Text Goes Digital: Supporting Reading and Writing #140-12 E-text and Digital Learning materials are...
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Transcript of Text Goes Digital: Supporting Reading and Writing #140-12 E-text and Digital Learning materials are...
• 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 ObukowiczCESA 9
http://marciaoat.wikispaces.com/
The Next Generation
• http://www.youtube.com/watch?v=LV-RvzXGH2Y
Skills Needed for Digital Reading
• 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
• 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
Student:
Interest in topicExperiencesReading AbilityListening AbilityThinking and application of knowledge skillsLearning styles
The Tasks of Reading and Writing
• Decoding• Understanding and Using Content
• Handwriting, Typing, Talking or Texting• Conveying ideas
• Fiction and Nonfiction
Project Gutenberg: http://www.gutenberg.org/
• Off Copyright Texts• Digital versions in lots
of formats
Formats
• Online options/small files• Software options/
largerfiles• Alternate formats
(MP3/WAV/video)
Where will student access material?
What format does that device need?
Interactive
• http://oceantoday.noaa.gov/whaleanatomy/
http://www.indiana.edu/~ensiweb/lessons/whalekiosk.html
The Secret Garden
• http://www.sparknotes.com/lit/secretgarden/• http://www.youtube.com/watch?v=VrMahhu
dZvo
http://www.youtube.com/watch?v=_oi47scPH6A
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
Signing Savvyhttp://www.signingsavvy.com/
• Type a word and sign is delivered
• App: Sign4me also an option
• http://www.tobermorey.com/deaf/fsanime/fsanime.swf
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
Voki
• Think about these types of tools on web pages or explaining assignments.
http://www.voki.com/
http://www.voki.com/pickup.php?scid=5423934&height=267&width=200
Audio:
• 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_learn/educational_media/stemdx
Print Disabilities
• 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/decision-making_tools/aim_navigator
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
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 readerPerfectOCR OCR conversionFotonote OCR Conversion
• Camera is limitation for iPad but camera in latest iPhone version is rated well for use with these apps.
Portables: iPad/Android
• Speakit• Text2speech• Neojulie, Neokate and Neopaul• http://appadvice.com/appguides/sho
w/text-to-speech-apps-for-ipad
• Knowtilus app• Texthelp appshttp://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 interpretedVaries 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.
Flash Cards and Quizlet
• 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
The Elements: Transfer from Book to Interactive
• http://www.youtube.com/watch?v=nHiEqf5wb3g
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-varieties-of-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-and-gram
mar-cheat-sheet-t64177.html
– http://www.teachingdegree.org/2009/07/01/100-terrific-cheat-sheets-for-k-12-teachers/
– http://math-blog.com/2008/09/20/13-useful-math-cheat-sheets/
– http://www.mathconcentration.com/profiles/blogs/top-10-math-cheat-sheets
AIM Explorer
• Online tool that test student set up needs for text including a text reader
• http://aim.cast.org/experience/decision-making_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/
2.4: ELL
• Google Translate (Remember it is a literal translation)
• Larry Ferlazzo http://larryferlazzo.edublogs.org/
• Multiple Language tools:
http://www.word2word.com/
• Online dictionaries and translators in several languages
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_changing_education_paradigms.html
Energy
http://environment.nationalgeographic.com/environment/global-warming/wind-power-interactive/
http://sciencenetlinks.com/interactives/powerup.html
APP: Text book on alternate energyLivebinders
http://www.livebinders.com/play/play/100736
Math InteractivesNational Library of Virtual Manipulatives
Illuminations
• http://nlvm.usu.edu/ • http://illuminations.nctm.org/ActivitySearch.a
spx
Google Earth
• Drive/ Fly the Tectonic Plate• Explore the Eifel Tower• Google Lit Trips http://www.googlelittrips.org/• More ideas
http://sitescontent.google.com/google-earth-for-educators/
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.
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
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/building-background/
• http://esolonline.tki.org.nz/ESOL-Online/Teacher-needs/Teaching-and-learning-sequences/Oral-language-Participate-in-a-conversation-US17142/Learning-task-1-Activating-prior-knowledge
• http://www.teachervision.fen.com/skill-builder/reading-comprehension/48540.html
3.2: The Bigger Picture
• 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.
Build lessons that access these patternshttp://ianchaiwriting.50megs.com/classroom-ed.html
Evaluating the source
• http://school.discoveryeducation.com/schrockguide/eval.html Kathy Schrock web guides
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/TovarsEnglishClass/3/default.aspx
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
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 note-
taking• 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
4.1: Physical Action
• 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.
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
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)
5.3 Fluency is Built by Performance
• Scaffolds• Graduated levels of support• There are many ways to show competency
http://udleditions.cast.org/
6.1: Goal Setting
http://worksheetplace.com/index.php?function=DisplayCategory&showCategory=Y&links=2&id=279&link1=31&link2=279
Vision for how to get there
Child Centered
Setting goals
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
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 offertext, 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.