Friday, May 1, 2015

@ONE Course Creating Accessible Online Courses Week 4

The assignments for this week were a production plan for making materials for a class accessible and to make two documents accessible.  I have the production plan, copied at the end of this post. The two documents I made accessible were a syllabus (Word) and Blackboard instructions (PDF).

Content v Container
A Matter of Perspective
When dealing with accessibility of digital information, it is important to recognize the capabilities for supporting access of each technological component used in designing and delivering education online.

Sometimes this is not as clear as you might first expect, considering the wide range of digital media available to us. While an electronic file might contain text, audio, or video, it is simultaneously both a container and a "piece" of content. This content can also be placed inside another document, such as a webpage or a PDF, or as a content module within your LMS. When discussing accessibility capabilities of digital media, you must be aware of the context your media exists in. Different potentials for access are available depending on the nature of the media and whether it is a base-level container (like an HTML page), or if it is content that will exist within a bigger container (like a digital video embedded within the HTML page).

It is also important to recognize that accessibility does not automatically move from one type of content to another, as through some sort of digital osmosis. An accessible PDF document cannot be placed within a web page and result in the web page suddenly becoming accessible. Nor can an inaccessible PDF be placed within an accessible web page and suddenly transform into an accessible PDF. The best practices for web design must be used for the web page as well as the PDF document as discreet objects (content) and as a related unit (container).
Content
Each digital document can be seen as a container for content, for example, a web page can contain a wide variety of content, such as text, images, video, audio files, or interactive content. Each of these pieces of content have specific attributes that must be addressed to ensure accessibility. Likewise, web pages must be designed accessibly in order to allow access to the individual pieces of content contained within. Web pages become content when they are placed in a larger container, such as a Moodle or Blackboard Learning Management System (LMS).
Container
In addition to the content contained in the web page being accessible, the container (web page or LMS) needs to be designed accessibly as well. The interface elements need to be clearly labeled and organized in a way that allows for efficient and effective navigation via assistive technology. The bottom line is that your digital content needs to exist in a way that allows individuals to identify, navigate, and interact with the full range of digital content you use as instructional materials.
Accessibility Concerns of Learning Management Systems
Introduction
The topic of Learning Management System (LMS) accessibility surrounds two core basic functions of any LMS: the storage and organization of digital content, and the collective mechanisms to interact with students through the creation and exchange of digital information. The basic concepts of LMS accessibility surround the issue of correctly identifying and labeling digital content and interface elements, while ensuring the digital content contained within the LMS can effectively reflow into other technologies such as mobile devices and assistive technologies.
Regardless of the LMS being considered, the capabilities to support access are pretty universal:

·        provide a mechanism for applying heading styles to digital text

·        provide a mechanism for applying text descriptions to digital images

·        provide a mechanism for identifying header cells within digital tables

·        provide a mechanism to associate a text-transcript for an audio file

·        provide a mechanism to display captioned digital video

·        provide access to all of the above functionalities via the keyboard

While the above list represents some of the basic core considerations for LMS accessibility, remember there are actually technical standards that define all of the considerations in elaborate detail in the World Wide Web Consortium Accessibiity Guidelines 2.0 http://www.w3.org/TR/WCAG20/.
Container vs Content
A container is an environment into which existing digital media can be imported. LMS systems can hold a variety of digital media, from PDF and MS Word documents to MP3s and Quicktime movies. These files must be created according to the best practices for accessibility, according to each media type. Whatever the accessibility capabilities your LMS may have, the accessibility of digital media files (content) you import into the LMS is based on how the files were created.
Most LMS systems provide an editing environment for creating content within the LMS. These editing tools vary in the options they provide, but most of them include a way to employ the best practices for creating accessible content, such as headings, bulleted lists, alternate text for images, etc.
Question of Capability
Recognizing that an LMS serves as a container for content as well as featuring an editor for creating content raises the question of which environment is best for creating accessible content? In order to best answer this question, you must first understand the capability for the LMS to support or provide accessibility as compared to the capability of your imported digital content to support or provide accessibility.
Hopefully the capability of the LMS will allow sufficient options to ensure accessibility, but if not, using an HTML editor to create accessible HTML documents that you can then import into the LMS is always an acceptable strategy. Regardless of the accessibility concerns of the LMS, accessible HTML documents created outside the LMS and then imported into the LMS will retain their accessibility.
Remember, content must always be designed in an accessible manner before being introduced to the LMS, it is not enough to put an inaccessible document inside an LMS that is accessible.
Container capabilities for access are different from content capabilities for access. As a container for content, you have no control over the accessibility of the LMS in terms of a delivery tool. As a creator of content, you have ultimate control over the accessibility of what you make and then put into the LMS. However, both the container and content capabilities for accessibility are based on the same principles of navigation and interaction.
One essential feature to always look for in an LMS or document creation environment is the ability to support the use of Heading styles.
Navigation
The capability to efficiently and effectively navigate throughout an LMS is based on the same concepts of navigation within electronic documents. Through the use of headings, links, lists, and other semantic styling, assistive technologies can navigate within the modules of an LMS just as they can navigate through an electronic document that is marked up with the same semantic structures. When you create activities and resources within LMS, make sure to use the formatting options to include appropriate heading markup of your content, name your links so they are useful when presented out of their context in a document, and take advantage of any features that allow you to apply even more detailed semantic information.

Another issue related to navigation is the capability for assistive technology to bypass redundant navigation structures in an interface or web page. Known as "Skip Links", these navigation aids are detectable by assistive technology while being difficult if not impossible to detect with the naked eye.

In the pictures on this page, major level headings are outlined in red. The green outlines signify a smaller-level heading. The text that is highlighted in yellow besides each element indicates the heading level via the corresponding HTML tag. Users of assistive technology can choose to have all of the headings presented as a list, allowing them to jump to the relevant portion of the document. This is why your heading text needs to accurately reflect the content that will follow.


Images
When you embed an image in an electronic document, always take advantage of any capability to also insert an alternate text description for the image. Commonly referred to as an alt image tag, the name originates from an HTML markup tag created to allow for the text description to be embedded in the document for use by assistive technology and other uses. The concept being that assistive technologies used by individuals who cannot see the image will be able to read the alternate text description instead.
It is important to provide an accurate and concise description of the image, but remember to consider whether or not more explanation would be beneficial in the main text of the document.
Another aspect of assessing the accessibility of an LMS is to determine if the LMS interface images have appropriate alternate text descriptions. This is especially important if the LMS utilizes graphic buttons as controls for moving between modules and interacting with the content.
Frames
Frames are a feature of HTML that are used to layout content in web pages. Essentially allowing multiple pages to be displayed within one browser window, frames have had a variety of uses both within LMS systems and within web pages, though their use is no longer encouraged. Wherever you do find frames, it is important that the frames be labeled with a meaningful and descriptive name. Without meaningful and descriptive names, users of assistive technology can find it difficult to know what kind of content is contained in different frames, and in some cases they can become lost within a frameset.
Blackboard does use frames, but they are labeled in a manner that should allow users of assistive technology to navigate through the Blackboard shell.
Discussion Boards and Forums
Discussion boards and forums have traditionally been some of the more problematic aspects of LMS in terms of accessibility for users of assistive technology, especially screen readers.
In general, the addition of extra communications features also tends to add to the overall complexity of the interface, but when implemented with accessibility in mind, multiple methods for communication can help enhance the opportunities and likelihood for student engagement and the development of effective learning communities. It is important to remember the distinction between making additional communication technologies available to students vs. requiring the students to use a specific technology without first ensuring the accessibility of that technology.
When utilizing different communications technologies in your online course, remember the power you wield as a topic moderator, and take advantage of the opportunities to engage with your students via the different technologies. Maintaining topic focus, recognizing student input, reframing questions for further consideration, and responding with additional information on a conversation topic are all examples of how you can maximize the communications technologies available to you through your LMS. Remember that your expertise with the subject matter allows you to redirect conversations to new forum threads or modules, helping maintain topic focus while avoiding the challenges presented when deeply threaded discussions grow so long and complex that they present challenges for users of assistive technology to interact and respond with.
Blackboard allows for powerful discussions and forums as well, but some of the tools might be difficult for users of assistive technologies to conveniently locate when navigating from message threads to individual message posts within a given thread.
You can help increase accessibility of forums by making sure the discussions stick to a consistent theme, and starting new thread topics to alleviate excessive long subject threads.


 

Resources



Additional Resources for Accessible Web-Based Instruction
Organizations
High Tech Center Training Unit - http://www.htctu.net
Web Accessibility Initiative Resources - http://www.w3.org/WAI/Resources/
WebAIM (Web Accessibility In Mind) - http://www.webaim.org/
DO-IT (Disabilities, Opportunities, Internetworking, and Technology) University of Washington - http://www.washington.edu/doit/
ATHEN (Access Technologists Higher Education Network) - http://www.athenpro.org/
Designing More Usable Web Sites (U of Wisconsin-Madison) - http://trace.wisc.edu/world/web/index.html
Jim Thatcher (a well-organized individual) - http://jimthatcher.com
iCITA Web Best Practices - http://cita.rehab.uiuc.edu/
Web Accessibility Evaluation Tools
Web Accessibility Evaluation Tool (WAVE) - WebAIM http://wave.webaim.org/
Functional Accessibility Evaluator 1.0.3 - University of Illinois at Urbana-Champaign http://fae.cita.illinois.edu/
Books
Web Accessibility: Web Standards and Regulatory Compliance (ISBN 1-59059-638-2)
Maximum Accessibility (ISBN 0-201-77422-4)
Accessibility for Everybody: Understanding the Section 508 Accessibility Requirements (ISBN 1-590-59086-4)
Building Accessible Websites (http://joeclark.org/book/)

 

Course Title: Noncredit ESL Level 7

Target Delivery Date: Summer 2015

Note: This class will be offered hybrid at 25% online. The course meets three days per week on-ground for 9.5 hours for eight weeks. One of these class meetings is conducted in a computer lab (3 hours, 10 minutes). Students will be expected to spend an additional three hours and 10 minutes online per week.  For this production plan, the online activities which students will be completing while both in the on-ground lab setting and at a distance have been included. This will be the first time that this course has been offered as a hybrid class, and it is anticipated that none to just a few of the students will have ever taken any class or portion of a class online, although some will have had limited experience with the LMS to be used.

Week 1: Introduction to the Course,

Learning a New Language and Adapting to a New Culture

Learning Objective
Content Presentation
Assignment Given
Student Deliverables Due
Assessment
Knowledge of Course Objectives
 
Syllabus (Word doc provided in class)
 
Read syllabus
Ungraded quiz on syllabus and digital etiquette
Quiz in LMS
Online Communication
/Netiquette
Digital Etiquette Video (online video)
Watch the video
Communication with instructor via email
1.      Video on how to update contact information in SURF (online video)
2.      Handout (text instructions and screenshots) and computer lab  on how to email the instructor (Word doc)
1.      Watch the video
2.      Locate instructor contact information and send an email.
1.      Update contact information in SURF, as needed (note: some students do not enter an email address when registering for noncredit ESL courses)
2.      Email with chosen topic for Writing Assignment #1
Receipt of email with topic for Writing Assignment #1 (paragraph on tips for learning English or adjusting to life in the USA)
Login to LMS
Handout with text instructions (Word doc) and video on how to log in to LMS (online video)
Log in to the LMS
Login during on-ground class session
Student presence in LMS at expected time
Navigate LMS
Handout with text instructions and screenshots (PDF), computer lab demonstration on how to navigate LMS
Online icebreaker (students to introduce themselves in class but create slides in a collaborative presentation prepared in class with Google Doc slideshow, linked in LMS)
Information for self-introduction presentation entered on Google docs slide during computer lab time
Receipt of student work
Understand and use target vocabulary (Phrasal Verbs)
Phrasal Verbs Group A in Fundamentals of English Grammar workbook pp. 255 – 256 (to be completed in class with teacher-made conversation questions)
Complete textbook exercise; complete ungraded quiz in LMS
Textbook exercise; completion of ungraded quiz in LMS
See Week 2
Differentiate between and use simple past and past continuous (grammar – verb tenses)
PowerPoint (PPT converted to video and posted online) and note-taking guide (Word doc); online practice exercises; video on pronunciation of –s endings for third-person singular (online video) with practice exercises on handout to be given in class (Word doc)
View PowerPoint, take notes on note-taking guide; complete online practice exercises; watch pronunciation video
Note-taking form complete
1.      Quiz on LMS (verb tenses)
2.      Pronunciation quiz on LMS (Blackboard Voice Board)
3.      Appropriate and correct use of verb tenses in Writing Assignments #1 and #2
Listen for main ideas and details
ED Ted video lesson on English Mania (online video with exerises)
View video and complete viewing guide
Viewing guide complete, participation in in-class discussion
Incorporation of information from video into Writing Assignment #1
Compose a well-developed paragraph
Writing Assignment #1 prompt (Word doc) provided in class and posted in LMS
Paragraph on one of the following topics, based on class discussions:
A)     Tips for learning English
B)     Tips for Adjusting to Life in the USA
Word-processed paragraph submitted via LMS
Feedback form for initial draft(s); Rubric for final draft

 

Week 1 Digital Media Inventory:

 

·        Syllabus –Accessible

·        Digital Etiquette video – Accessible (has captions)

·        LMS course shell (Blackboard) – Accessible

·        Weekly instructions and assignment descriptions in LMS – check headings, structure, descriptive links, bulleted lists, and alt tags for images

·        Handout on how to email the instructor, navigate the LMS, post to discussion board –Accessible

·        Video on how to log in to LMS – Accessible (has captions)

·        Handout (text instructions and screenshots) how to navigate LMS

·        Verb tenses (present and present continuous) PowerPoint – check template for contrast, take out text boxes if they exist, add alt tags for images, add audio and provide transcript

·        PowerPoint note-taking guide – Check headings

·        Verb tenses (present and present continuous) note-taking guide – check font, headings, and white space

·        Online verb tenses practice exercises – Accessible

·        Video on pronunciation of –s endings – Accessible (has captions)

·        ED Ted Lesson video – check if site and quiz/activity questions are keyboard-accessible; check video for captions; if no captions, find original on YouTube and check captions; if no captions, use Amara for adding captions to YouTube video

·        Writing Assignment #1 prompt – check font, headings, and white space

Timeline for making all items accessible for Week 1: May 4

Week 2: Symbolism

Learning Objective
Content Presentation
Assignment Given
Student Deliverables Due
Assessment
Understand and use target vocabulary
 
 
Phrasal Verbs Group B in Fundamentals of English Grammar workbook pp. 256 – 257 (to be completed in class and teacher-made conversation questions); handout on how to post to discussion board and reply to posts, video on Interacting with the Discussion Board (online video)
Complete textbook exercise; complete ungraded quiz in LMS; Discussion Board 1 Phrasal Verbs A & B
Discussion Board post – answers to five questions and replies to two classmates’ posts
1.      Rubric for discussion board
2.      Paper-based quiz given in class week 3 on Phrasal Verbs Groups A & B
Differentiate between and use simple past and past continuous (grammar – verb tenses)
PowerPoint (PPT converted to video and posted online) and note-taking guide (Word doc); online practice exercises; video on pronunciation of –ed endings for regular verbs (online video) with practice exercises on handout to be given in class
View PowerPoint, take notes on note-taking guide; complete online practice exercises; watch pronunciation video
Note-taking form complete
1.      Quiz on LMS (verb tenses)
2.      Pronunciation quiz on LMS (Blackboard Voice Board)
Listen for main ideas and details
Video on state seal of California (online video)
View video and complete viewing guide with listening cloze
Viewing guide complete, participation in in-class discussion
Incorporation of vocabulary and phrasing from video into Writing Assignment #2
Compose a well-developed paragraph and make an oral presentation that incorporates symbolism (personal seal project)
Writing Assignment #2 prompt with sample paragraph (Word doc) provided in class and posted in LMS; Sample oral presentation performed in class; MS Word formatting video (online video) and demonstration in computer lab
1.      Design a personal seal with items that symbolize oneself (native country, interests, goals) and write a paragraph explaining the seal and what each item symbolizes
2.      Prepare and deliver an in-class oral presentation based on paragraph with the seal as visual aide
1.      Personal seal design and Word-processed paragraph submitted via LMS
2.      In-class oral presentation
1.      Feedback form for initial draft(s) of paragraph; Rubric for final draft
2.      Rubric for oral presentation

 

Week 2 Digital Media Inventory:

 

·        Weekly instructions and assignment descriptions in LMS – check headings, structure, descriptive links, bulleted lists, and alt tags for images

·        Video on Interacting with the Discussion Board – Accessible (has captions)

·        Discussion Board in LMS – provide text instructions and demonstrate starting new thread topics to starting new thread topics to avoid long subject threads; depending on number of students in class, assign students to discussion groups

·        Verb tenses (past and past continuous) PowerPoint – check template for contrast, take out text boxes if they exist, add alt tags for images, add audio and provide transcript

·        PowerPoint note-taking guide – Check headings

·        Online verb tenses practice exercises – Accessible (has captions)

·        Video on pronunciation of –ed endings – Accessible (has captions)

·        Video on state seal of California – Accessible (has captions)

·        Assignment prompt with sample paragraph provided in class and posted in LMS

·        MS Word formatting video – Check accessibility (accuracy of captions); if inaccurate, fix captions in YouTube (this is a screencast I created)

Timeline for making all items accessible for Week 2: May 11

 

Week 3: Career Choices

Learning Objective
Content Presentation
Assignment Given
Student Deliverables Due
Assessment
Understand and use target vocabulary (Phrasal Verbs)
Phrasal Verbs Group C in Fundamentals of English Grammar workbook pp. 258-259 (to be completed in class with teacher-made conversation questions)
Complete textbook exercise; complete ungraded quiz in LMS
Textbook exercise; Ungraded quiz in LMS
See week 4
Differentiate between and use simple past and past continuous (grammar – verb tenses)
PowerPoint (PPT converted to video and posted online) and note-taking guide (Word doc); online practice exercises; video on pronunciation of –ed endings for regular past tense verbs (online video) with practice exercises on handout to be given in class
View PowerPoint, take notes on note-taking guide; complete online practice exercises; watch pronunciation video
Note-taking form complete
4.      Quiz on LMS (verb tenses)
5.      Pronunciation quiz on LMS (Blackboard Voice Board)
6.      Appropriate and correct use of verb tenses in Writing Assignment #3
Listen for main ideas and details
Video of Steve Jobs’ graduation speech (online video)
View video and complete viewing guide
Viewing guide complete, participation in in-class discussion
Incorporation of information from video into Writing Assignment #1
Compose a well-developed paragraph
Writing Assignment #3 prompt (Word doc) provided in class and posted in LMS
Summary paragraph of the story “Do What Your Heart Asks for”
 
Word-processed paragraph submitted via LMS
Feedback form for initial draft(s); Rubric for final draft

 

Week 3 Digital Media Inventory:

 

·        Weekly instructions and assignment descriptions in LMS – check headings, structure, descriptive links, bulleted lists, and alt tags for images

·        Verb tenses (past and past continuous) PowerPoint – check template for contrast, take out text boxes if they exist, make sure lists are bulleted, add alt tags for images, add audio and provide transcript

·        PowerPoint note-taking guide – Check headings and structure

·        Verb tenses (present and present continuous) note-taking guide – check font, headings/structure, and white space

·        Online verb tenses practice exercises – Accessible

·        Video on pronunciation of –ed endings – Accessible (has captions)

·        YouTube video of Steve Jobs’ speech – Accessible (has captions)

·        Writing Assignment #3 prompt – check font, headings, and white space

Timeline for making all items accessible for Week 3: May 18

 

Week 4:  Life Experiences

Learning Objective
Content Presentation
Assignment Given
Student Deliverables Due
Assessment
Understand and use target vocabulary (Phrasal Verbs)
Phrasal Verbs Group D in Fundamentals of English Grammar workbook pp. 260 – 261 (to be completed in class with teacher-made conversation questions)
Complete textbook exercise; complete ungraded quiz in LMS
Discussion Board post – answers to five questions and replies to two classmates’ posts
1.      Rubric for discussion board
2.      Paper-based quiz given in class week 5 on Phrasal Verbs Groups C & D
Understand and recognize form and meanings of and use present perfect Use (grammar – verb tenses)
PowerPoint (PPT converted to video and posted online) and note-taking guide (Word doc); online practice exercises; videos (online) of irregular past forms (past participles) with practice exercises on handout to be given in class
View PowerPoint, take notes on note-taking guide; complete online practice exercises; watch pronunciation video
Note-taking form complete
1.      Quiz on LMS (verb tenses)
2.      Appropriate and correct use of verb tenses in Writing Assignment #4
Listen for main ideas and details
Randy Pausch’s Reprisal of “Last Lecture” on Oprah (online video)
View video and complete viewing guide
Viewing guide complete, participation in in-class discussion
Incorporation of information from video into Writing Assignment #4
Compose a well-developed paragraph
Writing Assignment #4 prompt (Word doc) provided in class and posted in LMS
Paragraph: “What I Have Lived For” (modeled on Bertrand Russell essay)
Word-processed paragraph submitted via LMS
Feedback form for initial draft(s); Rubric for final draft

 

Week 4 Digital Media Inventory:

 

·        Weekly instructions and assignment descriptions in LMS – check headings, structure, descriptive links, bulleted lists, and alt tags for images

·        Discussion Board in LMS – provide text instructions and demonstrate starting new thread topics to starting new thread topics to avoid long subject threads; depending on number of students in class, assign students to discussion groups

·        Verb tenses (present perfect) PowerPoint – check template for contrast, take out text boxes if they exist, add alt tags for images, add audio and provide transcript

·        PowerPoint note-taking guide – Check headings for structure, check font, font size, and white space; if there are images, add alt tags

·        Verb tenses (present and present continuous) note-taking guide – check font, headings, and white space

·        Online verb tenses practice exercises – Accessible

·        Videos on pronunciation of irregular verbs / past participles – Accessible (has captions)

·        YouTube video of Randy Pausch’s speech – Closed captions not completely accurate; fix captions on Amara

·        Writing Assignment #4 prompt – check font, headings, and white space

Timeline for making all items accessible for Week 4: May 25

Week 5:  Memory

Learning Objective
Content Presentation
Assignment Given
Student Deliverables Due
Assessment
Understand and use target vocabulary (Phrasal Verbs)
Phrasal Verbs Group E in Fundamentals of English Grammar workbook pp. 262-263 (to be completed in class with teacher-made conversation questions)
Complete textbook exercise; complete ungraded quiz in LMS
Textbook exercise; Ungraded quiz in LMS
See Week 6
Understand the functions and placements of adverbs and be able to identify them in sentences
PowerPoint (PPT converted to video and posted online) and note-taking guide (Word doc); online practice exercises
View PowerPoint, take notes on note-taking guide; complete online practice exercises
Practice exercise on note-taking guide; complete online practice exercises
Appropriate and correct use of adverbs in Writing Assignments #5; Final exam on all parts of speech at the end of the term (paper-based, in class)
Listen for main ideas and details
“Good night’s sleep affect on memory” ED Ted video lesson online (online video with online quiz questions)
 
View video and answer questions online
Online questions answered; participation in in-class discussion
Online video questions in ED Ted; participation in in-class discussion
Listen and summarize information orally
Howcast videos (online videos with text) Memory Techniques
Students select (or are assigned) one video to view, take notes, and orally present the main ideas to classmates in small groups
View video, take notes, prepare brief oral presentation
Participation in in-class discussion

 

Week 5 Digital Media Inventory:

 

·        Weekly instructions and assignment descriptions in LMS – check headings, structure, descriptive links, bulleted lists, and alt tags for images

·        Adverbs (parts of speech) PowerPoint – check template for contrast, take out text boxes if they exist, add alt tags for images, add audio and provide transcript

·        PowerPoint note-taking guide – Check headings/structure, font and size, white space

·        Verb tenses (present and present continuous) note-taking guide – check font, headings, and white space

·        Online verb tenses practice exercises – Accessible

·        ED Ted Lesson video – check if site and quiz/activity questions are keyboard-accessible; check video for captions; if no captions, find original on YouTube and check captions; if no captions, use Amara for adding captions to YouTube video

·        Howcast videos – Accessible (have captions and text below video)

·        Writing Assignment #5 prompt – check font, headings, and white space

Timeline for making all items accessible for Week 5: June 1

 

Week 6:  World Wonders

Learning Objective
Content Presentation
Assignment Given
Student Deliverables Due
Assessment
Understand and use target vocabulary (Phrasal Verbs)
Phrasal Verbs Group F in Fundamentals of English Grammar workbook pp. 264-265 (to be completed in class with teacher-made conversation questions)
Complete textbook exercise; complete ungraded quiz in LMS
Discussion Board post – answers to five questions and replies to two classmates’ posts
1.      Rubric for discussion board
2.      Paper-based quiz given in class week 5 on Phrasal Verbs Groups E & F
Understand form, meaning, and use of present and past passive forms; Differentiate between active and passive (present and past)
Narrated PowerPoint (video) and note-taking guide on 7 Ancient Wonders of the World and present and past passive forms (online video); online practice exercises; view irregular verbs videos on YouTube (irregular past and past participles)
View video, take notes on note-taking guide; complete online practice exercises
Note-taking form complete
1.      Quiz on LMS (passives)
2.      Appropriate and correct use (written and spoken) of present and past passive forms in Wonders of the World project/ presentation
Listen for main ideas and details
Pyramids of Giza video from Pathways textbook supplementary DVD (to be shown in class)
View video and complete viewing guide
Viewing guide complete, participation in in-class discussion
Incorporation of information from video into presentation on a wonder of the world
Deliver a well-prepared oral presentation
Project/presentation assignment prompt (Word doc); student samples shown in class and linked in LSM
Make an oral presentation with a visual aide (of student choice – PowerPoint, Web page, poster, etc.) in class about a “Wonder of the World” (modern or ancient, structural / man-made or natural)
Oral presentation (to be delivered in class) with visual aide
Rubric for oral presentation

 

Week 6 Digital Media Inventory:

 

·        Weekly instructions and assignment descriptions in LMS – check headings, structure, descriptive links, bulleted lists, and alt tags for images

·        Discussion Board in LMS – provide text instructions and demonstrate starting new thread topics to starting new thread topics to avoid long subject threads; depending on number of students in class, assign students to discussion groups

·        Grammar (present and past passives narrated PowerPoint) video – check accuracy of captions; the video is hosted on 3CMedia Solutions; if captions are inaccurate, fix captions

·        Video note-taking guide – Check headings/structure, check font and size, check for white space

·        Pyramids of Giza video – Accessible (has captions)

·        Pyramids of Giza video guide -- check font, headings, and white space

·        Online verb tenses practice exercises – Accessible

·        Presentation Assignment prompt – check font, headings/structure, and white space

Timeline for making all items accessible for Week 6: June 8

 

Week 7:  Connected Lives in the Modern Age

Learning Objective
Content Presentation
Assignment Given
Student Deliverables Due
Assessment
Understand and use target vocabulary (Phrasal Verbs)
Phrasal Verbs Groups G&H in Fundamentals of English Grammar workbook pp. 266 – 268 (to be completed in class with teacher-made conversation questions)
Complete textbook exercises; complete ungraded quizzes in LMS
Discussion Board post – answers to five questions and replies to two classmates’ posts
1.      Rubric for discussion board
2.      Paper-based quiz given in class week 5 on Phrasal Verbs Groups E & F
Differentiate between meanings / functions and uses of modals in English
PowerPoint (PPT converted to video and posted online) and note-taking guide (Word doc); online practice exercises
View PowerPoint, take notes on note-taking guide; complete online practice exercises
Note-taking form complete
1.      Quiz on LMS (modals)
2.      Pronunciation quiz on LMS (Blackboard Voice Board)
3.      Appropriate and correct use of modals in Writing Assignments #5
Listen for main ideas and details
Asap Science video on YouTube How Social Networking affects body (online video)
View video and complete viewing guide
Viewing guide complete, participation in in-class discussion
Incorporation of information from video into Writing Assignment #5
Compose a well-developed paragraph
Writing Assignment #5 prompt (Word doc) provided in class and posted in LMS
Paragraph on the pros and cons of social networking
Word-processed paragraph submitted via LMS
Feedback form for initial draft(s); Rubric for final draft

 

Week 7 Digital Media Inventory:

 

·        Weekly instructions and assignment descriptions in LMS – check headings, structure, descriptive links, bulleted lists, and alt tags for images

·        Discussion Board in LMS – provide text instructions and demonstrate starting new thread topics to starting new thread topics to avoid long subject threads; depending on number of students in class, assign students to discussion groups

·        Grammar (modals) PowerPoint – check template for contrast, take out text boxes if they exist, add alt tags for images, add audio and provide transcript

·        PowerPoint note-taking guide – Check headings/structure, font, font size, white space, add table row header to tables

·        Online modals practice exercises – Accessible

·        Asap Science video – Accessible (has captions)

·        Writing Assignment #5 prompt – check font, headings/structure, format table header row, and white space

Timeline for making all items accessible for Week 7: June 15

 

 

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