Phase 2--Scaffolding SEN issues

This phase of the course will involve participants in mastering basic principles of learning for students with special educational needs, including the following modules:

Module 2

Applications of important learning theories to SEN use of the Internet & developing browser skills

In the first module, we explored the importance of students with SEN learning to take control of the computer workspace through display adjustments (size, color and look of background and fonts, etc.) and beginning to make their browsers more accessible. An important, but basically mechanical set of principles for students to learn about controlling their environment.

In this module, we are going to examine some very important characteristics of many students in the "SEN" population that require the application of learning theories and practices that are likely to lead to greater success on the Internet, and make your lessons more targeted to their needs and less frustrating. And you'll apply these to some basic browser functions.

The last module started off examining what we take for granted: starting our computer, beginning to work and browse, without consideration to how information is displayed, and how it affects how our students learn. Our assumptions also include some other problems:

• Most SEN students are rarely able to intuitively "know" what a browser does, and how to operate it, without explicit instruction
• The usual types of "browser" and other training tutorials and exercises are not developed with SEN in mind, and often fail to break-down or "scaffold" the learning experience of these students
• Most tutorials and lessons that are designed to aid learners to master browser and other internet or computer skills don't take maximum advantage of learning styles theories, especially those that cater to certain types of visual learners.

  For teachers, understanding these important concepts and designing material and lesson plans that use them as their foundation can make a dramatic difference on how SEN students begin their internet learning...and whether they will be motivated to continue.

This module will

1. provide an opportunity for participants to explore and reflect on "scaffolding" and intuitive vs. explicit development of materials on browser skills and how it applies to SEN learning on the Internet
2. encourage participants to explore the world of the visual-image learner and how symbols can enhance the learning experience
3. conclude learning theories and practices introduced with a learning activity or tool that will assist SEN students to master browser skills

Your assignment

Participants will receive 4 hours for the successful completion of this unit.
Each participant will be required to produce the following by Sunday December 31, 2000:

• Individual reflections on how scaffolding and explicit instruction theories and practices apply to SEN students learning internet skills Scaffolding Reflections Forum
• Individual reflections or recommendations on whether ready-made material and tutorials for introducing the internet and browser skills take are sufficiently scaffolded, or take advantage of the use of symbols and icons, in order to accomodate the needs of SEN students Adapting and creating materials: reflection and recommendations Forum
• a graded activity, that implements one of the learning goals of this unit.
  This activity can be presented in the form of a glossary, table or other tool or worksheet on browser terms, icons and skills; or a similar learning device or tool.
  The activity will be graded through the use of individual reflections form that you will be required to submit.
  Participants are encouraged to consult with the instructor through e-mail in order to complete this phase of the module.
  Contact Ellen

And now let's examine some learning theories and practices. . .
Go to: Scaffolding