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https://padlet.com/kat_espanolmiller/edu700F2020

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https://avenue.mcmaster.ca

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https://copyright.mcmaster.ca/resources/application-documents/

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! Free DOES NOT mean the same thing as Royalty-Free !

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! Free DOES NOT mean the same thing as Royalty-Free !

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Designing and developing an effective Digital Learning Object will require careful thorough planning. The following are essential considerations for the planning stage.

- Learning Design
- Administrative Objectives and Obligations
- Resources - People, Time, Materials (hardware, software, media assets)
- Research opportunities

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https://www.ontario.ca/page/how-make-websites-accessible

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"The aim of the taxonomy is not to focus on specific tools but ensure that the student progresses through the hierarchy of levels, building on what they have learnt and using these skills as they move from LOTS to HOTS."

https://www.niallmcnulty.com/2017/11/blooms-digital-taxonomy/

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When a student struggles in the classroom, questions usually focus on the student: Does she have a learning disability? Is this student's reading skill not on par with the other children in the class? Does he not pay enough attention when sitting in class or doing homework? Until recently, there has been comparatively little focus on the role of the curriculum in these struggles. Thanks to work by Harvard Graduate School of Education Lecturer David Rose, the chief education officer of the Center for Applied Special Technology (CAST), researchers and educators alike are now examining how the curriculum, not the student, may be disabled, and how curriculum disabilities can be overcome.

The idea of curriculum disability arose when Rose was working with other neuropsychologists at the North Shore Children's Hospital (near Boston) to evaluate children who were performing poorly in school. Rose and his colleagues often felt discouraged, because their recommendations offered teachers little practical guidance to help their students. Eventually Rose formed a group to see what might make the reports more useful - leading to the creation of CAST.

UDL is the recognition that a standardized learning environment is no longer productive; it is vital - and, with today's technology, possible - to acknowledge differences among students.

CAST researchers gradually realized that the core issue was frequently not students' learning problems; instead, the problem lay with the curriculum. Instead of fixing the students, time would be better spent fixing the curriculum. This insight sparked a new goal: eliminating barriers in the design of the learning environment. To fix the problem, Rose proposed the idea of a Universal Design for Learning (UDL), which promotes supporting every child in the classroom.

Defining principles of Universal Design

To implement this goal of UDL, CAST has defined and adopted three main principles:

1. Multiple means of representation, to give learners various ways of acquiring information and knowledge.

2. Multiple means of expression, to provide learners alternatives for demonstrating what they know.

3. Multiple means of engagement, to tap into learners' interests, offer appropriate challenges, and increase motivation.

These UDL principles are applicable to every student in the classroom, according to Rose, because there is a fundamental mismatch between today's student population and the curriculum: While diversity is now the norm of classrooms across the country, the curriculum remains standardized. The uniformity of the school environment - a leftover factory system from the Industrial Revolution - means that students all receive standardized textbooks, learn from standardized course plans, and sit at standardized desks, despite individual differences. UDL is the recognition that this kind of environment is no longer a productive one; it is vital - and, with today's technology, possible - to acknowledge the differences among students.

Research by Rose and others has uncovered three key insights that explain why multiple representations are essential in the classroom. First, developmental studies have revealed the unmistakable diversity in our nervous systems; that is, the nervous system "wires up" differently for each person. Second, a person's nervous system does not approach all learning tasks in the same way; rather, it assesses the task and how much experience the individual has had with the task, and adjusts its resources and strategies accordingly. There is no single style of learning, even for the same person; students' levels of expertise on different problems will influence how they tackle each one. Finally, research has demonstrated the importance of emotion to learning. The nervous system can easily gauge how valuable a certain experience may be, and the differences in students' responses to a lesson depend on varying levels of motivation. In short, everyone is different, and that means a standardized school system will only work for some - perhaps only for a few.

Using technology to support access and ability

Operating under the principles of UDL, Rose and his CAST colleagues have created a variety of technology programs designed to bolster students' abilities and motivation. CAST products assist students by embedding content in varying ways, and by enabling parents and teachers to create new, customized learning materials.

WiggleWorks, for example, produced and distributed by Scholastic, is a software program that contains children's books with many built-in tools and activities to support the reading and writing process. Book Builder, available online, allows teachers and parents to design story books with similar kinds of supports.

Although technology is undoubtedly a useful tool in the classroom, Rose emphasizes, it is not essential to carrying out UDL principles. UDL refers primarily to how information should be represented in the classroom. For instance, there are many ways to understand Shakespeare: teachers can lecture about the Bard's plays, have students read the plays on their own, ask students to read scenes aloud to the whole class, or help the class put together a performance. The key question that a teacher following UDL principles should ask is: How do I present this information so that kids will really understand, and learn how to show me what they have understood?
Additional information about Universal Design for Learning, including guiding principles and a self-checklist for curriculum developers, is available on the CAST website.

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The Importance of Universal Design for Learning

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When a student struggles in the classroom, questions usually focus on the student: Does she have a learning disability? Is this student's reading skill not on par with the other children in the class? Does he not pay enough attention when sitting in class or doing homework?

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"Stories have everything that facts wish they had but never will: color, action, characters, sights, smells, sounds, emotions–stuff that we can easily relate to."

https://usergeneratededucation.wordpress.com/2013/03/20/storytelling-is-not-lecturing-lecturing-is-not-storytelling/

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Types of eLearning Storyboards and when to use them

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Types of eLearning Storyboards and when to use them

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"An eLearning storyboard is simply a document that outlines the learning content, slide-by-slide or screen-by-screen. The purpose of a storyboard is to provide your stakeholders and subject matter experts a preview of how the course will flow and how the content will be presented. The storyboard also gives reviewers the opportunity to easily make edits and change the course content before you begin development. "

https://www.elearninglearning.com/instructional-design/storyboards/?open-article-id=10595499&article-title=the-3-types-of-elearning-storyboards---when-to-use-them&blog-domain=timslade.com&blog-title=tim-slade

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https://secretariat.mcmaster.ca/app/uploads/2019/06/Copyright-Ownership_Policy-Framework-for-Licensing-Instructional-Material.pdf

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According to our research, more than 90% of Creative Commons photos are not attributed at all. To make matters worse, less than 10% of the photos that do credit the original work are attributed properly. This means that more than 99% of Creative Commons photos are not adequately attributed. Not without pride, we are happy to notice that most of the bloggers using Foter.com attribute CC photos properly, which is greatly facilitated by our "ready to paste" attribution info. Every time they intend to use a searched image, all they need to do is copy the image and the accompanying attribution details into their blogs. Most is not enough, though.
Trending Ideas on Foter:

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How To Attribute Creative Commons Photos

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According to our research, more than 90% of Creative Commons photos are not attributed at all. To make matters worse, less than 10% of the photos that do credit the original work are attributed properly. This means that more than 99% of Creative Commons photos are not adequately attributed.

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https://www.wur.nl/en/article/What-are-Creative-Commons-licenses.htm

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https://openlibrary.ecampusontario.ca/create/

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https://www.menti.com/

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https://creativecommons.org/about/program-areas/education-oer/education-oer-resources/

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https://secretariat.mcmaster.ca/app/uploads/2019/06/Ownership-of-Student-Work.pdf

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https://vpadmin.mcmaster.ca/app/uploads/2019/02/Guidelines_for_Digital_Learning_Resources.pdf

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https://coolinfographics.com/free-images

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https://www.likemind.media/best-copyright-free-music-video-content-2019/

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https://thenounproject.com/

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https://www.websiteplanet.com/blog/best-websites-find-free-fonts/

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https://accessibility.mcmaster.ca/digital-accessibility/

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https://achecker.ca/checker/index.php

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https://www.autodraw.com/

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https://screencast-o-matic.com/

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http://cms.cel.uwaterloo.ca/honeycomb/index.aspx

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https://copyright.mcmaster.ca/

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https://copyright.mcmaster.ca/

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https://guides.library.utoronto.ca/c.php?g=448614&p=3523799

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https://www.toptools4learning.com/edu100/

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http://timeline.knightlab.com/

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https://docs.google.com/spreadsheets/d/1Kd1OnF66GMbgjJqM6DKqtnvf7a1YmbGC4Ppeicx5qcs/edit#gid=0

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EDU700-W2020 - Timeline Storyboard Sample

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TimelineJS is an open-source tool that enables anyone to build visually rich, interactive timelines. Beginners can create a timeline using nothing more than a Google spreadsheet, like the one we used for the Timeline above. Experts can use their JSON skills to create custom installations, while keeping TimelineJS's core functionality.

Knight Lab

Watch this brief video for an overview of how to make a timeline.

Tips & tricks

1. Keep it short. We recommend not having more than 20 slides for a reader to click through.

2. Pick stories that have a strong chronological narrative. It does not work well for stories that need to jump around in the timeline.

3. Write each event as a part of a larger narrative.

4. Include events that build up to major occurrences - not just the major events.

Media sources

TimelineJS can pull in media from a variety of sources. Twitter, Flickr, YouTube, Vimeo, Vine, Dailymotion, Google Maps, Wikipedia, SoundCloud, Document Cloud and more!

1. Create your spreadsheet

Build a new Google Spreadsheet using our template. You'll need to copy the template to your own Google Drive account by clicking the "Make a Copy" button.

Drop dates, text and links to media into the appropriate columns. For more about working with our template, see our help docs.

Get the Spreadsheet Template

Don't change the column headers, don't remove any columns, and don't leave any blank rows in your spreadsheet.

2. Publish to the web

Under the File menu, select "Publish to the Web."

Don't set your Timeline Google Sheet to "anyone with the link can edit." It isn't necessary, and could lead to someone changing your timeline without your consent.

In the next window, change the menu that reads "entire document" to "od1." Then, click the blue "publish" button. When asked, "Are you sure...?" click OK. Ignore the URL that appears in the center of the window. Just close the window using the X in the top right corner.

After you close the window, copy the URL in your browser's address bar. You'll use this in the next step.

As of some time on 18 November 2020, an unexpected change to Google Sheets has caused problems with new and existing timelines. At this time, in addition to the steps above, you must also "share" your document so that "anyone with the link can view." As noted above, do not set your Google sheets document to "anyone with the link can edit."

3. Generate your timeline

Copy/paste spreadsheet URL into the box below to generate your timeline. (Make sure you've published the spreadsheet.)

4. Share your timeline

Share Link

Use this to link directly to your timeline.
If you're embedding on Medium.com or other oembed-aware services, just paste this link on a line by itself where you want your timeline to appear.
Embed

Copy this embed code and paste it on your site where you want your timeline to appear (just like a YouTube video).

Preview Open Preview in a new window

Help

Need help? First, please be sure to look at our list of frequently asked questions below. If you're brand new to Timeline JS, you may also want to watch our introductory video.

If you don't find an answer there, try our support forums or use our tech support web form. Please be clear with your question, include a link to your spreadsheet, and if appropriate, a link to a page which shows the issue with which you need help. We can only answer support questions in English. We try to be prompt, but please understand that we do not have a dedicated tech support staff.

Find a bug? If you are confident you have found a bug, please report it as a GitHub issue. Be sure to include detailed instructions on how to reproduce the bug. If you're not sure, please start with the tech support system.

Technical documentation

Go further with Timeline:

Frequently asked questions

There aren't enough options. I want more control over the [font size/color/etc]. Can I change things using CSS?

Because there are so many details to the styling, this is not exactly simple, but, if you have some technical capacity, you can override TimelineJS's CSS rules and have complete control over the look of the timeline. For details, see Overriding Timeline's Styles.

The first slide in my timeline isn't the first chronologically. Why did this happen?

When using the Google Spreadsheet to configure your timeline, if you put the word title in the type column, that slide will be put at the front, regardless of the values in the date columns. See the Google Spreadsheet documentation for more information.

How can I format text (add line breaks, bold, italics)?

TimelineJS's text fields (headline, text, caption, and credit) all accept HTML markup. A full tutorial on HTML is outside the scope of this FAQ, but here are a few basics:

Wrap paragraphs in <p></p> tags to create line breaks.

Wrap text in <b></b> tags for bold text and <i></i> for italics

To enter dates before the common era, just use a negative value for the year. Of course, you can also enter month and date if you need them.

Generally, you don't have to think about it -- just enter the dates you want. Timeline can handle dates literally to the beginning of time. For dates more than about 250,000 years ago, only the year is usable. Support for those older dates is still relatively new, so if anything seems off, visit our tech support site.

Privacy is very important to me. How should I use TimelineJS?

If you want complete control over who can see the information in your timeline, you cannot use Google Spreadsheets, and you cannot use our standard iframe embed code. Instead, you must use JSON format for the data and instantiate the timeline directly using javascript. You can then use standard web server security measures to control who has access to your timeline and the data used to create it.

Can I use TimelineJS with Wordpress?

It depends. TimelineJS does not work with Wordpress.com sites. We are researching ways to address this.
If you are able to install plugins to your Wordpress installation, we have a Wordpress plugin for Timeline. It supports embedding Timelines with Wordpress "shortcode", and as of version 3.3.14.0, it also has experimental "oembed" support. That means that you can take a direct URL to a timeline (like you get with the "get link to preview" button) and put it in a post on a line by itself, and it should be embedded. (Make sure you've updated the plugin before you try it.)

Is TimelineJS free for commercial use?

TimelineJS is released under the Mozilla Public License (MPL), version 2.0. That means that TimelineJS is free to "use, reproduce, make available, modify, display, perform, distribute" or otherwise employ. You don't need our permission to publish stories with TimelineJS and you don't need to pay us any fees or arrange any further license beyond the MPL. To read more about what you can do with TimelineJS, read our license page.

Storytelling Tools

We build easy-to-use tools that can help you tell better stories.
View More

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TimelineJS is an open-source tool that enables anyone to build visually rich, interactive timelines. Beginners can create a timeline using nothing more than a Google spreadsheet, like the one we used for the Timeline above. Experts can use their JSON skills to create custom installations, while keeping TimelineJS's core functionality.

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This is the starting point of your project. It can be driven by learning design, problem solving, inspiration, experimentation, etc

Just be sure that you can answer: - What is the learning outcome of this project / activity?
- Does is serve to fulfill and instructing objective.

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Questions you should ask before diving in:

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Questions you should ask before diving in:

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Universal Design for Learning Guidelines

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Universal Design for Learning Guidelines

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http://udlguidelines.cast.org/?utm_medium=web&utm_campaign=none&utm_source=cast-about-udl

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http://niram.org/read/

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"Project completion" is not the same as "Done"

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"Project completion" is not the same as "Done"

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What can you reflect upon?

Why should you revisit?

How often should your revisit?

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EDU700-W2020 - Worksheet - Learning scenario