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| Class Transcript 11/7/03 9/9 :~: 9/26 :~: 10/3 :~: 10/7 :~: 10/31 :~: 11/7 To maintain confidentiality, pseudonyms are used for all participants in the transcripts, with the exception of myself. Time: Fri Nov 7
12:57:26 2003 *+**** Amber entered Room1.
Time:Fri Nov 7 12:57:26 2003 *+**** Hope entered Room1.
Time:Fri Nov 7 12:58:19 2003 Hope>>Hello
Amber Amber>>hello
hope how was your move? Hope>>eventful...thank
you for asking *+**** Grace entered Room1.
Time:Fri Nov 7 12:59:21 2003 Amber>>before
others come in tell me about what you were thinking about covering in the
dicsussion today Grace>>hi
everybody Amber>>hello
Grace Hope>>hello
Grace Hope>>I
was thinking about covering the software & web-base accessibility Amber>>Hope
is our facilitator today. Trica
should be coming Faith is still in NZ *+**** Patricia--Kathrine--Ryan
entered Room1. Time:Fri Nov 7
13:00:32 2003 Grace>>ok Patricia
Kathrine--Ryan>>hello all. Grace>>hi
tricia Amber>>hello
Trica we are all here now since faith is still overseas-- Hope>>hello
everyone Patricia
Kathrine--Ryan>>happy friday! Amber>>Hi Hope>>Shall
we start...everyone ready? Grace>>yse Amber>>yes--please
begin Patricia
Kathrine--Ryan>>good luck, hope:) Hope>>I
would like to start off with the software & beb-based accessibility issue Hope>>web-based...I
mean Amber>>sounds
good Hope>>what
do you think about everyone adhearing to the list of things to consider for the
classroom? Do they seem reasonable? Grace>>they
all seemed very reasonable to me Hope>>do
you see more use for them than just for people with disabilities? Hope>>for
example, screen magnification...I think this could be used for group activities Grace>>i
am going to the discussion board to see all the messages Patricia
Kathrine--Ryan>>great example of how AT can be used for
whole group--screen magnification Patricia
Kathrine--Ryan>>are you referring to a specific reading?
i'll open it, if you wish. Patricia
Kathrine--Ryan>>i'll open the ppt. Hope>>Yes,
it was the power point doc on software & web-based accessibility Amber>>now
a question is what if a classroom only had one computer what are some things we
could do then? in the general classroom (as you were referring to) Grace>>Oh,
I thought you were talking about the computer accessibility messages we posted,
sorry Patricia
Kathrine--Ryan>>in conducting research for this course, i
discovered the multiple uses for voice recognition software, such as dragon
naturally speaking. Patricia
Kathrine--Ryan>>for example.... Amber>>font
sizes-sticky keys and toggle keys--magnification, color s and background color
and text/speech options Hope>>I
think groups of teams would work so
the groups could view the information have a little while to work on the
assignment and then the next team goes. Grace>>students
can use the computer in turns, yes, hope I was gonna say the same thing Grace>>that
is what teachers do Patricia
Kathrine--Ryan>>Dragon Naturally Speaking® is voice
recognition software which enables disabled PC users to optimize productivity
with their computers...email, wordprocessing, web browsing. Grace>>when
I was looking for a voice recog software D naturally speaking came up all the
time, it is quite popular Patricia
Kathrine--Ryan>>the voice recognition software can also be
used by qualitative researchers for speaking field notes directly into a
word-processed file. i'm thinking about the possibilities of the software for
probably higher education. Grace>>Dragon
naturally Speaking, i mean Hope>>how
would higher education use it? Grace>>however,
remember that writeen and spoekn language are different, imagine yourself using
voice recognition for wtiting your dissertation Amber>>Re:
magnification--Hope mentioned group team work---do you think students who did
not need larger font size would want to work with a student who needed the
magnification screen on the computer? what
could you do about this? Patricia
Kathrine--Ryan>>doctoral student can use the software for
research. the voice recognition
software can be used for demonstration purposes in instructional technology and
special education courses. i'll now
take a look at the magnification questions. Hope>>what
about making the groups with the requirement of who would not mind the large
font. Grace>>I
am not sure. We can ask for volunteers. Patricia
Kathrine--Ryan>>yes, i believe students would be willing to
work with others who may need a screen magnifier.
i know i was always the type of student who was willing to help disabled
students. Hope>>As
an option, I was thinking also the computer could be at the front of the
classroom and the whole class (if possible) could see the monitor...then break
up into groups to work on the assignment Amber>>hope
I like that idea Patricia
Kathrine--Ryan>>there is a similar microscope viewing screen
for science in the elementary school. Patricia
Kathrine--Ryan>>the screen magnifier may not be as effective
as a computer projector, but can be used for groups of maybe two or three.
hope, do you agree? Amber>>I
quess it all depends on what the computer is being used for--magnification could
also apply in the general classroom to teachers making sure they use appropriate
color and font sizes and try to to squeeze 100's of things on the overhead
transparency Grace>>Tricia,
when you said science. Did you get a chance to see the DO-IT interwievs with
students with disabilities? It is a must! Hope>>I
think overall groups of two to three work best...that way everyone can
participate Amber>>By
the way I used to do this--type up notes and then run off transparencies but
they were still all 12 or 14 font size and a full page full Patricia
Kathrine--Ryan>>looking for it now, Grace, thanks.
davina, why did you blow up the transparencies.
for what type of student were you making the modification? Hope>>I
think large font also helps pace the lecture...instead of having so much
information at once...they focus on one or two sentences at a time Hope>>the
colors would also help keep the student's attention... Amber>>Now
that I know better it makes me feel bad for the students (although they all
still liked having the notes written) but no one really told us these
"tricks" that we should know Grace>>However,
I am not sure if visually impaired people can see the transparencies because of
the light. Grace>>One
of the students in DO-IT was complaining about that. Hope>>also
the copier can enlarge the documents...afterwards...though Amber>>Tricia
not sure what you mean they were only used on an overhead so that projects
larger anyway --I taught chemistry ALL levels Patricia
Kathrine--Ryan>>i see. Amber>>Grace
good point but how many high school teachers us it?
almost standard now a days-- Hope>>I
think the mentality of putting all the information on one page was to reduce the
number of pages to hand out as well as save some trees Grace>>I
know,to tell the truth, I hate transparencies. Grace>>Teachers
need to learn PowerPoint. Patricia
Kathrine--Ryan>>in speaking with our at prof. at tu, she
recommended a sheet that covers over a document or transparency, to change the
lighting and color effects for the reader.
i forget the name. anybody know. the
sheet actually looks like a transparency. Patricia
Kathrine--Ryan>>some ppts are even converted to
transparencies. Hope>>Power
point can still be viewed as transparancies too...especially if they do not use
color or pics or graphics Patricia
Kathrine--Ryan>>it depends on the tech. available in the
classroom. sometimes an overhead is all there is.
manipulatives on an overhead are easy to see, and touch! Hope>>so
should lighting be a factor that a teacher should automatically consider?
have the student with the disability inform the teacher at the beginning
of the semester? Grace>>However,
teachers think that they use technology when they use the overhead(and brag
about it) but I don't know I just don't like it. Patricia
Kathrine--Ryan>>absolutely lighting is a factor.
i learned that in my teacher education program. Grace>>I
think lighting is an important factor Patricia
Kathrine--Ryan>>there are also glare-resistant screen covers
for computer monitors. Hope>>Grace,
I agree, but at least they are not just straight lecture... Grace>>I
know, Hope. Patricia
Kathrine--Ryan>>Grace, try manipulatives, 3 dimensional
objects on an overhead. you may like it better. Amber>>Lighting
I agree is a factor--what's bad is when teachers have to turn out lights in a
classrom so that they can keep the heat down during the summer esp if the sun
comes in through windows--another thing to think about Hope>>do
you think teachers know these things to consider...lighting, large font...some
professors have been around for so long that they are set in their ways... Grace>>No,
I just think that transparencies are not visually appealing to learners but if
that is the only tech you have, what can you do. Amber>>I
agree about the PP's many teachers use the PP via an LCD projector and still do
the same strategies of using 100 words on a slide Patricia
Kathrine--Ryan>>then it's up to other teachers
and parents to empower the students to look out for themselves in the
classroom, and make the requests. even
old school profs have the disability statement in their syllabi. Grace>>when
I attended one of the Office of Info Technology's workshops, they said that the
font must be at least 24pt so that it is readable. Amber>>Hope--teachers
are probably more able to know better strategies than many of the faculty--as
some of your earlier readings proved--faculty are some of the worst at
strategies Grace>>I
agree with you tricia, students need to look out for themselves. Oh you should
definitely see the DO-IT videa clip! Hope>>I
see...I guess faculty are not required to attend continue education courses as
do grade school teachers. Amber>>take
a second and look at this website Patricia
Kathrine--Ryan>>i just browsed the reading.
Grace, point me to the do-it clip, please. Patricia
Kathrine--Ryan>>amber, put the url in the dialogue window,
please,the window didn't open the first time, thanks. Grace>>looking
for it Grace>>Here
it is. http://www.washington.edu/doit/Video/scholars.html Amber>> http://www.hsph.harvard.edu/it/slides/ Grace>>Participants
describe the DO-IT Scholars program for high school students with disabilities
(Run Time: ~10:40 minutes). Patricia
Kathrine--Ryan>>thanks much to both of you! Grace>>Yes,
OIT people alos mentioned about the 6x6 rule; 6 lines of text, 6 wors per line Grace>>6
words per line on a PowerPoint Patricia
Kathrine--Ryan>>i give a similar presentation of 'principles
of screen design' in some of my courses. Hope>>I
think they are good things to know, especially for all individuals who present
material to an audience Amber>>these
are standard business strategies but I think the education arena can learn from
the business world (and vs. versa) Grace>>i
agree Hope>>Okay,
so what about other tools that can be used for the classroom to help facilitate
learning? Amber>>wow--that's
a wide area where do you want us to start? Grace>>low
tech, high tech? Hope>>okay,
how about how Dr. Coombs uses his computer and speech synthesizer and having the
students submit their term papers through electronic mail? Grace>>I
really liked his project. I don't want to go off the topic but I couldn't help
myself from reading about emmett till.
more to come.. Patricia
Kathrine--Ryan>>i think dr. coombs is using state of the art
technology to maximize teacher productivity and student learning. Patricia
Kathrine--Ryan>>improve student learning, that is. Grace>>When
class discussion occured on a discussion board, hearing impaired students did
not require any special assistance to participate. Patricia
Kathrine--Ryan>>yes! Grace,
i think about that all the time!! Hope>>I
like the options of having audio and video forms of communication.
I watched the video clips, but had to read the text because the computer
here at work does not have a speaker... Patricia
Kathrine--Ryan>>not just hearing impaired, but other types
of disabilities and insecurities! why
aren't more profs using discussion boards?
i've heard the arguments, it's like 'posting' not interacting.
well discussion boards take proper facilitation.
which, by the way, hope, you're doing great! Hope>>I
also like the fact that with discussions...it becomes more personable...and the
students can feel apart of the conversation rather than have the teacher be the
only one talking. Grace>>ALSO,
We use WebCT as a course management tool for the class Dr. O and I are teaching.
We use discussion board extensively and we noticed that students that are
too shy to talk in the classroom are more enthusiastic about posting on the
discussion board than some other talkative students. Discussion board is a safer
environment for them. Patricia
Kathrine--Ryan>>i agree hope, multimedia is helpful. Hope>>thank
tricia! Amber>>Oh
good I was hoping this would come up--although the focus is AT I was hoping you
would notice the modeling of a variety of formats that not only can be applied
to AT but also helps ALL students by addressing the multiple
learning models Patricia
Kathrine--Ryan>>Grace, we're saying similiar things, and i
completely agree with you. Grace>>give
me a second, i have more on that, i need to find my seminar paper, will be back. Hope>>I
think students need to explore other ways of learning - or at least recognize
that there are other ways of learning. Patricia
Kathrine--Ryan>>davina, i'd like to try to reserve a few
minutes of the hour to discuss the schedule, if possible. Amber>>one
question is the difference between online real time discussion and asynchronous
discussion thread posting? Patricia
Kathrine--Ryan>>what about the two? Amber>>Hope? Hope>>I
would think that with online real time you can react and answer questions
quickly Amber>>Hope
let s tru to end 5 minutes befrore hand so Trica can lead us in a discussion of
the schedule Hope>>then
with asynchronous...it would be best if the students had the question before
hand and then formalize their response...then continue the discussion Grace>>I
am back Hope>>okay Amber>>What
I have noticed (related to the ) syn/async topic is that there are some
differences between the chat real time and discussion threads Patricia
Kathrine--Ryan>>hope.interesting responses. Grace>>both
od the communication forms have advantages and disadvantages for different
learners Patricia Kathrine--Ryan>>well, the two types serve different purposes. Hope>>I agree with tricia. Patricia
Kathrine--Ryan>>asynchronous permits more time for
reflection on specific content, like case studies for example. Hope>>on
what message or discussion you want...may be async would be better for more
technical answers Patricia
Kathrine--Ryan>>synchronous, allows for interaction,
support, clarification of concepts. Hope>>then
online...for options Hope>> Hope>> Hope>>I
agree tricia Hope>>do you know if students learn better one way or the other? Patricia
Kathrine--Ryan>>i think a combination of many teaching
strategies better enables all students to perform to the best of their ability. Grace>>I
think synch. communication is good practice for students who are learning
Egnlish Grace>>it
is like talking, immediate response is necessary. Hope>>good
point. But what if the person does not speak or write English very
well... Amber>>In
terms of instructional design yes--the threads work better for specific topics
and or mini assignments once in a while you can get rich "threads" but
they usually occur when you are in a full distance ed course and do not have the
opportunity to "chat" or if the thread is a speific topic group work
bla...bla...bla... but the personalities of folks usually still plays out in the
chats Patricia
Kathrine--Ryan>>Grace, you are continuously bringing a
unique perspective to the discussion. i
need to start thinking more about esol students, and their needs.
your contributions push me there. thanks. Grace>>However,
with asnch. forms of communication, students can use metacognitive strategies,
get help from others, plan, revise, etc. Amber>>those
that like to talk in F2F will do so online real time and those who do not will
be limited in how much they response or how they respond Hope>>I
liked that fact that Dr. Coombs indicated one of his student just became blind
and that she did not know sign language very well yet... Patricia
Kathrine--Ryan>>davina, to respond to your statement....i've
told numerous people that we have a great group of people working on this
course. Grace>>thanks
for your comments, tricia. Patricia Kathrine--Ryan>>this is a great learning experience for me. Hope>>but
how can you be sure they are doing well in the course if they do not
respond/participate? Amber>>I
am glad to hear that and hope you will share with other general teachers (and
parents) :-) Grace>>here
is a study I find fascinating. I don't mean to digress but look at this McGuire,
Kiesler, & Siegel (1987) found that in discussions held electronically,
women made the first proposal (of a solution to a problem) as often as men; in
face-to-face discussions men made the first proposal five times more often. Hope>>Tricia,
I am touched that you think highly of us...thank you. Patricia
Kathrine--Ryan>>i think there are management techniques to
get students to respond. Hope>>I
find that true in the F2F...men answer more than females... Patricia
Kathrine--Ryan>>for example, a friendly email reminder
usually does the trick, and shows personal concern for the individual. Amber>>Hope
thats why you usuallu set up a rubric so they can monitor themselves but also
why you spread things out (or at least I do) and even in the K-12 setting
did--make different activities weigh equal amounts Hope>>I
see...thanks Amber>>i.e.
don't make quizzes and tests + 80% when you know a large number of students do
not work or learn by that method Patricia
Kathrine--Ryan>>good point, davina.
rubrics for self regulated (distance) learners can be effective. Amber>>have
other ways to assess Hope>>so...you
put a lot of the responsibility on the student... Grace>>yes,
i agree Patricia
Kathrine--Ryan>>shared responsibility. Amber>>and
contiune to "poke" and remind them :-) Grace>>also
provide options for students to show their skills Patricia
Kathrine--Ryan>>alright..i'm blowing the time whistle..now
that davina brought up reminders! let's
talk about schedule. Grace>>students
with different skills that come from different backgrounds Amber>>I
am also big on second trys--do a paper get corrections try again the
only way to really learn Hope>>Yes,
I can say that these two courses I have had with Amber have been very
educational..and rewarding Hope>>I
like your philosophy... Patricia
Kathrine--Ryan>>i plan to write a letter to the dean about
this class. davina, i'll send you a
copy. he needs to know about the
good work you do. Grace>>I
would put my signature under it, can I? Hope>>okay...Tricia...you
are on about the schedule...please proceed Hope>>I
would sign my name to it too... Grace>>we
should write a letter together Hope>>I
am game... Amber>>Thanks
all Amber>>yes
talk about schedule Patricia
Kathrine--Ryan>>ok. i
received an email about the fact ..wait..we should write three different letters
and bombard him!..now back to schedule.. Amber>>tricia
the Dean is a lady!! Patricia
Kathrine--Ryan>>an email about the fact that we haven't
posted to week 9. i thought i was
on top of my game, and that i was completing week 8 on time.
(i'm a loser for thinking the dean was a man!) Patricia
Kathrine--Ryan>>so, how do we make it up?
do we do double duty for a week? or since we're all on the same page, do
we proceed as if next week were week 9? Grace>>tricia,
i also was thinking that my responses were on time. Patricia
Kathrine--Ryan>>in my defense...i was thinking about the new
chair of edci. Amber>>I tried to list the dates in both the discussion threads (i.e. due by) and the course outline. last week I modified the week 8 since we had a glitch so that you only had to do... Amber>>1
and the rest were optional so that we could morve on to week 9 we are now into
our tenth week Patricia
Kathrine--Ryan>>so, do 1 in week 9 and move immediately into
week 10. is that the consensus? Amber>>I
think the overlap happens because we are on the schedule for Tuesdays but we
sometimes meet in chats on fridays and this throws us behind---thus the dates
being added Amber>>no
biggy Patricia
Kathrine--Ryan>>please respond to my question.
do 1 assignment in week 9 and continue as next week is week 10.
correct? Amber>>I'm
catching u on messages please wait Amber>>well first we will do the week 9 discussion threads Amber>>all
agree and that goes along with the readings we discussed ttoday Hope>>okay Grace>>okay,
that means that we are not skipping anything, right? Patricia
Kathrine--Ryan>>iep description due nov.11.
final iep due nov. 25, correct? Hope>>could
the next discussion be on IEP...since that is the topic of our next paper? Grace>>yes,
that would be good, actually. Amber>>sorry
looking at schedule Amber>>then I can move the Nov 11th item back and say by Nov 14th Hope>>okay
with me Grace>>sure Amber>>the readings and items that deal with the IEP's are up on the website (that's the last things posted right now (I usually try to color code the sections so you know where we are 0-- Amber>>guess
I need another startety Grace>>no
color coding works Hope>>I
think I down loaded most of the readings... Amber>>then
I will be putting the IEP activity (a scenerio) up later tonight Amber>>and
the IEP due on the 11th or qwhenever is for you 4 to email or F2f or hoever you
want Amber>>you
will brainstorm about how to write up an IEP from the general classroom
prespective not special ed Patricia
Kathrine--Ryan>>all sounds good.
reminders are also welcomed email messages:) Amber>>the
IREP exercise will be a group effort that is due on the 25th and is based on the
MTTS standards Hope>>so we are to treat all the students as needing an IEP? Amber>>see Amber>>Hope
the student will have an IEP because he does or she does have a disability but
as a classroom teacher (general) you would not be the one writing the IEP that
would be the special ed department and we do not want to go there Amber>>what
I would hope is that as a general classroom teacher you could think of
strategies that woulfd help this student Amber>>let
me find the link Patricia
Kathrine--Ryan>>two children are needing me.
i need to say goodbye for now. thanks
for an interesting discussion. i'll
read the rest in the transcript. Hope>>bye
tricia Amber>>got
it http://www.smcm.edu/msde-pt3/TaskVI.htm after take some time to look over
this Grace>>bye Grace>>okay Amber>>this
is what is required of pre service tweachers to meet MTTS standard 6 on AT Hope>>okay *-**** Patricia--Kathrine--Ryan
left Room1. Time:Fri Nov 7 14:15:52
2003 Amber>>I really think it is too much so your will be more of I give you all the speifics which would yusually come from your special ed person and you fill out the SETT framework and add your comments Amber>>this is not a big event d not panic Amber>>however, it IS WHAT general classroom teachers are expected to know Grace>>i am glad to hear that. Amber>>then on Nov 21st Dave riose will be meeting us online in the chat room Hope>>okay Amber>>he will be sending us a scenerio of a student that we will look over and we will do a "mock" IEP committee meeting that day online Amber>>should be fun Grace>>good Hope>>sounds like fun... Amber>>and the only other big thing is the AT tour Grace could you come if we scheduled it for Tuesday the 18th at 7PM? Grace>>sure Amber>>it would mean rescheduleing the other course which I could talk to your instructor if needed Grace>>Thanks, Amber but I don't think that will be necessary. Amber>>YES11 I am excited ok just realized the time and also have to kids to catch all are doing so great with such different perspectives. Hope please keey bringup the real life situations with your son this really adds to the input and Grace PLEASE more on the ESOL this so interested me!! Grace>>thanks, I will! Amber>>bye for now! *-**** Amber left Room1. Time:Fri Nov 7 14:21:15 2003 Grace>>bye Hope>>Okay...thanks, bye... *-**** Grace left Room1. Time:Fri Nov 7 14:21:27 2003 *-**** Hope left Room1. Time:Fri Nov 7 14:21:29 2003 ****************************************************************************** Session in EDUC477_Room1 ended (all participants have left). Time: Fri Nov 7 14:21:29 2003 ****************************************************************************** |
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Last updated by Tricia Ryan on December 17, 2003. Copyright Tricia Ryan. All rights reserved. |
