E-Learning Design Plan

E-LEARNING DESIGN PLAN

Online Course to Educate Teachers on how to teach Differently Abled Children and Slow Learners

JULY 26, 2015

by

P. Hemamali Perera – 2013/MIT/061

S.H.D. Senanayake – MPhil/PT/2015/048

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Contents

Introduction .......................................................................................................................................... 2

Analysis conducted and results .......................................................................................................... 2

Need Analysis ........................................................................................................................................ 5

Syllabus .................................................................................................................................................. 7

Course Map ............................................................................................................................................ 8

Course Map: Level 2 – Module 1 ......................................................................................................... 9

Program Objectives ........................................................................................................................... 10

Teaching Methods .............................................................................................................................. 10

Overall Goals of Course ..................................................................................................................... 10

Course Objectives .............................................................................................................................. 10

Individual Module Objectives ........................................................................................................... 11

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Introduction

The British school in Colombo provides personalized education to students with small class sizes and customized learning material. Each student’s level of knowledge on the topic is assessed at the beginning and appropriate learning material is provided.

The school has a special needs department which provides additional support to slow learners and differently abled students. Some of these students are allowed to follow their lessons with the others in the same class but they are supported by trained special needs teachers on one to one basis in the class itself.

The school is now planning to provide all teachers with training to work with special needs students.

In this e-learning design document we present the results obtained from the data collections methods. We have used direct observations, questionnaire and interviews to gather data related to the e-learning initiative for the school.

Analysis conducted and results

a) Direct Observations

Ten teachers were observed while they teach in the class, to find out how they teach

special needs students in their classes. Given below are the observations.

Special needs students are treated the same way as other students. These

students are happy to be in the same class and work with others.

Teaching a lesson is done for the whole class at once. First the teacher explains

the concepts to the class, then examples are discussed.

If students have problems / doubts, they are brought forward and explained

or discussed. But this time is very limited and students only bring up the topics

which are difficult for them. Special needs students are a minority, and they

don't make use of this opportunity to ask their doubts.

Some teachers did not have any knowledge about students with short

attention problems. Sometimes the students were punished instead of

addressing the problem.

Later students are given activities to carry out on their own. The teacher goes

around the class explaining concepts to students who have doubts and

marking books.

Most special needs students require extra explanations, which is not given in

the class by the teacher.

Most special needs students need a revision of the previous lesson, which does

not happen in the class.

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b) Questionnaires Initial questionnaire was revised before printing. Given below is the questionnaire that was handed over to the teachers. 120 questionnaires were given out and received 40 replies. Given below are results and interpretations of these results.

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Q1: I use computer for my day to day activities.

38 teachers (95%) select “Yes”. So we assume that they are familiar with basic skills such as typing and controlling the mouse.

Q2: I have O/L computer and English knowledge.

All teachers (100%) select “Yes”. So we will not waste more time for teaching the computer basics, internet technologies and Basic English.

Q3: I have participated in online forums.

22 teachers (55%) select “Yes”, while 18 teachers (45%) said no. So we need to educate teachers about taking part in forums and netiquette guidelines.

Q4: I am good at setting goals and deadlines for myself.

39 teachers (97.5%) select “Yes”. So we assume that they teachers will follow the course and participate in activities.

Q5: I can ignore distractions around me when I study.

39 teachers (97.5%) select “Yes”. So we assume that they teachers will be able to learn in online mode.

Q6: I am willing to use e-mail and other online tools to ask my classmates and instructors questions.

All teachers (100%) select “Yes”. So we can be sure that all teachers have an opportunity to clarify their doubts.

Q7: I can access internet at home.

All teachers (100%) select “Yes”. So we can be sure that all teachers can work independently and at their own pace. Teachers need to plan their lessons, therefore it is important that they are able to do it at their convenience.

Q8: I have speakers, microphone and a webcam at home.

5 teachers (12.5%) select “Yes”, while 25 teachers (62.5%) said no. So we can not include any video conferencing sessions in the course.

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c) Interviews Mr. Simon Harwood, Head of the senior school was interviewed and given below is the summary of information provided by him.

Currently, special needs students are a minority in school, therefore when employing new teachers the capability to teach special needs children is not assessed. But it is a growing population, therefore we need to educate all teachers about special needs children.

Also, teachers need to be educated on learning disabilities of students.

ADHD (attention deficit hyperactivity disorder) is the most common in our school. Then behavioral disorders and intellectual disabilities. Finally physical disabilities and sensory impairments.

The proposed system therefore needs to educate teachers about these disabilities and how to handle those kids.

Need Analysis

a) Content Analysis

The analysis of content of the e-learning design solution is discussed in this section. The

content should be user friendly and the learnability should be high as the solution is going

to be designed for the teachers in order to cater the requirements of the special needed

students. Every unit in the syllabus is analyzed to map with the requirements. Designing

the content is important as this will be used to educate the teachers. When conducting

the content analysis the following factors should have to be considered.

Clarity of the lesson/subject area

User friendliness and the usefulness of the content

Find out how the learners will react for the activities

Coverage of the scope defined

Find out whether the content meet the defined objectives of the course

When developing the e-learning content, the lessons, activities and assignments should

be validated with a subject domain expert.

b) Learner Analysis

When designing the instructional design solution, we have to identify the target

audience/learners clearly. The learners come from different backgrounds with different

learning capabilities. For the effectiveness of the system we have to address the

requirements and the needs of all types of leaners in the learning community. Those

requirements and the learner characteristics could be identified through the need

assessment conducted prior to designing the system. The following factors could be

identified as some considerations when designing the system.

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Learning style of the participants

Needs of the target audience

Prior knowledge related to the area

Training needs for the learners

Learner-environment interaction

Language of the learners

Motivation and the interest of the learners

The results gathered through the questionnaire would be helpful when analyzing the

learners. According to that, some teachers have a good knowledge on IT skills and some

haven’t. Therefore when considering the learners, we have to design the course in a

moderate style in order to cater every learning categories of learners.

c) Performance Analysis

The performance analysis is useful when bridging the gap between the actual

performance and the intended performance. In order to reach the objectives the actual

performance has to be aligned with the intended performance. Also there should be a

mechanism to measure the performance of the learners.

d) Environment Analysis

Before initiating the e-learning design, an environmental analysis should be done. The

environmental factors should be satisfied for the e-learning content delivery. Without

proper infrastructures and the other facilities the e-learning initiative would be useless.

There should be enough space for the practical sessions. Also there should be adequate

head phones and microphones and the other equipment in order to conduct the audio

and video lectures. The data collection methods will be helpful when analyzing

environment.

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Syllabus

Module 1: Introduction to Special Education

Special Education and Legalization

Teachers’ Responsibilities for Special Education

The Individual Educational Plan

The Value of Inclusive Education

Categories of Disabilities

Module 2: Learning Disabilities

Introduction to Learning Disabilities

Case Study: Assisting a student with a learning disability

Module 3: Attention Deficit Hyperactivity Disorder (ADHD)

Introduction to ADHD

Teaching Students with ADHD

Module 4: Intellectual Disabilities

Introduction to Intellectual Disabilities

Teaching Students with Intellectual Disabilities

Module 5: Behavioral Disorders

Introduction to Behavioral Disorders

Teaching Students with Behavioral Disorders

Module 6: Physical Disabilities and Sensory Impairments

Introduction to Physical Disabilities and Sensory Impairments

Teaching Students with Hearing Loss

Teaching Students with Visual Impairment

Module 7: Working with Students with Special Education Needs Assessment

Working with Students with Special Educational Needs - Assessment

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Course Map

Module 1

Module 2

Introduction to Special

Education

Learning Disabilities

Module 1

Test

Module 2

Test

Module 3 Attention Deficit Hyperactivity

Disorder (ADHD) Module 3

Test

Module 4 Intellectual Disabilities Module 4

Test

Module 5 Behavioral Disorders Module 5

Test

Module 6 Physical Disabilities and

Sensory Impairments

Module 6

Test

Module 7

Working with Students with

Special Education Needs

Assessment Impairments

Module 6

Test

Training

Final Evaluation

Pre Test

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Course Map: Level 2 – Module 1

Introduction to Special

Education

Special Education and

Legalization

Teachers’

Responsibilities for

Special Education

The Individual

Educational Plan

The Value of Inclusive

Education

Categories of

Disabilities

Quiz

Learning Disabilities

Quiz

Attention Deficit

Hyperactivity Disorder

Intellectual Disabilities

Physical Disabilities and

Sensory Impairments

Behavioral Disorders

Quiz

Module 1 Test

Quiz

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Program Objectives

To increase the awareness of special needs Education among the staff at British School

in Colombo by 100%.

To create an effective climate for learning by sharing all available information about a

child’s disability pertinent to the child’s performance.

To facilitate special needs student’s academic progress and social development by

educating teachers about how to support those children.

To support and act as a resource for classroom teachers working with students with

special needs.

Teaching Methods

Video lessons – lessons will be recorded as videos, which are organized into modules.

Videos will include discussions, real life examples and case studies.

Online assessments – these will include questionnaires and essays that need be

completed by the teachers.

Group work - teachers in the school are given group assignments, which they are

supposed to complete within the given time period.

Forums - forums will be used to discuss the problems and exchange knowledge.

Overall Goals of Course

Module 1: To educate teachers about special education

Module 2: To educate teachers about learning disabilities

Module 3: To educate teachers about Attention Deficit Hyperactivity Disorder (ADHD)

Module 4: To educate teachers about intellectual disabilities

Module 5: To educate teachers about behavioral disorders

Module 6: To educate teachers about physical disabilities and sensory Impairments

Module 7: Assess teachers’ knowledge on special education after following the course

Course Objectives

To use different methods to teach different students based on their capabilities.

To enable teachers to deliver subject matter successfully to the class.

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Individual Module Objectives

After completing module 1, learners will be able to identify who are the special needs

students in the class.

At the end of the Module 2, the learners will be able to identify and explain learning

disabilities of students in the class.

At the end of the Module 3, the learners will be able to identify Attention Deficit

Hyperactivity Disorder (ADHD) students in the class.

At the end of the Module 3, the learners will be able to plan a strategy to assist a

student with ADHD.

At the end of the Module 4, the learners will be able to about identify students with

Intellectual Disabilities in the class

At the end of the Module 4, will be able to plan a strategy to assist a student with

Intellectual Disabilities.


Behavioral Disorders in the class.


Behavioral Disorders.


Physical Disabilities and Sensory Impairments in the class.


Physical Disabilities and Sensory Impairments.

At the end of the Module 7, the learners need to be able to list down and explain

types of special needs.

At the end of the Module 7, the learners need to be able to compare and contrast

teaching strategies used to teach special needs students.

Documents

E-Learning Design Plan