., different types of problems that can be solved with linear
equations, using physics principles to build a playground)
• Offer opportunities over time to revisit key ideas and linkages between
ideas
Inspiration
Vocab Ahead
• Mini videos that act out vocabulary
4.0: Means of Action and Expression
• provide materials with which all learners can
interact.
4.1: Physical Action
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Watch response time
Watch timed tasks
Manipulatives
Input methods for action
Think beyond paper pencil
Mobiles and iPad camera
Polls
Voice Recognition
Digital manipulatives
• Pick a topic
• Think about the manipulative you would like
to have.
• Search for it.
• Strategy:
– Google topic, interactive
– Topic manipulative
4.2: Access
• The tool is not enough.
• Provide the support to use the tool effectively.
• Learners need help navigating the physical
space and the curriculum),
• and need the opportunity to use tools that
might help them meet the goal of full
participation in the classroom.
The Dragon Issue
• The Art of Dictation
• Editing
• Online vs. mobile
Thinking About the Keyboard
Switches and Scanning
• http://www.bltt.org/switch/scanning.htm
• Splashtop remote mouse
5.0: Expression and Communication
There is no medium of expression that is
equally suited for all learners or for all
kinds of communication.
5.1: Optimal Media for Content Expression
• Compose in multiple media such as text, speech, drawing,
illustration, design, film, music, dance/movement, visual art,
sculpture or video
• Use physical manipulatives (e.g., blocks, 3D models, base-ten
blocks)
• Use social media and interactive web tools (e.g., discussion
forums, chats, web design, annotation tools, storyboards,
comic strips, animation presentations)
• Compose in multiple media such as text, speech, drawing,
illustration, comics, storyboards, design, film, music, visual
art, sculpture, or video
• Solve problems using a variety of strategies
Multi-Media
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Flip Cameras
iPad videos
Explain Everything
Glogster
Animoto
Cartoons
• Speech bubble in
smartnotebook
• Kerpoof
• Comic Life
• Comic Creator
• Comix
• Toondoo
Story Kit
• Free Bookmaker
Other Book Maker Apps
• Explain Everything ( My favorite) 2.99
• Splice: Free
• Book Creator 4.99
Collaborations
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Wikis
Blogs
Google Docs
Social Networks
5.2: Construction and Composition
• Provide spellcheckers, grammar checkers, word prediction
• Provide Text-To-Speech software, voice recognition, human
dictation, recording
• Provide calculators, graphing calculators, geometric sketchpads,
or pre-formatted graph paper
• Provide sentence starters or sentence strips
• Use story webs, outlining tools, or concept mapping tools
• Provide Computer-Aided-Design (CAD), music notation (writing)
software, or mathematical notation software
• Provide virtual or concrete mathematics manipulatives (e.g.,
base-10 blocks, algebra blocks)
• Use web applications (e.g., wikis, animation, presentation)
Dictionary.com
• http://dictionary.reference.com/
• Speaks the word
5.3 Fluency is Built by Performance
• Scaffolds
• Graduated levels of support
• There are many ways to show competency
http://udleditions.cast.org/
6.0
Learner Navigates the Environment
6.1: Goal Setting
Vision for how to get there
Child Centered
Setting goals
http://worksheetplace.com/index.php?functi
on=DisplayCategory&showCategory=Y&lin
ks=2&id=279&link1=31&link2=279
6.2: Strategic Plan
• Embed prompts to “stop and think” before acting as well as
adequate space
• Embed prompts to “show and explain your work” (e.g.,
portfolio review, art critiques)
• Provide checklists and project planning templates for
understanding the problem, setting up prioritization,
sequences, and schedules of steps
• Embed coaches or mentors that model think-alouds of the
process
• Provide guides for breaking long-term goals into reachable
short-term objectives
The Assignment Calculator
• http://www.lib.umn.edu/help/calculator/
The Learning Tool Box
• http://coe.jmu.edu/learningtoolbox/index.html
6.3: Managing Info and Resources
• provide a variety of internal scaffolds and
external organizational aids
• Graphic organizers and templates
Zoho Notebook
• Online version of several iPad apps that offer
text, audio, drawing, and video/ image entries
https://notebook.zoho.com/
6.4: Progress
• Ask questions to guide self-monitoring and reflection
• Show representations of progress (e.g., before and after
photos, graphs and charts showing progress over time,
process portfolios)
• Prompt learners to identify the type of feedback or advice
that they are seeking
• Use templates/rubrics/checklists that guide self-reflection on
quality and completeness
• Provide differentiated models of self-assessment strategies
(e.g., role-playing, video reviews, peer feedback)
• Provide samples of student work.
Create a graph
• http://nces.ed.gov/nceskids/createAgraph/def
ault.aspx
7-9 Engagement
• How the brain, sensory processing, life work
• Motivation
• The fixed and growth mindsets: Carol Dweck
• http://www.youtube.com/watch?v=AbaWNPB
NJhk&feature=related