Reading 6

Harris, C. R., Kaff, M. S., Anderson, M. J., & Knackendoffel, A. (2007). Designing Flexible INSTRUCTION. Principal Leadership, 7(9), 31-35. Retrieved from http://ezproxy.lib.monash.edu.au/login?url=http://proquest.umi.com/pqdweb?did=1277145451&Fmt=7&clientId=16397&RQT=309&VName=PQD8

This monograph describes the implementation of universal design for learning that should be based on flexible-designed instruction. The selective use of flexible pedagogy are implemented to incorporate flexibility into instructional planning for accommodating the various learning needs of the students in the classroom. The authors complement the concept of universal design for learning with several testimonies of  students who either have or have not special needs.

The author also points out a framework for instructional planning which the principal should build strong foundation based on principles of universal design for learning since in the beginning rather than retrofitting instructions to meet the needs of students with disabilities later and should manage collaboration of general teachers and special education teachers for making sure the curriculum works for a wide range abilities and disabilities of the students.

Although this article elucidates the instructional design in the classroom setting, the flexible-designed instruction also should be applied in the online setting so that the online learning environment rich of flexible modalities.

Reading 5

Hitchcock, C., & Stahl, S. (2003). Assistive Technology, Universal Design, Universal Design for Learning: Improved Learning Opportunities. Journal of Special Education Technology, 18(4), 45-52. Retrieved from http://ezproxy.lib.monash.edu.au/login?url=http://proquest.umi.com/pqdweb?did=569989481&Fmt=7&clientId=16397&RQT=309&VName=PQD

In this article, Hitchcock and Stahl points out about developing and implementing of a universal designed curriculum by considering the goals of learning material, the instructional method, and the learning assessment.


The article also elucidates the barriers to access and learning that amplified with some analogies of universal design that make definition and principle of universal design can be applied as well as appropriate use of assistive technology in the educational learning environment. In addition the authors make a table comparison of traditional approach and emerging approach of universal design for learning principles that exposes ten factors that influence teaching and learning process for achieving learning goals in the respective learning environment.

I strongly agree that the best practice of universal design for learning which will support the achievement of all students can be implemented by providing: (a) suitable learning and activities objectives, (b) flexible and supportive electronic learning materials and its assistive technology for access and learning, (c) flexible and various format of challenges and supports, and (d) flexible and accessible assessment.

Reading 4

Eberle, J. H., & Childress, M. D. (2007). Universal Design for Culturally-Diverse Online Learning. In A. Edmundson (Ed.), Globalizing E-Learning Cultural Challenges (pp. 239-254). Retrieved from http://www.igi-global.com.ezproxy.lib.monash.edu.au/Gateway/ContentOwned/Chapter.aspx?TitleId=19304&AccessType=InfoSci
In this book chapter, Eberle and Childress use the principle of universal design for learning (UDL) to point out the framework for online learning design in the culturally-diverse population and global learning. The authors suggest that for designing UDL-based instruction which accommodate various type of learning in a flexible and systematic way, the principles of universal design can be implemented learning to the six steps of dynamic instructional design (DID).

The authors also point out the characteristics and factors of learner that should be considered for online learning environment that accommodate various differences based on “clientele identification, abilities/disabilities, language, culture, gender, time barriers, and technology” (p.246).

This reading is a good source for implementing universal design for learning in the instructional design that sensitive to culturally diverse in the global context so that online learning environment will become more globally inclusive for heterogenic populations, regardless of language, culture, abilities, and gender, time barriers, and technology.

Reading 3

Sapp, W. (2009). Universal Design: Online Educational Media for Students with Disabilities. Journal of Visual Impairment & Blindness, 103(8), 495-500. Retrieved from http://ezproxy.lib.monash.edu.au/login?url=http://proquest.umi.com/pqdweb?did=1862973271&Fmt=7&clientId=16397&RQT=309&VName=PQD

Sapp discusses the implementation of universal design learning using Universal eLearning, which is an under development project of integrated online learning module which are compiling accessible technology, universal design for learning principles, and the best practice of online learning.

The author also elucidates about Universal eLearner system that has incorporated four new features, namely two-tiered video captioning for students with hearing impairment, two-tiered audio description for students with visual impairment, end-of-chapter summary information for supporting the comprehension of students with range of learning and sensory disabilities, and description-embedded language for increasing understandability of the content. Those new features can be set on or off by either students or teachers for making sure students not only can access the online course, but also can understand the contents. Thus the learning goals can be achieved by individuals with range disabilities.

Even though the article just discusses several new features in a universal-designed online learning, but it is very valuable knowledge about how to increase access and understanding of students with disabilities in the notion of flexible online learning.

Reading 2

Palloff, R. M, & Pratt, K. (2001). The Art of Online Teaching. Lessons from the Cyberspace Classroom: The Realities of Online Teaching (pp. 20-36). San Francisco: Jossey-Bass. Retrieved from http://cemmx.educ.monash.edu.au/moodle/file.php/4/docs/ Palloff_Pratt_2001.pdf

Palloff and Pratt purpose several factors that should be considered for shifting face-to-face learning to online learning such as determining who should teach online which influenced by characteristics and willingness of instructor, conducting training for trainers or instructors before order them into design and delivery (electronic pedagogy), instructors involvement which is important to achieve a successful learning outcome instead of students engagement.

Besides those factors, the authors elucidates the keys to success for online learning which are determining of technology access and familiarity, setting of relative loose and free flowing rules which are generated from participants’ input, gaining maximum engagement of participants with the best effort, encouraging participants for collaborative learning, and developing reflection system for participants. At the end of the authors provide "Tips for a Successful Online Course" (p. 36).

This is very good reading for understanding how to establish and manage online leaning environment, so that the online course not only converting face-to-face leaning material to digital format, but also reach with sources, activities, and evaluation to achieving learning goals.

Reading 1

Collis, B. & Moonen, J. (2002). Flexible Learning in a Digital World. Open Learning: The Journal of Open and Distance Learning, 17(3), 217-230. DOI: 10.1080/0268051022000048228
Collis and Moonen elucidate the flexible learning that has four keys components in the higher education context which are technology, pedagogy, implementation strategies, and institutional framework. The authors define the term of flexible learning is not merely as distance learning, but it is used in a broad way that allow the learner to choose different aspects of learning experiences is the key idea. In the most of the explanation, the authors try to define real flexible learning in the terms of institutional framework. Thus flexible learning can be realized by implementing strategy in the institution, making pedagogical approaches become learning value, and occupying technology to enhance flexibility.

The authors also explain about lessons learned series from previous cycle of education change and technology potential. The authors state that a well-design web based system is appropriate technology for flexible learning if it has wide range possibilities and contribution-oriented learning. Indeed, usability and accessibility of WWW-based system are key point for flexible learning in the online learning environment.

Even tough the authors explain the flexible learning in the notion of higher education, but its principles can be implemented in the either level or field of education, including special education needs.

Open Caption Video

Sample of open caption video

YouTube Video



The embedded subtitle can not be interactively changed. It is fixed.

Closed Captioning (CC) Video

YouTube Videos:
Automatic Captions in YouTube Demo



Google Announces Automatic Captions on YouTube



The feature of closed caption (CC) can be adjusted by clicking CC icon and there are settings:
1. Type of Font
2. Background (short cut b)
3. Size  (short cut + / -)

Moodle Closed Caption Video
By default, Moodle does not provide video captioning. Flv player addition based on JW FLV Player 4.3 can be installed to provide closed video caption. Here are the screen shots installed closed caption in the local server using USB WebServer 7.0 and moodle 1.9.8+:
Closed caption feature is off

Closed caption feature is on


Sources:
Moodle.(2009) FLV Player. Retrieved 5 April, 2010, from http://docs.moodle.org/en/FLV_Player
Google.(2009) Automatic Captions on YouTube. Retrieved 5 April, 2010, from http://www.google.com/accessibility/

Equation Editor in HTML Environment

Sample:
Category: 0 comments

Writing Equation in Blogger using LaTeX - Mathtex3.js

  • Using WYSIWYG Equation editor and Mathtex3.js for Beginner User
Creating LaTeX renderer for Blogger
For inserting an equation to a posting in a simple way, we need to make sure that LaTeX code can be rendered in the blog. Please follow the steps bellow:
    - Copy (to clipboard) the following script using block and ctrl-c
    
    <script src="http://www.watchmath.com/cgi-bin/mathtex3.js" type="text/javascript"></script>
    <script type="text/javascript">
    replaceMath( document.body );</script>
    
    


    - Add a HTML/Script footer Gadget by accessing your Dashboard and choose Layout>>Page Element, and then click the hyperlink Add a Gadget in the bottom of the layout, followed by selecting HTML/JavaScript gadget. In the popup windows paste the script which is copied before, so that it is like the picure bellow:
    Click save with out typing any title. Then save the Page Elements.

    Creating WYSIWYG Equation Editor 
    Latex code is quite complex to remember because it is like programming script. Since we prefer works in the GUI environment, we need WYSIWYG (What You See Is What You Get) Equation Editor. The steps bellow will show you how to make a Blogger Gadget for equation editor:
    - Copy the following script:
    
    <script type="text/javascript" src="http://latex.codecogs.com/editor.js"></script>
    <p align="center" style="margin-top: 0; margin-bottom: 0"><font face="Arial">
    Sample:
    <a href="javascript:OpenLatexEditor('testbox','latex','')"> 
    <img src="http://www.codecogs.com/gif.latex?\sum_{i=1}^{n}{(X_i - \overline{X})^2}" 
    align="middle" /></a></font></p>
    <p align="center" style="margin-top: 0; margin-bottom: 0"><b><font face="Arial">
    <a href="javascript:OpenLatexEditor('testbox','latex','')"> 
    Launch 
    Editor</a></font></b></p>
    <p align="center" style="margin-top: 0; margin-bottom: 0">
    <textarea id="testbox" rows="10" cols="20"></textarea></p>
    <p align="center" style="margin-top: 0; margin-bottom: 0"> 
    <a href="http://www.codecogs.com" target="_blank">
    <img src="http://www.codecogs.com/images/poweredbycc.gif" border="0" 
    title="CodeCogs - An Open Source Scientific Library" 
    alt="CodeCogs - An Open Source Scientific Library" /></a>
    <p style="margin-top: 0; margin-bottom: 0" align="center"><font size="1"><font face="Arial">
    <a href="http://a2mstats.blogspot.com/">Aam Sudrajat</a></font> </font>
    </p>
    
    

    - Add a HTML/Script footer Gadget by accessing your Dashboard
    - Paste the copied script in the content, and you can give Equation Editor as the Title.
    - Save the gadget and the Page Elements.

    Inserting LaTeX code in a Posting
    Because the equation editor is not embedded in the posting editor, we should keep the page contained it and open a new window/tab for creating/editing a posting. Then follow these steps:
    - Open Equation Editor by clicking the Lauch Editor link.


    - Create an equation by click the symbol or samples of equation





    - Click Copy to Document, the the windows will directly change to the main page where the equation editor gadget is.

    - Copy the code from the box by blocking and copying
    - Paste the code to the posting editor either in Compose or Edit HTML mode.
    - Publish your post
    \[ x = a_0 + \frac{1}{a_1 + \frac{1}{a_2 + \frac{1}{a_3 + a_4}}}\]

    • Using Mathtex3.js for Advanced User 
    Basically all the code can be used in a posting after adding a HTML/Script footer Gadget containing Mathtex3.js. You may read Short Math Guide for LATEX  for looking up the type set.Here some example codes:

    \frac{{\displaystyle\sum\nolimits_{n> 0} z^n}}{{\displaystyle\prod\nolimits_{1\leq k\leq n} (1-q^k)}}

    \[\frac{{\displaystyle\sum\nolimits_{n> 0} z^n}}{{\displaystyle\prod\nolimits_{1\leq k\leq n} (1-q^k)}}\]

    V = \frac{k_2{[E]}+{[S]}}{K_m + {[S]}}}
    \[V = \frac{k_2{[E]}+{[S]}}{K_m + {[S]}}\]

    6CO_2 + 6H_2O \xrightarrow{Light Energy} C_6H_{12}O_6 + CO_2 \ \delta G^{\circ} = +2870kJ/mol
    \[6CO_2 + 6H_2O \xrightarrow{Light Energy} C_6H_{12}O_6 + CO_2 \ \delta G^{\circ} = +2870kJ/mol\]

    Sources:
    Codecog (2009). LaTeX Equation Editor v2.96 Installation. Retrieved 15 April, 2010, from http://www.codecogs.com/latex/install.php

    Downes, M. (2002). Short Math Guide for LATEX. Retrieved 15 April, 2010, from ftp://ftp.ams.org/pub/tex/doc/amsmath/short-math-guide.pdf

    WatchMath (2010). How To Install Latex On Blogger/Blogspot. Retrieved 15 April, 2010, from http://watchmath.com/vlog/?p=438
    Category: 11 comments

    LaTeX Parameter for Position Adjustment in Ning.com

    Inserting LaTeX using <img src="http://www.codecogs.com/gif.latex?copy_paste_here"/> should be treated as image because we use image tags for HTML ( <img .../>).

    There are several parameters that can be use for position adjustment:

    Parameter Value Using Example Output
    align
    align="top" <img src="http://www.codecogs.com/gif.latex?\frac{x-\mu }{\sigma }" align="top"> Sample text
    middle align="middle" Sample text
    bottom align="bottom" Sample text
    border 0 border="0"
    &lt;img src="http://www.codecogs.com/gif.latex?\frac{x-\mu }{\sigma }" align="middle" border ="1">
    Sample text
    1 border="1"
    width % or pixel
    width="10"
    width ="100%"

    &lt;img src="http://www.codecogs.com/gif.latex?\frac{x-\mu }{\sigma }" align="middle" height ="40" width="70">
    Sample text
    height % or pixel
    height="20"
    height ="90%"
    hspace % or pixel
    hspace="5"
    hspace ="5%"
    <img src="http://www.codecogs.com/gif.latex?\frac{x-\mu }{\sigma }" align="middle" vspace ="20" hspace="10%" border ="1"> Sampletext
    vspace % or pixel
    vspace="10"
    vspace ="10%"

    Resource:
    W3C (n.d). 13 Objects, Images, and Applets. Retrieved 16 April, 2010, from http://www.w3.org/TR/REC-html40
    Category: 0 comments

    Writing Equation using LaTeX code at Ning.com


    Ning.com does not provide renderer like wikipedia or any other CMS for creating equation such as:

    We can use LaTeX source from another WYSIWYG LaTeX editor and copy-paste into blog or Forum in HTML mode. Follow the steps bellow:

    Because we use external WYSIWYG equation editor, then it is not embedded in the posting editor, we should open the equation editor and the entry blog/posting editor in the different windows/tabs. Then follow these steps:
    1. Open WYSIWYG Equation Editor in a new window/tab.


    2. Create an equation by click the symbl or samples of equation

    3. Click Copy to Document, the the windows will directly change to the page where the WYSIWYG equation editor is.
    4. Copy the code from the box by blocking and copying
    5. Paste the code to the posting editor either in Compose or Edit HTML mode.

    6. Then you change to Rich Text mode again, and you will see:

    7. If you come back to HTML editor and want to change the equation, you will see the script has been changed. It is recommended to repeat the steps 1-6.

    LaTeX code for Advanced User 
      Basically all the code can be used in a posting . We can read Short Math Guide for LATEX  for looking up the type set.Here some example codes:

      \frac{{\displaystyle\sum\nolimits_{n> 0} z^n}}{{\displaystyle\prod\nolimits_{1\leq k\leq n} (1-q^k)}}

      \[\frac{{\displaystyle\sum\nolimits_{n> 0} z^n}}{{\displaystyle\prod\nolimits_{1\leq k\leq n} (1-q^k)}}\]

      V = \frac{k_2{[E]}+{[S]}}{K_m + {[S]}}}
      \[V = \frac{k_2{[E]}+{[S]}}{K_m + {[S]}}\]

      6CO_2 + 6H_2O \xrightarrow{Light Energy} C_6H_{12}O_6 + CO_2 \ \delta G^{\circ} = +2870kJ/mol
      \[6CO_2 + 6H_2O \xrightarrow{Light Energy} C_6H_{12}O_6 + CO_2 \ \delta G^{\circ} = +2870kJ/mol\]



      Sources:
      Codecog (2010). LaTeX Equation Editor v2.96 Installation. Retrieved 15 April, 2010, from http://www.codecogs.com/latex/install.php

      Downes, M. (2002. Short Math Guide for LATEX. Retrieved 15 April, 2010, from ftp://ftp.ams.org/pub/tex/doc/amsmath/short-math-guide.pdf
      Category: 0 comments