Universal Design for Learning at the University of Northern Iowa

Universal Design for Learning has the potential to minimize the need for assistive technologies and to maximize learning opportunities for all. Recognition of diverse learning styles is prevalent in K-12 settings, but rare in higher education, making this an area requiring additional focus. Understanding key principles and specific strategies that can be implemented in a postsecondary setting can significantly influence success in postsecondary and adult learning environments. This review and the accompanying project defines Universal Design for Learning, explains the underlying science, identifies the three guiding principles, and discusses course design methods. Opportunities associated with implementing UDL at postsecondary institutions were explored, with conclusions and suggestions for future research offered. The results of this review and project can be used by instructional designers and instructors to design, develop, and deliver effective professional development opportunities at institutions of higher education, including the University of Northern Iow

Realising ‘dialogic intentions’ when working with a microblogging tool in secondary school classrooms.

In this paper we argue that joint teacher and student awareness of dialogic intentions (DIs) in lessons can focus and guide students' spoken dialogic interactions in the context of the use of digital technology. We focus on DI as a factor in promoting metacognitive awareness of productive dialogue amongst students, considering how teachers in ‘dialogic classrooms’ express DIs and how the use of a microblogging tool (Talkwall) can support, enhance or disrupt students' realisation of these intentions. Data consist of 17 lessons with Year 7 students (aged 11–12), taught by six teachers and covering three subject areas: English, science and geography. A systematic model is used for analysis of technology-focused student interactions, revealing how technology affordances and constraints are implicated in the realisation of DI. This paper is significant in examining how the ability to engage in dialogue can be focused through learning intentions, or set of intentions, within lessons. Further, it considers how specific technological affordances are central to the ways in which technology is implicated in the creation of a relational space for intra-action that might support teaching and learning

THE INFLUENCE OF BOARD GAMES ON MATHEMATICAL SPATIAL ABILITY OF GRADE 9 STUDENTS IN JUNIOR HIGH SCHOOL

The main purpose of this study is to investigate the influence of board games on mathematical spatial ability of grade 9 students. This study used quasi-experimental design to enroll 2 classes of grade 9 students in a certain junior high school in the southern Taiwan as the research subjects. The subjects were divided into experimental group (28 subjects) and control group (29 subjects). This study performed the pretest, posttest, and experimental teaching for 7 times (once every 2 weeks; 2 classes each time). In the teaching experiment, this study used the implementation/non-implementation of board game activity teaching as the independent variable to investigate the influence of application of board games on mathematical spatial ability of grade 9 students in junior high school. Before the implementation of the experiment, this study used spatial ability scale to perform the pretest. After the implementation of the experiment, this study used spatial activity scale to perform the posttest. In the end, this study performed relevant statistical analyses, and collected students’ feedback slips and teachers’ teaching reflection. The research results showed that: (1) board game teaching improves students’ learning effectiveness of spatial ability; (2) board game teaching improves students’ learning interest in spatial ability; (3) after receiving board game teaching, the posttest showed that the mathematical spatial ability of students with more experiences in playing 3D animation games is significantly higher than that of those with less experiences in playing them; (4) the spatial perception, spatial identification, spatial rotation, and total score of mathematical spatial ability of the experimental group are significantly higher than those of the control group. According to the research results, this study proposed board game course of spatial ability for junior high school, and use computer network in combination with board game as reference for spatial ability teaching and subsequent studies

Understanding wrist splint user needs and personalisation through codesign

Wrist splints are a common treatment for rheumatoid arthritis, however their effectiveness is compromised by patients not wearing splints as often as prescribed. Previous research has identified a number of reasons for non-compliance, but typically lacks insights that could lead to improved splint design.This thesis investigates the motivators for patients to wear and not wear their wrist splints and, the impact of personalisation of splint appearance on patient wear. The work is based on the premise that digital design and manufacturing processes, such as Computer-Aided Design (CAD) and 3D Printing, can produce bespoke splints on demand.The research begins with a literature review across the core areas of: splinting, additive manufacture, product appearance and personalisation. This literature review identifies gaps in knowledge from which research questions are established for the work.The research employs a qualitative, generative design research approach and, follows a codesign framework employing telling, making and enacting tools. The thesis is made up of three studies. The first study is a sensitisation study and uses design probes to prepare the participants for the research and begin exploring the problem space. The second is a comprehensive study into participants splint wear behaviour and uses context mapping and scenario picture card tools to investigate the motivators for participants to wear and not wear wrist splints, along with positive and negative outcomes or wearing/not wearing splints. The final study uses a personalisation toolkit to elicit patient needs for a future wrist splint design and investigate self-reported expectations regarding compliance of patients who used the toolkit.The research finds that patient compliance is affected by practical and aesthetic limitations of current splints. It identifies 4 motivating factors to wear a splint and 10 motivating factors to not wear a splint. Additionally, it identifies 6 positive outcomes of wearing splints, 6 negative outcomes of wearing splints, 3 positive outcomes of not wearing splints and 3 negative outcomes of not wearing splints. Requirements for an improved splint design are established and form the basis of the design for a prototype personalisation toolkit. Testing of this toolkit reveals that patients are keen to own more than one splint and personalise splints to match the scenario in which it is to be worn. Patients reported that they expected to be more compliant with a personalised splint when compared to their current splint.</div

A PHENOMENOLOGICAL LOOK AT THE LIFE HACKING-ENABLED PRACTICES OF INDIVIDUALS WITH MOBILITY AND DEXTERITY IMPAIRMENTS

Human-computer interaction and assistive technology research and practice are replete with examples of mostly non-disabled individuals trying to empower individuals with disabilities through the design and provision of accessible products. This study asks one overarching question: what can these communities learn from the self-driven embodied experiences of individuals with disabilities who address accessibility, impairment, and everyday life concerns for themselves? The goal of this dissertation is to examine the underexplored adaptation, modification, and design-like activities of individuals with mobility and dexterity impairments as well as the implications of these activities for researchers, designers, and individuals with disabilities. This phenomenological study examined the embodied everyday life practices of 16 individuals with mobility and dexterity impairments as well as well as their efforts to transform disabling practices into enabling ones. Using sensitizing constructs from contemporary social practice theory approaches as described by Andreas Reckwitz and Theodore Schatzki as well Bruno Latour’s articulation of actor-network theory, this interpretive qualitative research study uncovers different ways participants were dis/enabled and dis/empowered in their daily life practices. Findings point to issues most HCI researchers and professional designers rarely consider in their efforts to study access issues and develop accessible technology, including the impact of the embodied perspectives of mostly non-disabled researchers and designers on the everyday life practices of individuals who live with impairments