This week in my CEP 811 class, Adapting Innovative Technologies for the Classroom, the assignment was to create an Ultra Micro MOCC. A MOCC is a massively open online course. MOCCs provide the opportunity for people all over the world to take classes from universities such as Stanford and University of British Columbia at no cost-which means-world class educations that were once only available to select people are being made available to people all over the world. It also means going from a class size of 50 to possibly a class size of potentially over 100,000 in some cases-what an opportunity!
I needed to think, using my area of expertise, what would be an ultra micro MOCC I could create and present to the masses. Assistive Technology is and continues to be a passion of mine, so I thought, why not create an introductory course to what is assistive technology.
In my “Have you used your AT Today?” course my peers will master assistive technology skills by creating a lesson plan that integrates assistive technology and build a network with fellow peers.
Course Topic: Assistive Technology
Questions to answer:
A. What is Assistive Technology?
B. How do I integrate it into my classroom?
Course Title & Photo: Have you used your AT today?
Who is coming to your course? What will attract them? Why would they want to participate in this experience? Special Education teachers, paraprofessionals, parents, students, administrators. Participants will want to take this course to learn how about assitive technology and how it works to level the playing field for students with disabilities. They will also learn that AT is not just the high tech items such as Ipads and other technology items, AT can be as simple as a pencil grip for a student or the use of a different type of pen.
What do you want learners to be able to do when they are done? (Connect your thoughts here to the learning theories you explored last week and the design principles you learned this week.) How long is your course experience? Everyone sees technology in the general education classroom, but many don’t know what assistive technology is nor do they understand the difference between assistive technology and what is used in the classroom. Through scaffolding, participants will walk away with an understanding of what assistive technology is and how it can be used to help special education students be successful in the general education classroom. Show “The Case Against Technology Video.
Week 1-What is AT?
Week 2-Low Tech Tools
Week 3-Mid-Tech Tools
Week 4-High Tech Tools
Week5-Wrap up, evaluation ,review
I would envision 5 ‘class’ meetings-I’m not sure how long it would take to introduce and cover this topic. The attempt would be to have the class serve as an introduction to what assistive technology is and how could it be implemented right away in a general education classroom. It would be simple applications of assistive technology.
What will peers make?
*For each class, participants will need to complete an evaluation of an AT tool of their choice from a list of AT tools they would be able to access through either purchasing or borrowing/checking out.
*They will create a blog that will be used to post their findings and thoughts. Participants will be asked to read at least one other blog post and comment on it.
Now that you’ve identified skills and made projects for each skill, how do those activities hang together as a course? (Again, connect to learning theories, instructional design and consider how TPACK comes into play.) The course would be designed around interaction amongst participants and serve to network with others around the country and possibly the world. This course would have participants intertwining their content, pedagogy and technology knowledge together in one class. The goal would be to have participants use the content used in their classroom to address how they would bring assistive technology into the classroom. The next step would be to apply pedagogical knowledge to their content and technology knowledge-hence the intersecting circles in the TPACK framework.
How will peers help each other in your course? By using each other’s knowledge to brainstorm what their classroom would look like using assistive technology. The goal would be at the end of the course, each person would be able to expand their personal learning network.
Johnston, D. (Designer). (2013). The Case Against Assistive Technology [Web Video]. Retrieved from http://www.donjohnston.com/media/flash/case_against_technology/index.html