online course designs: are special needs being met?
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Online Course Designs: Are Special Needs Being Met?. Christy Keeler. Mark Horney. Outline. Study Purpose Literature Review Methodology Results and Discussion Implications. Study Purpose. Rapid growth in field Market share Students with special needs Need for Accommodations - PowerPoint PPT PresentationTRANSCRIPT
Online Course Designs:Are Special Needs Being Met?
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Christy Keeler
Mark Horney
1. Study Purpose
2. Literature Review
3. Methodology
4. Results and Discussion
5. Implications
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Outline
• Rapid growth in field— Market shareMarket share— Students with special needsStudents with special needs
• Need for Accommodations— “Right thing to do”— Fiscally responsible— Federal law
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Study PurposeStudy Purpose
1. Which online course design elements provide barriers or supports for students with special needs?
2. To what extent are online course designers addressing issues that are potentially beneficial or problematic for students with disabilities?
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Research Question
s
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Literature ReviewLiterature Review• Research• Organizations• Laws
– Americans with Disabilities Act– Rehabilitation Act Amendments of 1998
• Section 504• Section 508
– Individuals with Disabilities Education Act– No Child Left Behind
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Guidelines/ChecklistsGuidelines/Checklists• IMS Guidelines• W3C Checklist of Checkpoints• Steps for Ensuring Accessibility (Smith)• Ensuring Access or Individuals with Cognitive
Disabilities (Rowland)/Accessibility Recommendations for Individuals with Cognitive Disabilities (Bohman)
• Section 508 Standards, Tools, and Techniques (Edmonds)
• Summary of Design Issues by Disability Type (Bohman)
MethodologyMethodology• Study Context
– Secondary level– Virtual classroom model– Sample courses– Special populations
• Research Questions– Identifying Design Variables
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Instrument of Instructional Design Elements of High School Online Courses (IODE)
MethodologyMethodology• Study Context
– Secondary level – Virtual classroom model– Sample courses– Special populations
• Research Questions– Identifying Design Variables– Levels of Practice
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Results and DiscussionResults and DiscussionQuickTime™ and aTIFF (Uncompressed) decompressorare needed to see this picture.
• Identified Elements
Research Question 1
Special Education Instructional Design Elements for Online Courses
Vision AccommodationsHearing AccommodationsBiasMouseclicksDesign ConsistencyWhite SpaceBackgroundFontFont SizeFont StyleFont ColorGraphic ImagesCourse Image TypeLesson Image TypeRequired MaterialsOptional Materials
Course TechnologiesLesson TechnologiesNumber of AudiosAll AudioAverage Audio LengthAudio StyleVoiceNumber of VideosAverage Video LengthVideo StyleInstructional ActivitiesPeer InteractionsReading EaseReading Level
SpellingGrammarCourse OptionsLesson OptionsAssessment OptionsTimedSummariesRequired SupportsSupport PeopleSupport MeansContext Help
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• Identified Elements• Excluded Elements
Research Question 1
Results and DiscussionResults and DiscussionQuickTime™ and aTIFF (Uncompressed) decompressorare needed to see this picture.
• Identified Elements• Excluded Elements• Categorization Schema
Research Question 1
Special Education Instructional Design Elements for Online Courses: Categorization Schema
Special Education Online Course
Design Elements
Website Design
Focus on Disabilities
Technologies Used
Instructional Methodologies
Support Systems
General Webpage Design
Vision Accommodations
Hearing Accommodations
Bias
Non-Web-based Materials
Web-based Materials
Technologies Audios and Videos
General Readability
Student Options
Human Support Systems
Context Sensitive Help
Results and DiscussionResults and DiscussionQuickTime™ and aTIFF (Uncompressed) decompressorare needed to see this picture.
• Focus on Disabilities– “Hearing Accommodations”– “Vision Accommodations”
Research Question 2
Results and DiscussionResults and DiscussionQuickTime™ and aTIFF (Uncompressed) decompressorare needed to see this picture.
• Website Design– Visual design of pages– Site and page layouts– Graphics
Research Question 2
Edvard Munch:“The Scream”
Southern Asian Tsunami:December 26, 2004
Before After
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• Technologies Used– Non-web-based materials
Research Question 2
Non-Web-Based Required Materials
05
1015202530
TextbookLab Kit
VideocassetteSoftware
PhoneCalculator
AudiocassetteMicrophone
Speakers
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• Technologies Used– Non-web-based materials– Web-based technologies
Research Question 2
LessonTechnologies
05
10
15
20
25
30
35
40
LinksVideoAudio
Voice Boards
Threaded Discussion
DownloadApplicationsSimulationsWeb Forms
Pop-UpAnimation
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• Instructional Methodologies– Instructional Activities
Research Question 2
Instructional Activities
0
10
20
30
40
50
60
WebQuestGame
PresentationVirtual Simulation
Debate
BrainstormingListening
Demonstration
Lab
Other Reading
ViewingTutorial
Project-Based Learning
ResearchRole Playing
Reflection
Drill and PracticeGroup DiscussionWeb Reading
Question/Answer
Lecture
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• Instructional Methodologies– Instructional Activities– Peer Communications– Student Options– Timed– Reading Level– Summaries
Research Question 2
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• Support Systems– “Context Sensitive Help”
Research Question 2
Context Sensitive Help
Project Intersect – University of Oregon
http://intersect.uoregon.edu/
ontherun
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• Support Systems– “Context Sensitive Help”– Support personnel
Research Question 2
ImplicationsImplications
Designers Administrators Teachers/ParentsAwareness Parental objections Suitability for students
Determining method of accommodations
Financial liabilityTechnology infrastructure
Equivalent academic achievement
Emotional comfort
Potential problems
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Online Course Designs:Are Special Needs Being Met?
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Christy Keeler
Mark Horney
Presentation Notes and Slides: http://keelerthoughts.blogspot .com
Paper: Keeler, C., & Horney, M. (2007). Online course designs: Are special needs being met? American Journal of Distance Education, 21(2).