e-learning design plan
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E-LEARNING DESIGN PLAN
Online Course to Educate Teachers on how to teach Differently Abled Children and Slow Learners
JULY 26, 2015
by
P. Hemamali Perera – 2013/MIT/061
S.H.D. Senanayake – MPhil/PT/2015/048
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Contents
Introduction .......................................................................................................................................... 2
Analysis conducted and results .......................................................................................................... 2
Need Analysis ........................................................................................................................................ 5
Syllabus .................................................................................................................................................. 7
Course Map ............................................................................................................................................ 8
Course Map: Level 2 – Module 1 ......................................................................................................... 9
Program Objectives ........................................................................................................................... 10
Teaching Methods .............................................................................................................................. 10
Overall Goals of Course ..................................................................................................................... 10
Course Objectives .............................................................................................................................. 10
Individual Module Objectives ........................................................................................................... 11
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Introduction
The British school in Colombo provides personalized education to students with small class sizes and customized learning material. Each student’s level of knowledge on the topic is assessed at the beginning and appropriate learning material is provided.
The school has a special needs department which provides additional support to slow learners and differently abled students. Some of these students are allowed to follow their lessons with the others in the same class but they are supported by trained special needs teachers on one to one basis in the class itself.
The school is now planning to provide all teachers with training to work with special needs students.
In this e-learning design document we present the results obtained from the data collections methods. We have used direct observations, questionnaire and interviews to gather data related to the e-learning initiative for the school.
Analysis conducted and results
a) Direct Observations
Ten teachers were observed while they teach in the class, to find out how they teach
special needs students in their classes. Given below are the observations.
Special needs students are treated the same way as other students. These
students are happy to be in the same class and work with others.
Teaching a lesson is done for the whole class at once. First the teacher explains
the concepts to the class, then examples are discussed.
If students have problems / doubts, they are brought forward and explained
or discussed. But this time is very limited and students only bring up the topics
which are difficult for them. Special needs students are a minority, and they
don't make use of this opportunity to ask their doubts.
Some teachers did not have any knowledge about students with short
attention problems. Sometimes the students were punished instead of
addressing the problem.
Later students are given activities to carry out on their own. The teacher goes
around the class explaining concepts to students who have doubts and
marking books.
Most special needs students require extra explanations, which is not given in
the class by the teacher.
Most special needs students need a revision of the previous lesson, which does
not happen in the class.
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b) Questionnaires Initial questionnaire was revised before printing. Given below is the questionnaire that was handed over to the teachers. 120 questionnaires were given out and received 40 replies. Given below are results and interpretations of these results.
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Q1: I use computer for my day to day activities.
38 teachers (95%) select “Yes”. So we assume that they are familiar with basic skills such as typing and controlling the mouse.
Q2: I have O/L computer and English knowledge.
All teachers (100%) select “Yes”. So we will not waste more time for teaching the computer basics, internet technologies and Basic English.
Q3: I have participated in online forums.
22 teachers (55%) select “Yes”, while 18 teachers (45%) said no. So we need to educate teachers about taking part in forums and netiquette guidelines.
Q4: I am good at setting goals and deadlines for myself.
39 teachers (97.5%) select “Yes”. So we assume that they teachers will follow the course and participate in activities.
Q5: I can ignore distractions around me when I study.
39 teachers (97.5%) select “Yes”. So we assume that they teachers will be able to learn in online mode.
Q6: I am willing to use e-mail and other online tools to ask my classmates and instructors questions.
All teachers (100%) select “Yes”. So we can be sure that all teachers have an opportunity to clarify their doubts.
Q7: I can access internet at home.
All teachers (100%) select “Yes”. So we can be sure that all teachers can work independently and at their own pace. Teachers need to plan their lessons, therefore it is important that they are able to do it at their convenience.
Q8: I have speakers, microphone and a webcam at home.
5 teachers (12.5%) select “Yes”, while 25 teachers (62.5%) said no. So we can not include any video conferencing sessions in the course.
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c) Interviews Mr. Simon Harwood, Head of the senior school was interviewed and given below is the summary of information provided by him.
Currently, special needs students are a minority in school, therefore when employing new teachers the capability to teach special needs children is not assessed. But it is a growing population, therefore we need to educate all teachers about special needs children.
Also, teachers need to be educated on learning disabilities of students.
ADHD (attention deficit hyperactivity disorder) is the most common in our school. Then behavioral disorders and intellectual disabilities. Finally physical disabilities and sensory impairments.
The proposed system therefore needs to educate teachers about these disabilities and how to handle those kids.
Need Analysis
a) Content Analysis
The analysis of content of the e-learning design solution is discussed in this section. The
content should be user friendly and the learnability should be high as the solution is going
to be designed for the teachers in order to cater the requirements of the special needed
students. Every unit in the syllabus is analyzed to map with the requirements. Designing
the content is important as this will be used to educate the teachers. When conducting
the content analysis the following factors should have to be considered.
Clarity of the lesson/subject area
User friendliness and the usefulness of the content
Find out how the learners will react for the activities
Coverage of the scope defined
Find out whether the content meet the defined objectives of the course
When developing the e-learning content, the lessons, activities and assignments should
be validated with a subject domain expert.
b) Learner Analysis
When designing the instructional design solution, we have to identify the target
audience/learners clearly. The learners come from different backgrounds with different
learning capabilities. For the effectiveness of the system we have to address the
requirements and the needs of all types of leaners in the learning community. Those
requirements and the learner characteristics could be identified through the need
assessment conducted prior to designing the system. The following factors could be
identified as some considerations when designing the system.
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Learning style of the participants
Needs of the target audience
Prior knowledge related to the area
Training needs for the learners
Learner-environment interaction
Language of the learners
Motivation and the interest of the learners
The results gathered through the questionnaire would be helpful when analyzing the
learners. According to that, some teachers have a good knowledge on IT skills and some
haven’t. Therefore when considering the learners, we have to design the course in a
moderate style in order to cater every learning categories of learners.
c) Performance Analysis
The performance analysis is useful when bridging the gap between the actual
performance and the intended performance. In order to reach the objectives the actual
performance has to be aligned with the intended performance. Also there should be a
mechanism to measure the performance of the learners.
d) Environment Analysis
Before initiating the e-learning design, an environmental analysis should be done. The
environmental factors should be satisfied for the e-learning content delivery. Without
proper infrastructures and the other facilities the e-learning initiative would be useless.
There should be enough space for the practical sessions. Also there should be adequate
head phones and microphones and the other equipment in order to conduct the audio
and video lectures. The data collection methods will be helpful when analyzing
environment.
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Syllabus
Module 1: Introduction to Special Education
Special Education and Legalization
Teachers’ Responsibilities for Special Education
The Individual Educational Plan
The Value of Inclusive Education
Categories of Disabilities
Module 2: Learning Disabilities
Introduction to Learning Disabilities
Case Study: Assisting a student with a learning disability
Module 3: Attention Deficit Hyperactivity Disorder (ADHD)
Introduction to ADHD
Teaching Students with ADHD
Module 4: Intellectual Disabilities
Introduction to Intellectual Disabilities
Teaching Students with Intellectual Disabilities
Module 5: Behavioral Disorders
Introduction to Behavioral Disorders
Teaching Students with Behavioral Disorders
Module 6: Physical Disabilities and Sensory Impairments
Introduction to Physical Disabilities and Sensory Impairments
Teaching Students with Hearing Loss
Teaching Students with Visual Impairment
Module 7: Working with Students with Special Education Needs Assessment
Working with Students with Special Educational Needs - Assessment
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Course Map
Module 1
Module 2
Introduction to Special
Education
Learning Disabilities
Module 1
Test
Module 2
Test
Module 3 Attention Deficit Hyperactivity
Disorder (ADHD) Module 3
Test
Module 4 Intellectual Disabilities Module 4
Test
Module 5 Behavioral Disorders Module 5
Test
Module 6 Physical Disabilities and
Sensory Impairments
Module 6
Test
Module 7
Working with Students with
Special Education Needs
Assessment Impairments
Module 6
Test
Training
Final Evaluation
Pre Test
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Course Map: Level 2 – Module 1
Introduction to Special
Education
Special Education and
Legalization
Teachers’
Responsibilities for
Special Education
The Individual
Educational Plan
The Value of Inclusive
Education
Categories of
Disabilities
Quiz
Learning Disabilities
Quiz
Attention Deficit
Hyperactivity Disorder
Intellectual Disabilities
Physical Disabilities and
Sensory Impairments
Behavioral Disorders
Quiz
Module 1 Test
Quiz
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Program Objectives
To increase the awareness of special needs Education among the staff at British School
in Colombo by 100%.
To create an effective climate for learning by sharing all available information about a
child’s disability pertinent to the child’s performance.
To facilitate special needs student’s academic progress and social development by
educating teachers about how to support those children.
To support and act as a resource for classroom teachers working with students with
special needs.
Teaching Methods
Video lessons – lessons will be recorded as videos, which are organized into modules.
Videos will include discussions, real life examples and case studies.
Online assessments – these will include questionnaires and essays that need be
completed by the teachers.
Group work - teachers in the school are given group assignments, which they are
supposed to complete within the given time period.
Forums - forums will be used to discuss the problems and exchange knowledge.
Overall Goals of Course
Module 1: To educate teachers about special education
Module 2: To educate teachers about learning disabilities
Module 3: To educate teachers about Attention Deficit Hyperactivity Disorder (ADHD)
Module 4: To educate teachers about intellectual disabilities
Module 5: To educate teachers about behavioral disorders
Module 6: To educate teachers about physical disabilities and sensory Impairments
Module 7: Assess teachers’ knowledge on special education after following the course
Course Objectives
To use different methods to teach different students based on their capabilities.
To enable teachers to deliver subject matter successfully to the class.
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Individual Module Objectives
After completing module 1, learners will be able to identify who are the special needs
students in the class.
At the end of the Module 2, the learners will be able to identify and explain learning
disabilities of students in the class.
At the end of the Module 3, the learners will be able to identify Attention Deficit
Hyperactivity Disorder (ADHD) students in the class.
At the end of the Module 3, the learners will be able to plan a strategy to assist a
student with ADHD.
At the end of the Module 4, the learners will be able to about identify students with
Intellectual Disabilities in the class
At the end of the Module 4, will be able to plan a strategy to assist a student with
Intellectual Disabilities.
At the end of the Module 5, the learners will be able to about identify students with
Behavioral Disorders in the class.
At the end of the Module 5, will be able to plan a strategy to assist a student with
Behavioral Disorders.
At the end of the Module 6, the learners will be able to about identify students with
Physical Disabilities and Sensory Impairments in the class.
At the end of the Module 6, will be able to plan a strategy to assist a student with
Physical Disabilities and Sensory Impairments.
At the end of the Module 7, the learners need to be able to list down and explain
types of special needs.
At the end of the Module 7, the learners need to be able to compare and contrast
teaching strategies used to teach special needs students.
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