Digital Equity and Perspective Pod Assignment

Synchronous mediums: In class learning, “roboting” into class using telepresence robot, web-broadcasted teacher instruction. Web-based apps 

Asynchronous mediums: Web-based platform; e.g. Google Classroom, Moodle, Microsoft OneNote, or others. Web-based apps 

–Kahoot

–Popplet

–Padlet

–Google Street View (Google Earth)

–Minecraft EDU

–Screencast-O-matic

–Reading Eggs

–Ep!c Books

–Adobe Spark

– Gimkit

– Floop

– Nearpod

– FlipGrid

Take-home hand-outs and materials provided by teacher (non web-based)

• Classroom robot 
• Google Apps for Education (with consent in regards to FIPPA guidelines and regulations) 
• Web-Broadcasting applications (most likely Zoom or Google Meet?)
• Quizizz (interactive studying tool/classroom quiz tool)
• Moodle
• Virtual Whiteboard
• Google Jam Board
• Youtube for interactive learning
• School Library Site (for Thomasz to choose material that is interesting to him)
• Touch Cast (interactive and fast-paced so it would suit the Thomas and would be a helpful support considering his attention issues)
• Trello (for supporting personal and collaborative organizational skills)
• Speech to text (Dragon Professional, Verbit, Speechmatics) and text to speech software
• Bookcreator 
• Smartfeed (not a personal favourite but could be used by a parent who may have internet content concerns)
• H5P (for interactive HTML content)
• There are a lot more possibilities but from my experience in our courses, less websites to have to interact with, the better – that’s why I like google apps for education – all in one place.

Teacher tools

• https://www.edsby.com/ (another classroom maker tool like moodle, google classroom etc., but it’s canadian made, owned, and operated so it may be worth investigation)
• https://ttrockstars.com/ (I’m not 100% that this fits our pedagogy but it looks fun!)
• https://teachable.com/
• https://www.floopedu.com/
• https://edpuzzle.com/ (just like M5P but a friendlier interface IMO)
• https://www.remind.com/ (this is my first time reading about this, I wonder if it’s used in Canada, if so I think it’s a great collaboration and communication tool)
• https://explaineverything.com/ (yet another whiteboard app, but it actually looks pretty cool)
• https://www.twinkl.ca/
• https://www.bloomz.net/ (intriguing communication tool, they make some bold claims around security. This is worth investigation as it may be a great tool when considering FIPPA)
• https://app.edu.buncee.com/ (Timm’s favourite)
• Classtools.net   (oldie but a goodie)
• https://nearpod.com/
• https://www.tinytap.it/ (fun little gamification in learning app, but it is another quiz tool essentially)
• https://www.mysimpleshow.com/ (Just like buncee, another of Timm’s favourites)

He enjoys working through his school work at home with his parents.

• Personalized
• Exciting
• Fun
• Challenging (within reason)
• Thought-provoking
• Place-based (we have a pretty liberal view of this as we envision a learning environment where students are very connected to other teachers and learners all over the globe and therefore place-based is a relative term that we view as non-restrictive)
• Interactive
• Creative
• Strong sense of community
• Psychologically safe
• Diverse criteria for success

In our online setting, we will also consider the eight design principles prescribed by Kral and Schwab (2020) when structuring our learning space. In particular, we will ensure that we create spaces for multi-modal self-expression and socialization with peers in our LMS to help bridge the gap between Thomasz’s online and face-to-face learning experiences. 

Open: integrate networked learning through the use of a participatory culture, digital learning spaces and open educational resources to support personal inquiry/connectivist learning approach. To assist Thomasz at home, structure learning assignments that require documentation (eg e-portfolio) over a period of time (formative assessment) that can be shared with others in the class and beyond.

Heightened consideration of FIPPA and privacy policies are needed in open learning as information is shared beyond class walls. With greater flexibility, choice and capability for informal learning experiences, open learning would require increased teacher/parent support or self-efficacy skills in research, documentation and reflection. 

Check  http://udlguidelines.cast.org/ for more information. 

With Thomasz’s diagnosed general anxiety disorder, it is important to create a safe environment for Thomasz. In Thomasz situation, this would include increasing small group work with who he feels comfortable with, creating a classroom community, and having constant communication with Thomasz to help him and help with his blended learning experience. 

Facilitate personal coping skills and strategies (9.2):

For Thomasz to successfully manage in a classroom setting and find a way to decrease his anxiety, there needs to be a classroom and school plan. In Thomasz’s classroom, he has personal connections in the school to help scaffold strategies to develop internal controls and coping skills as well as tri-weekly one-on-one classes with the school counselor. These gatherings are designed for emotional support and a review of daily check-lists, reminders, and models.

Foster collaboration and community (8.3):

For all learners, to have the most positive learning environment, there is a need for respectful connections, positive relationships, and a helpful community. Our learning design supports the fostering of collaboration and community because there is lots of opportunity for Thomasz to communicate and collaborate with peers he feels comfortable around to create his own sense of community. This is where he feels safe and has lower anxiety. This goal for Thomasz (and the class) is done through collaboration, web-broadcasting when Thomasz is learning online, and constant opportunities for classroom community building (small groups if necessary to accommodate Thomasz).

See; list of tools in our previous sections.

Check  http://udlguidelines.cast.org/ for more information. 

• In addition to static, written handouts, Thomasz will be given digital versions of class material delivered through the learning management system. The format of short, editable virtual documents and blogs will be adjustable to fit his reading needs (e.g changing size of visual content, volume/speed of video, animation or sound). To ensure these accessibility needs, we will review learning tools under these adaptability criteria for Thomasz
• Portions of the same learning material will also be available in different modes of representation such as interactive videos (e.g H5P), audio files, reading sites (e.g Epic Books) and podcasts to capitalize on his limited attention span and difficulties with longer segments of stand-alone text
• Additional accessible components of auditory and visual information will be provided (e.g captions/written transcriptions of videos, access to speech to text software – e.g Speechnotes)

Language & Symbols (provide alternate representations for accessibility, clarity and comprehension)

• We will embed alternate representations of written communication (e.g definition list, graphics or charts) of key vocabulary and symbols within the text through hyperlinks, footnotes or annotated images to provide ease of access as Thomasz is reading
• To emphasize and clarify relationships between elements of meaning, we will highlight important structural relations using differing colors and shapes (adhering to Mayer’s (2014) signalling principle) and also equip Thomasz with the skills/tools to perform this task on his own (e.g physical/digital annotation) to support a sustained and fluent flow of reading and decoding
• Alongside curricular material we will embed visual, non-linguistic supports (related images, videos) for vocabulary clarification to create a multimedia learning experience that engages him through different mediums

Comprehension (scaffold information for knowledge construction, processing and transfer)

• We will activate Thomasz’s relevant prior knowledge in interactive and visual ways (e.g responding to prompts on Flipgrid, creating or completing assessment on Quizizz) which also connect with him his classroom community
• Provide graphical ways for Thomasz to organize and illustrate his thinking and understanding (e.g fill-in concept map, diagram, sketchnoting) to support his emerging organizational skills
• To assist Thomasz in recognizing critical vs irrelevant information, we will provide use outlines and graphic/concept organizers to emphasize key ideas in condensed and summarized material. Question prompts and annotation features of H5P can assist with recorded videos
• As Thomasz has limited parental support due to his living situation, we will strive to break down this barrier by “chunking” and sequentially releasing information in student-led segments. In the online component of his blended learning setting, Thomasz will be given the choice and flexibility in interacting with the class content in an asynchronous format. 
• To support the transfer and generalization of information, we will design and provide visual templates to accommodate Thomasz’s note-taking methods (Editable Google documents, slides, board forums)

See; our list of tools to be used for this purpose in the sections above.

Check  http://udlguidelines.cast.org/ for more information. 

Vary the methods for response and navigation (4.1)

• In our learning designs, to give Thomasz his best chance to participate in all the class activities both face-to-face and virtually, we can vary the methods of response and navigation for Thomasz to eliminate any boundaries that virtually learning leads to (not having him physically present).

• We will provide alternative means of how Thomasz can present his learning to us. Instead of the traditional print-out work packages, Thomasz will be able to (if he chooses) to optimize his advanced computer skills by using writing programs such as Microsoft Word and Google docs. Thomasz will receive all his homework packages, class material, and notes through online classroom websites such as Google classroom. This way, Thomasz will have the opportunity to stay up to date with his peers even at home.

Optimize access to tools and assistive technologies (4.2)

• To minimize distraction and potential miscommunication across Thomasz blended learning platforms, Thomasz will (with the help of a mentor) complete a weekly task list with clearly stated “goals” to complete for the week. This task list will be made on a platform such as MyHomework, Wunderlist, or Boximize. This will also minimize the stress on Thomasz and assist him in managing his organizational stresses.
• On these weekly task lists, Thomasz will make clear instructions of which platforms he should use for his lessons (both virtually and face-to-face). The goal behind the clear instructions of the weekly tasks is to relieve the possibility of inappropriately using the resources Thomasz is given to aid his education (computer, tablets, online apps/games).

Expression & Communication (compose and share ideas using tools that help attain learning goals)

Use multiple media for communication (5.1)

• Because of Thomasz unique blended learning situation, he will not at all times have access to the same forms of media platforms as his peers. To help Thomasz anxieties of feeling “socially distanced” from his peers in his learning design plan we will give Thomasz the opportunities to express himself through “normal” face to face interactions and virtual sharing platforms. Thomasz will be able to be “roboted” into his class through a moveable telepresence robot which will enable him to interact with his peers and the course material.
• Thomasz will be able to complete his learning goals through a variety of social media and interactive web tools. Examples of web tools he would be using include:
• His private personal learning blog where he will be able to track and show his learning
• Google classroom, where he and his classmates can engage in discussion forums
• Zoom video webinars with his teacher where he can engage in one-on-one lessons and use tools such as “screen share” to exhibit his learning to his teacher

Use Multiple tools for construction and composition (5.2)

• To aid Thomasz in the quality of his work and to help alleviate added stress of time management, he will be offered the help of educational apps and tools:
• Spellcheckers, grammar checkers and word prediction software (Practice English Grammar, Sentence Builder, Montessorian: intro to words)
• Text-to-speech software, voice recognition software and screen/sound recording (Speechnotes, Screencast)

Build fluencies with graduated levels of support for practice and performance (5.3)

• To assist Thomasz through his learning, in our plans we will create multiple scaffolded lesson plans that can aid him in independence in his learning. These scaffolds will be evidenced in his weekly task lists.
• Because of Thomasz’s blended learning situation, he will be working with many different teachers/mentors. He will be with his classroom teacher in school, a tutor/EA, and his teacher at home over webinars, and if available, his mom and dad. Having these multiple sources of guided learning figures will help motivate Thomasz by allowing him to see various approaches he can take in his learning. Each mentor/learning figure will be able to give Thomasz differentiated feedback that will all be directed to Thomasz’s unique learning needs.

Executive Functions (develop and act on plans to make the most out of learning)

Guide appropriate goal-setting (6.1)

• To help assist Thomasz in becoming an independent learner and to help him manage his anxiety with both organizational skills, we will implement a weekly task list that contains scaffolds and guides to maintaining consistency in his work ethic and schooling both at home and face-to-face. Along with these weekly tasks, Thomasz will sit down with his various mentors to create long-term and short-term goals based on Thomasz’s desires and learning outcomes, as well as his parents, his teacher, and provincial educational standards.

Support planning and strategy development (6.2)/Facilitate managing information and resources (6.3)/Enhance capacity for monitoring progress (6.4)

• To help Thomasz see his growth and to monitor his progress for his parent’s benefit and the school’s, his teachers/mentors will keep records of Thomasz’s progression of weekly expectations, monthly expectations, and yearly expectations on a scale designed by his mentors with help from Thomasz. We wish that Thomasz can feel comfortable sharing how he wishes to receive feedback in his work, whether it be through:
• Self-assessments rubrics
• Rubrics made by teachers/mentors
• Reflective prompts
• Process portfolios
• Video review
• Peer feedback

Gender: Male

Age: 10 (Grade 4)

Lives in: Southeastern British Columbia

Like: Mountain biking, Dogs, Roblox