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Week 1

1. Brainstorm and reflect on…”What strategies and resources can be provided to increase student engagement in online learning environments for students with disabilities?”  Design an infographic and multimedia presentation to provide clear and easy to understand information that will help students with disabilities engage and succeed in their online learning environments. Think of this as an artifact that would educate and bring awareness to students with disabilities about different types of strategies and resources available to them.

2. Create an infographic and multimedia presentation utilizing Web 2.0 tools and post in Canvas for peers to review.

Week 2

1. Write a reflection of your design thinking experience for both by including what you learned, what worked, and what you may change for next time. Post reflection narrative as a reply to the initial posted artifacts.

2. Review and comment thoughtfully on other teamsʻ submissions.

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Design strategies and resources to support students with learning disabilities in e-learning communities.

Utilize Web 2.0 tools to create an infographic and multimedia presentation.

Engage in educational discussion related to media

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Burgstahler, S. (2018). A Tutorial for Making Online Learning Accessible to Students with Disabilities.

https://www.washington.edu/doit/tutorial-making-online-learning-accessible-students-disabilities

Coates, H. (2007). A model of online and general campus-based student engagement. Assessment & Evaluation in Higher Education, 32(2), 121–141.

Article Google Scholar

Dietz-Uhler, B., Fisher, A., & Han, A. (2007). Designing online courses to promote student retention. Journal of Educational Technology Systems, 36(1), 105–112.

Article Google Scholar

Hong, Barbara S. S. (2015). Qualitative analysis of the barriers college students with disabilities experience in higher education. Journal of College Student Development, 56(3), 209-226.

https://drive.google.com/file/d/18s374SPKCHySbmKD4erRq0TCxgNfcXxh/view?usp=sharing

Higher-Ed Online Learning Market May Grow by $33B by 2026. (2022, March 21). Government Technology.

https://www.govtech.com/education/higher-ed/higher-ed-online-learning-market-may-grow-by-33b-by-2026

Project Lead the Way (PLTW). (2020, October 5).  Supporting Students with Disabilities in Online Learning  [Webinar]. YouTube. https://www.youtube.com/watch?v=EjXFUA6OXg0

Why online learning in higher education is here to stay: A trends assessment. (2021, September 19). Higher Ed Partners UK. https://higheredpartners.co.uk/why-online-learning-in-higher-education-is-here-to-stay-a-trends-assessment/

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Keeping Students Engaged in Digital Learning

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Working together with your group,

1. Create a brief video, designed for students, with tips for engaging in online learning. Keep in mind that the video should be accessible to all learners.

2. Create an infographic that gives professors simple steps they can implement to help undergraduate students transition to online college classes.

Information from the following resources will aid in preparing the artifacts:

Edutopia https://youtu.be/-LybF2YlWn4

Burgstahler, S. (2018). A Tutorial for Making Online Learning Accessible to Students with Disabilities. https://www.washington.edu/doit/tutorial-making-online-learning-accessible-students-disabilities

Individuals with Disabilities Education Act. (IDEA). https://sites.ed.gov/idea/regs/b/a/300.8

Project Lead the Way (PLTW).  https://www.youtube.com/watch?v=EjXFUA6OXg0

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Strategies to increase student engagement in online learning environments for students with disabilities

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Kay Jernigan, Erik Okamura, and Maya Carter

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Based on national trends, students with disabilities are increasingly enrolling in colleges and universities throughout the United States (Hong, 2015). However, many institutions of higher education are not fully prepared to support them. Students with disabilities continue to experience frustrations and face barriers that lead to poor performance and low retention rates (Hong, 2015). Based on a report by the National Council on Disability (2003), there were three significant findings: (a) The number of students with disabilities attending college has more than tripled over the last 20 years, (b) the average time students with disabilities took to complete their colleges was twice as long as their nondisabled cohorts, and (c) more than 80% of student with disabilities in college need some type of assistance and related services in earning their degrees.

Even more so, students with disabilities will need the resources and strategies to adapt to online learning environments so they are able to engage and succeed in college. What strategies and resources can be provided to increase student engagement in online learning environments for students with disabilities?

John is a first year student at UH Manoa (UHM) who recently transferred from Moanalua High School (MHS). He had an (Individualized Education Plan) IEP through MHS; however, transitioning to UHM it is not a requirement to disclose his IEP or disability(s) to anyone. Therefore, he may not have reached out to others on-campus (i.e. Kokua) to get support. For purposes of this case study, his IEP lists “specific learning disability” as his documented disability. By IDEAʻs (Individuals with Disabilities Education Act) definition, “specific learning disability” means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. This fall he is enrolled in 16 credits (5 classes) and 2 classes are asynchronous online. One of his instructors is using Laulima and the other instructor is using Canvas as their class platforms. The average class size for both classes is about 40 students.

More Details about John's case can be found here:
https://docs.google.com/document/d/1S_KpelqtAmMBsxTS1a7MUkJ9UPeU0AArKF69VNotLgY/edit?usp=sharing