Dr Greg Carey PhD, FACE

Disability and Community Inclusion UnitSchool of Medicine, Nursing and Health Science

Traditional EducationThe 3 Rs

ReadingwRiting

aRithmeticCarey, G.J.P (2013) Reframing Education – the 5 Cs. OnlineEduca Berlin, Dec, 2013

http://www.slideshare.net/gjpcarey/redefining-education-5cs-copy

Education is no longer about

information and knowledge

Carey, G.J.P (2013) Reframing Education – the 5 Cs. OnlineEduca Berlin, Dec, 2012

http://www.slideshare.net/gjpcarey/redefining-education-5cs-copy

21st Century Education - The 5 Cs

Connectivity

Community

Collaboration

Creativity

CurationCarey, G.J.P (2013) Reframing Education – the 5 Cs. OnlineEduca Berlin, Dec, 2013

http://www.slideshare.net/gjpcarey/redefining-education-5cs-copy

The 5Cs

Provide learners with

•the CONNECTIVITY

•to develop a COMMUNITY of learners

•so they can COLLABORATE

•to CREATE new things and ideas and

•provide a place where the resources and products can be

CURATED for retrieval at a later date.

Carey, G.J.P (2013) Reframing Education – the 5 Cs. OnlineEduca Berlin, Dec, 2013

http://www.slideshare.net/gjpcarey/redefining-education-5cs-copy

Technology is an enabler to move to this new paradigm

Technology has enabled the development of

Universal Design

Leading to 21st Century Architecture and Design

Technology Universal Design (3:39)

https://www.youtube.com/watch?v=6rh6WfSm9CE

Universal Design for Learning

Leading to 21st Century teaching

 Centre for Applied Special Technology (CAST)www.cast.org

7 Oct 2011 (1:58)

CAST co-founder David Rose how Universal Design for Learning came into fruition.

http://www.youtube.com/watch?v=MbGkL06EU90&list=TLRikHj41arSg

The Future is in the Margins:

The Role of Technology and Disability in Educational Reform

Anne Meyer, Ed.D., and David Rose, Ed.D.

Originally published 2002

The Future is in the Margins:

The Role of Technology and Disability in Educational Reform

In this chapter we examine some reasons for the slow progress towards educational innovation and change that continues to seem just around the corner as the power of computers and networks increases exponentially. We posit that students “on the margins,” for whom current curricula are patently ineffective, can actually lead the way to true reform because they help us understand weaknesses in our educational system and curricula that impede teaching and learning for all.Through the framework of Universal Design for Learning (UDL), we articulate a new view of the nature of learner diversity and show that designing digital tools and content to respond to that diversity yields a viable blueprint for change.

Meyer, A. & Rose, D. (revised 2005). The Future is in the Margins: The Role of Technology and Disability in Educational Reform.

http://www.youtube.com/watch?v=bDvKnY0g6e4

UDL at a glance (4:36)

CAST www.cast.org

http://www.cast.org/udl/index.html

http://www.udlcenter.org/sites/udlcenter.org/files/updateguidelines2_0.pdf

Transnumerative thinking: finding and telling stories

within dataChick, Pfannkuch & Watson (2005)

An example of providing different means of representation in Maths(UDL Principle 1)

BENTON-BORGHI (2013)

Where does UDL and TPACK fit?

UDL and TPACK

The synthesis of these two models can enable all teachers to develop a more comprehensive understanding of the interrelationships among all the components of TPACK infused with UDL principles for the 21st century.

The author challenges educational computing researchers and teacher educators to consider the UDL infused TPACK practitioners’ model for future discussion and research.

BENTON-BORGHI, B (2013) A UNIVERSALLY DESIGNED FOR LEARNING (UDL) INFUSED TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) PRACTITIONERS’ MODEL ESSENTIAL FOR TEACHER PREPARATION IN THE 21ST CENTURY, J. EDUCATIONAL COMPUTING RESEARCH, Vol. 48(2), 261

21C Education is about

and uses Universal Design for Learning

Greg CareyDisability and Community Inclusion UnitSchool of Medicine, Nursing and Health Science

Redesigning education (5:17)

Module 1Introduction to UDL

Module 2Applying the UDL Framework to Lesson Development

Want to know more? No longer available

Student engagement