The World Is Changing Part 03- E-Learning and Web Accessibility: A Primer

Introduction

With the mainstreaming of the Internet within curriculum there is a growing interest in Web Accessibility. Web accessibility means that people with various disabilities can use the web. (Education and Outreach Working Group, 2005) Back when the Internet was new there were no web browsers, everything was text, and only geeks could access information. Mosaic began a revolution; it was the first web browser that could support graphics. With that one invention the world saw the Internet explode in popularity in the 90’s. No longer did individuals need to read boring black and white text files.

Early pioneers in online education did not have to worry about web accessibility; it simply was not an option. As the Internet becomes more and more ubiquitous in our society and education, we must start to look at not just how to make it work, but how to make it work more efficiently and for all learners. While this is still relatively new, curriculum designers and educational institutions must start to look at how to make e-learning more accessibly to all.
It has been my experience that most of the general discussion and exposure to web accessibility focus on individuals with visual impairments. This assumption was incorrect. Web Accessibility is for anyone who has a learning disability.

Classification of Disabilities

This is by no means an attempt to lump people into well-defined boxes or categories. It is meant to provide a starting ground for individuals who are interested in pursing more information.
There are several classification of disabilities that are of concern for web accessibility. (W3C, 2005)

• Visual disabilities
  • Blindness
  • Low vision
  • Color blindness
  • Disabled in the Digital Age: Web accessibility for the blind and visually impaired

• Hearing impairments
  • Deafness
  • Hard of hearing
  • Disabled in the Digital Age: Web accessibility for the deaf and hearing impaired

• Physical disabilities
• Speech disabilities
• Cognitive and neurological disabilities
  • Dyslexia and dyscalculia
  • Attention deficit disorder
  • Intellectual disabilities
  • Memory impairments
  • Mental health disabilities
  • Seizure disorders

• Aging-related conditions

Adaptive Technology

There are various tools that a person could use to help address their specific area of need. Microsoft’s Windows operating systems and Mac operating systems include some basic programs that can help some individuals with disabilities, mainly magnification of screen, high contrast, Text-to-Speech and Speech-to-Text. There are other more powerful tools available, these tools are collectively known as Adaptive Technology(W3C, 2005)

• Alternative keyboards or switches
  • Highlight text and hit the control and “C” button, move the cursor somewhere else and hit the control and “V” button. Most veteran computer users know that you have just performed the keyboard shortcuts for copy and paste.
  • Alternative Keyboards allow individuals who could not hold the control button and the “C” or “V” button alternative methods of accessing not just that shortcut but also other combination keyboard commands.
  • In Windows this is known as Sticky Keys
    • In Windows press the Shift key five times.
    • A dialog box opens with instructions on how to set up the StickyKeys feature.
    • Click OK, an icon (a group of squares) appears in the notification area.

    

  • Alternative keyboards can also be used for people who are visually impaired. One example of a keyboard that utilize large keys with special coloration is the Big Keys Keyboard

• Braille and refreshable Braille
  • Braille is a text system that uses 6-8 raised dots that represent letters and numbers. People training in the use of Braille can use these bumps to read.
  • A refreshable Braille display is a device that will take dynamic text, as opposed to using a Braille machine and turning text on a page or in a book to Braille. The Refreshable Braille display can take text being displayed and turn it into brail that runs along the person’s fingers.
• Scanning software
  • This highlights or announces choices on a webpage: menus, links, anything that can be selected to change what is being displayed on the webpage
  • The user can click on the highlighted area
  • Disabled in the Digital Age: Mr. Roboto
• Screen magnifiers
  • Increases the size of portions of the screen
  • Microsoft Windows has a free version of this called Magnifier
    • In Windows XP: Start → All Programs → Accessories → Magnifier
• Screen readers
  • It reads what is on the screen
  • The computer can either output the information via speech or through a Refreshable Braille Reader
  • The more powerful screen readers are:
    • JAWS from Freedom Scientific
    • Window-Eyes from GW Micro
  • Newer versions of MS Windows come with Narrator, Apple’s Mac OS X includes VoiceOver
    • Enterprising students can also use this built in feature to proof read papers.
• Speech recognition
  • These programs will take what the user says and translate it to either text or computer commands
  • A popular Speech recognition program is Dragon Naturally Speaking

This is not a complete list. For more information on Adaptive Technology check out this excellent resource from MIT’s Information Services & Technology: http://web.mit.edu/atic/www/tools/index.html

How to design your online courses

E-Learning is still in it infancy. Too many educators think by putting their existing course material online that they are now online instructors. This is in error. What works in the classroom does not always translate well to the digital-room. This is not to point an accusing finger at educators who are embracing this new frontier of education. Educators who embrace this new method of instruction should be appreciated for utilizing this new technology. The startling truth to e-learning is that it has over a 65% mortality rate amongst students. With such a horrible attrition rate some would argue that we should focus on the basic of online instruction before we worry about trying to strive for inclusion. While a valid argument could be made for this, we must keep in mind that once we start to ignore special populations of people, it becomes easier to keep ignoring them. It is better to embrace web accessibility now while we all feel the growing plans of e-learning. By doing so we not only prevent the marginalization of students with special needs but also create better content that helps not only the special needs population but also the “average” student.

Here are some basic tips to keep in mind when creating online curriculum, many of which is just good design (Weir, 2005):

• Make alternative text for all pictures
  • Especially when the picture conveys a concept
• Be aware that Java pictures do not use alternative text
• Use descriptive names for your links, not just “click here”
• Organize curriculum into manageable units or topics, do not overwhelm the students
• State learning objective, learning goals, and performance outcomes for each topic, unit, lesson
• Use multiple methods of instruction, that embrace multiple learning styles
• When given a choice adopt electronic texts that have both visual and audio formats
• Eliminate unneeded text, menus and distracters from the website
• Do not use folders, within folders, within folders, within folders
• Use consistent color themes
• Avoid excess color and use a color scheme that make the text stand out from the background
• When making PowerPoints, make them available as webpage’s so screen readers interpret them
• Use closed captioning when possible for audio and video presentations
• Do not use frames in your web design

Need more information:

• Dragon Naturally Speaking: http://www.nuance.com/naturallyspeaking/
• Education and Outreach Working Group. (2005, Sep). Introduction to Web Accessibility. (S. L. Henry, Editor) Retrieved April 28, 2008, from W3C Web Accessibility Initiative: http://www.w3.org/WAI/intro/accessibility.php
• Education and Outreach Working Group. (2008, Feb 05). Quick Tips to Make Accessible Web Sites. Retrieved April 28, 2008, from W3C Web Accessibility Initiative: http://www.w3.org/WAI/quicktips/Overview.php
• GW Micro: http://www.gwmicro.com/Window-Eyes/
• JAWS for Windows: http://www.freedomscientific.com/fs_products/JAWS_HQ.asp
• MIT Information Services & Technology: Adaptive Technology Tools: http://web.mit.edu/atic/www/tools/index.html
• Rose, D. H., & Wasson, J. (n.d.). Universal Design for Learning (UDL) Guidelines – Version 1.0. Retrieved April 28, 2008, from CAST Universal Design for Learning: http://www.cast.org/publications/UDLguidelines/version1.html
• W3C. (2005, May 5). How People with Disabilities Use the Web. (J. Brewer, Ed.) Retrieved April 28, 2008, from W3C Web Accessibility Initiative: http://www.w3.org/WAI/EO/Drafts/PWD-Use-Web/#diff
• Weir, L. (2005, May 01). Raising the Awareness of Online Accessibility. Retrieved April 28, 2008, from T.H.E. Journal: http://www.thejournal.com/articles/17291_5
• Screen reader. (2008, March 28). In Wikipedia, The Free Encyclopedia. Retrieved 17:21, April 28, 2008, from http://en.wikipedia.org/w/index.php?title=Screen_reader&oldid=201656269

Behaviorism in Today’s Schools-part 02 Classical Conditioning

In part 01 we took a look at the basic concepts of behaviorism. In part 02 we examine Classical Conditioning.

Types of Behaviorism

There are two basic schools within behaviorism: Classical, and Operant.

Classical Conditioning

Classical Conditioning (think dogs) was first purposed by Dr. Ivan Pavlov. He found that by pairing unconditional stimuli with conditioned stimuli he could cause changes in behaviors. Classical Conditioning, also known as Pavlovian Conditioning, is defined as the “association of automatic responses with new stimuli”. (O’Donnell, Reeve, & Smith, 2007

Why think dogs?

Ivan Pavlov was a physiologist by trade (he studied how the body works). While doing research on the digestive system of dogs he noticed that the dogs would begin to salivate (drool) when they heard the research assistance walk down the hall with food powder. He then deducted that somehow the footsteps took the place of the food power to cause a physiological reaction. Later experiments paired/combined the food powder with a bell.

There are four key terms to know when dealing with Classical Condition:

• Unconditional stimuli
• Conditional stimuli
• Unconditional response
• Conditioned response.

Unconditional Stimuli (US):

“A stimuli that, without prior learning, produces an automatic physiological response. (O’Donnell, Reeve, & Smith, 2007)

When broken down to every day language this means that this stimuli, change in the environment, will cause the critter to have a reaction, a response. There is no training required.
For example a puff of air in the eyes will cause a person to blink. The person does not need to learn to blink when getting air in the eye.

Conditioned Stimuli (CS):

“In classical conditioning, the stimulus that is paired with the unconditioned stimulus (US) and eventually comes to elicit the conditioned response (CR) (Crider, Goethals, Kavanaugh, & Solomon, 1989)

On its own this stimuli does nothing or does not cause what the unconditional stimuli causes. For example a click sound does not cause a person to blink their eyes. What will eventually happen is the Conditioned Stimuli will be paired/combined with the Unconditional Stimuli to cause the person to blink their eye. We will see how this works is further along this essay.

Unconditioned Response (UR):

A behavior that is produced in response to a stimulus without prior learning. It is typically an automatic physiological response. (O’Donnell, Reeve, & Smith, 2007)

This is the repose; the outcome that the organism will show when presented with the Unconditioned Stimulus, meaning it comes natural to the organism.
Going example the puff of air to the eyes will cause the person to blink. The blinking is the UR.

Conditioned Response (CR):

A response that is linked to a particular stimulus through conditioning by being paired with the stimulus. (O’Donnell, Reeve, & Smith, 2007)

Here is where the confusion sets in for freshman psychology students. The response is the same thing as the Unconditioned Response, but because it is happening due to something that would not cause it on its own, we give it a special name.

Other resources:

• Behaviorisms
• Learning Theories
• Behaviorisms-Earthpages

Behaviorism in Today’s Schools-part 01 What is Behaviorism

This is part one in the series Behaviorism in Today’s Schools, as well as the first posting within the Education Pedagogy section of the Ed Tech Guy blog. This site is not just about the tech toys in education and training it is also about building curriculum and strong educational values.

As most educators who have been in the profession can attest to, behaviorism has been a dominant force in thoughts and policies. Before a person can decide if a school of thought is for them, it is important to understand the underlying ideology of that school. In this essay we will take a closer look at what behaviorism is, what are some of the basic tenants, and is it still a viable school of thought in today’s educational world.

What is Behaviorism?

While this term is well known in the education world, what does it actually mean? Behaviorism is a school within psychological that deals with learning and personality.
When dealing with an organism, be it human, monkey, pigeon, rat, lawyer, etc…there are three components:

• The stimulus
• The brain
• The outcomes

The Stimulus

This is any change in the environment. It is something that causes the organism to leave a state of equilibrium and seeks to once again regain a stable relation with its environment.
The environment can be both internal and external. The external environment is what is around us. Hot, cold, bright, dark, loud, quite, anything we find ourselves immersed in outside the body. The internal environment is what is going on inside our bodies. Are we tired, hungry, under stress, etc…
So a stimulus is any change in our internal and/or external environments.

The Brain

Behaviorism was developed in part as a reaction to the then pervasive introspective ideas of psychology. Behaviorist holds dear the idea that the brain and thoughts cannot be directly observed and therefore are not part of the overall equation of behavior. This is a polar opposite of introspective psychology. Introspective is when the individual thinks about their thinking. They self report on their own thoughts, desires and sensations. (Wikipedia, The Free Encyclopedia, 2008)
The term observable is a sacred word in behavioral psychology. All stimuli, and outcome must be observable. Thoughts are subjective, they cannot be objectively studied therefore are inconsequential to the true behaviorist.
Keep in mind as the discussion continues that observable is a key term in behaviorism. If it is not observable, and cannot be objectively measured then behaviorists do not sully themselves with it.

Outcomes

This is the organism’s response to the stimuli. This is the component of the equation that behaviorist are interested it. It is by manipulating the stimulus that outcomes should change

Join us for Part 02 Classical Conditioning