Forging new pathways of research and innovation in open and distance learning

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Differentiated Technology-Based Interventions for Enhancing Understanding, Flow and Self-Efficacy by Learners with Developmental and Attention Deficits Hanne Voldborg Andersen, Elsebeth Korsgaard Sorensen 13. Delano, M. E. (2007). Video modeling interventions for individuals with autism. Remedial and Special Eduation, (28), 33–42. 14. Hill, D. A., & Flores, M. M. (2014). Comparing the Picture Exchange Communication System and the iPad TM for Communication of Students with Autism Spectrum Disorder and Developmental Delay. TechTrends, 58(3), 45–53. 15. Kang, H. W., Zentall, S. S., & Burton, T. L. (2007). Use of images in instructional technology for children with attentional difficulties. Proceedings of the 6 th international conference on Interaction design and children – IDC ’07, 129. New York, New York, USA: ACM Press. http://doi.org/10.1145/1297277.1297303 16. Kierkegaard, S. (1859). Synspunktet for min Forfattervirksomhed. En ligefrem Meddelelse, Rapport til Historien. C. A. Reitzels Forlag. 17. McKenney, S. E., & Reeves, T. C. (2012). Conducting educational design research. New York: Routledge. 18. McKnight, L., & Davies, C. (2012). Current Perspectives on Assistive Learning technologies. University of Oxford: The Kellogg College Center for Research into Assistive Learning Technologies. 19. Schaffer, O. (2013). Crafting Fun User Experiences – A Method to Facilitate Flow. Retrieved from https://www.researchgate.net/publication/272181532_Crafting_Fun_User_Experiences_A _Method_to_Facilitate_Flow 20. Sorensen, E. K., & Andersen, H. V. (2016a). Amplifying the process of inclusion through a genuine marriage between pedagogy and technology. Proceeding of the 25. EDEN conference, Juni 14.-17., 2016, Budapest. 21. Sorensen, E. K., & Andersen, H. V. (2016b). Learning Together Apart – the Impact on Participation when Using Dialogic Educational Technologies for Kids with Attention and Developmental Deficits. Proceeding of the 1 st EAI International Conference on Design, Learning & Innovation, May, 2.-3., 2016, Esbjerg. 22. Sorensen, E. K., Andersen, H. V., & Grum, H. (2013). Intercultural Dialogic eLearning: A Tool for Fostering Shared Understanding and Sustainable Competence Development in Practices of Inclusion. Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2013, 389–397. Victoria, Vancouver Island: AACE. 23. Waller, T., & Watkins, A. (2013). Information and Communication Technology for Inclusion. Research Literature Review. Brussels: European Agency for Development in Special Needs Education. 138 Reaching from the roots – 9 th EDEN Research Workshop Proceedings, 2016, Oldenburg ISBN 978-615-5511-12-7
Forging new pathways of research and innovation in open and distance learning: Reaching from the roots Proceedings of the 9 th European Distance and E-Learning Network Research Workshop, 2016 Oldenburg, 4-6 October, 2016 ISBN 978-615-5511-12-7 USING DIGITAL TECHNOLOGIES FOR INCLUSION THROUGH STRENGTHENING PARTICIPATION AND CONTRIBUTION FOR LEARNERS WITH DEVELOPMENTAL AND ATTENTION DEFICITS Elsebeth Korsgaard Sorensen, Hanne Voldborg Andersen, Aalborg University, Denmark Abstract This paper investigates the potential of digital technologies for strengthening the participation and inclusion of learners with developmental and attention Deficits (focus learners) into the mainstream classroom. The paper describes the authors’ approach to the challenge of researching the extent, to which digital technologies may support the learning process of focus learners – in particular in those aspects of the learning process that deal with the construction of learning products and the communication and dissemination of knowledge to peers. On the basis of the actual analysis and a succeeding discussion, the paper concludes with a description of the findings. Introduction It is beyond any doubt that the last decade of digital technologies and social networks has produced a changed educational environment (Conole, 2013). New possibilities for digital educational approaches, tasks and methods have come into focus. In general, this situation has offered new possibilities for inventing novel pedagogies resting on the affordances and utilization of digital technologies. It has enabled new educational designs, which – to a higher extent than earlier – rest on pedagogical bottom-up approaches (e.g. Sorensen, 2014), which offer learners an alternative way of becoming involved in the educational process as true agents. Simultaneously, the societal/governmental demand has increased dramatically in terms of schools to be able to include children with special educational needs (SEN) in the mainstream classroom. The present paper uses the term focus learners to denote youngsters with developmental and attention deficits as e.g. Attention Deficit Hyperactivity Disorder (ADHD), Attention Deficit Disorder (ADD) or Autism Spectrum Disorder (ASD). It addresses the challenge of including focus learners, i.e. youngsters with developmental and attention deficits (see Andersen & Sorensen, 2015, for a more detailed description of the characteristics of the target group). The characteristics and symptoms of the group seem sensitive to the situated demands and the level of cognitive complexity of a task (Barkley, 2006). Their attention can rapidly fluctuate, and they are driven mainly by motivation arising from their hyperactivity and impulsivity. It is widely recognised, that children with developmental and attention deficits call for both 139
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9 th EDEN Research Workshop Forging
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Introduction Distance education is
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TABLE OF CONTENTS ADVANCED DISTANCE
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LEARNING ANALYTICS Scaling Learning
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Towards a Framework for Virtual Int
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Towards Designing an Oxford Experie
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Emergent Evaluation: An Initial Exp
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A MOOC with a Difference: Creating
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Use of MOOCs in Traditional Classro
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Head Start Online: A MOOC for those
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Carrots and Sticks: Workload and Pe
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Online Learning in Community Colleg
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The Usability Evaluation of UniCamp
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A Programmatic Approach to Blended
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Teaching Science through Technology
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Contributions to Teaching Practice
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The Irish Online Learning Landscape
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The State of Distance Education in
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Learning Analytics in Distance Educ
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Credit, Trust and Open Education Ka
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Supporting the Capacity Development
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Supporting the Capacity Development
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The Role of Learning Design and Lea
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Changing Landscape of the Lifelong
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eLene4work - Developing a Framework
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Collection of "Synergy" Synopses 35
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I-LINC The stakeholders’ platform
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EuroDuaLE European cooperative fram
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eLene4work Learning to learn for ne
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ARMAZEG Developing Tools for Lifelo
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LeHo Learning at Home and the Hospi
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SeaL Seamless Learning in Lake Cons
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