IT595 Week 5

Topic: Asynchronous Online Higher Education Experience Design--Synchronous Mid-Semester Check In and Future Planning

Readings
  • Text:Vance, Lipsitz, & Parks (2014) chp 9, 10, 11, 12, & 18 
Course Learning Goals
The goals for the asynchronous and synchronous activities this week are to identify best practices in higher education in support of online students with disability by (a) exploring what students with disability need to know to transition from IDEA to ADA and become successful self advocates, (b) investigating UT student services and how they may be able to work as a collaborative team in support of online students with disability, (c) investigating what creative resources are available for universities to take advantage of while developing future online courses based on universal design principles, and (d) reflect on where we are as a class at this half way point of the summer semester.

Service-Learning Goals
The goals for the asynchronous and synchronous activities are to (a) prepare a summary report of work from previous weeks, (b) report to the class and the client what we learned thus far, and (c) plan the final project for this class that meet the needs of the client.

Asynchronous Activities

Initial Post Due 6/26, Peer Synthesis Due 6/30 Prior to Synchronous Meeting

Peer Rotation D
  • Peer 1 Initial Post: Individually, investigate the similarities and differences between IDEA and ADA and identify what families, students, university student service providers, and course instructors need to know to help students with disability become successful self advocates in online learning environments. You may need to look into what a successful self advocate looks like at a university setting in general first, then identify what that means for students with disability in online learning environments. Vance, Lipsitz, & Parks (2014) chp 12 & 18 may be a good starting point for reviewing readings closely. Share your findings and reflections with your peers in the designated discussion forum as your initial post.

    Peer 2 Initial Post: Individually, visit sites of various student support services at UT to research how they serve students in general. When identifying student services, think of services that students will have to engage with to be successful. One Stop (http://onestop.utk.edu/) may be a good place to start. Then individually reflect on how each office as a collaborative team can contribute to future development of online learning environments that follow universal design principles. Vance, Lipsitz, & Parks (2014) chp 10 & 11 may be a good starting point for reviewing readings closely. Share your findings and reflections with your peers in the designated discussion forum as your initial post.

    Peer 3 Initial Post: Individually, investigate how higher education institutions have access to creative resources for taking advantage while developing future online courses based on universal design principles. Vance, Lipsitz, & Parks (2014) chp 9 may be a good starting point. You may also look into state and federal grant opportunities, as well as opportunities from foundations, non-profit, and for-profit organizations.
  • Peer 1, 2, and 3 Peer Synthesis: Engage in discussion to synthesize what all of you discovered in the designated forum. Post a team summary of your findings by the Peer Synthesis due date. Each team will present this information during the Week 5 synchronous session as part of the Report to the Class and Client. Your team will have 20 minutes to regroup and finalize what you will present during the synchronous session.
  • Task 2 Preparation for Synchronous Meeting: Review the discussions and summaries from Week 3 and 4 and come to class ready to participate in your designated peer rotation group to present the summary of your activities and ask questions to others.

Synchronous Activities

Discussion Material

5:00pm-6:00pm--Peer Rotation B

  • Logistical Check in of where we are
  • Prepare Report to Class and Client about what you learned from the Ethical Case Analysis--Breakout 1
  • Report Lessons from Ethical Case Analysis
  • General Question and Answer

Break

6:10pm-7:00pm--Peer Rotation C

  • Prepare Report to Class and Client about what you learned from Week 3 Research Activity--Breakout 2
  • Report Lessons from Week 3 Research Activity
  • General Question and Answer

Break

7:10pm-8:00pm--Peer Rotation D

  • Prepare Report to Class and Client about what you learned from Week 5 investigations--Breakout 3
  • Report Lessons from Week 5 investigation
  • General Question and Answer

Break

8:10pm-8:50pm--Peer Rotation E

  • Logistical Check in of future tasks
  • Final assignment planning and commenting
  • Check in with Lisa

Last Updated June 30, 2015