Cook, Robin and Gladhart, Marsha. (2002). A Survey of Online Instructional Issues and Strategies for Postsecondary Students with Learning Disabilities. Information Technologies and Disabilities Journal, 7 (1). Retrieved May 7, 2007, from http://www.rit.edu/%7Eeasi/itd/itdv08n1/gladhart.htm.

Summary
The authors discuss ways to address issues concerning adult learners with learning disabilities. Although they focus in on Web-based distance learning, they also give recommendations for classroom-based learning as well.
The focus on technology is critical because every college student, whether in a distance or classroom learning situation, must be able to access technology to succeed. 1998 was the first time that this equal access was made a legal mandate, through Section 508 of the Rehabilitation Act of 1973. Technology poses a particular problem for learning disabled students because so much information is available, it is often structured in a non-linear way, and the distance learning environment can be a very isolated one. The authors give suggestions for hardware (such as AlphaSmarts and scanners) and software (such as voice recognition software, screen magnifiers, and self-voicing browsers) that may help these students more easily access technology. As the amount of technology-centered library materials increases, universities need to be sure that modifications can be accessed there as well.
Several specific technology issues were addressed. Web sites need to be checked to make sure they can be accessed by all students, and instructors can use resources like WebAIM or the Center for Applied Special Technology to identify and repair website issues. Course management software, like Blackboard, generally already includes accommodations, but instructors should check to make sure before using it. Another technology-based issue is communication. Synchronous communication ('real-time' conversations) can be difficult for students with disabilities, because it doesn't allow them enough time to compose and post their thoughts. If possible, it is better to use asynchronous communication (like discussions boards and email) to make sure all students are equally able to participate and have time to reflect before answering. If synchronous communication must be used, the smaller the groups, the better. Also, it may help if the instructor acts as a facilitator to help keep the conversation focused. One last issue is online testing. In some ways, this may be a better testing environment for students with disabilities because everything is on one screen--students don't have to track between a test and an answer sheet. However, many online tests have automatic time-outs that disallow some students from taking extended time. Instructors need to be aware of the modifications that are appropriate for their students with disabilities and use testing sites that will allow them to track time without employing an automatic time-out.
One caution was given at the end of this article--that it is important for faculty to refer to their Disability Services office to find out what the appropriate accommodations are for a particular student, rather then trying to figure out such accommodations on their own. If they are armed with the appropriate information and resources, instructors should be able to make sure that their courses are more easily accessible to all students.

Response
Although this article brought up similar points as the others that I've read about universal design and online learning, I liked how the authors linked many of the online modifications they were suggesting back to accommodations that a face-to-face instructor might make. The most relevant point that I saw was the reminder that without a physically present instructor, one of the biggest difficulties for students with disabilities may be sorting out the reasoning behind all the materials provided and how they fit together. The article rightly points out that the 'why' is often where these students (and many others, I would think) get tripped up when confronted with an overload of information. This goes back to what I've often found in the classroom--that sometimes, what's good for special education students is also helpful for general education students. That's one reason why it's important for all instructors to consider these accommodations, not just those who have students with disabilities in their classes.

Henderson, Dave. (2005). 13 Tech Support Strategies. Retrieved June 2 from TechLearning website: http://www.techlearning.com/showArticle.php?articleID=60407754.

Summary
Technology support is always challenging, but can be especially so in the K-12 environment with an often too-low number of support personnel, too-low budget, and mishmash of hardware and software. Some techniques can help streamline and simplify tech support in this environment. Generally, attempting to standardize, centralize, and document is the key to creating more user-friendly, headache-free tech support.
Standardize

• Hardware--ideally, have only one or two computer brands on campus and deal with as few vendors as possible to cut down on the time it takes to troubleshoot.
• Word Processing--use one version of a single package to allow compatibility of files and minimize support issues.
• Naming--have a set way to name computers and printers to simplify remote network management.
• Cloning--use disk imaging software to copy a hard drive and apply its contents to other machines.

Centralize

• Tech Purchases--have one person who checks purchase orders for equipment and software to be sure everything will run properly and that software meets educational standards.
• Installation--when possible, purchase a site license or network version to avoid having to load the same software onto each individual computer.
• Software Storage--"load software installers, utilities, printer drivers, and software patches on one computer accessible by technitions from every computer in your district" (para 7) and store manuals in a central location.
• Security Updates--keep security and system patches up-to-date by updating centrally rather than having individual users update their own machines.
• Help Desk--use a web-based help desk to make it easy to submit or delete a ticket. One such system is Online Work Order Suite from OnlineTechTools.com.

Document

• Inventory--create a database of all equipment and software on campus.
• Network--create a network map that shows all switches, routers, and connections.
• Machines--document how all machines are set up and create a reference manual for each type of machine.

Response
I liked the simplicity of this article...but I also wondered if it really is so simple. The steps described sounded an awful lot like what's in place in my district, yet I often experience less-than-ideal resolution of my tech issues (like no one responding to my emails...ever...). So I suppose these are just the beginning. Some of the other entries on Shawn's wiki referenced the personal side of tech support...the fact that how people implement support also matters--not just how the support is set up. A district could have all of these things in place, but if they have tech support personnel that doesn't interact well with teachers, then it's still not going to work. However, that aside, these are still valid, basic reminders for districts or schools looking to streamline their tech support.

Dunn, Josh. Virtual Legality: Unions and Homeschoolers Attack Internet Education. Retrieved May 25, 2007 from LookSmart Website: http://findarticles.com/p/articles/mi_m0MJG/is_4_6/ai_n16832465

Summary
This article discussed legal issues arising from 'virtual' public schools. Lawsuits have been brought in several cases, although the courts (at the time of this article) have upheld the rights of students to choose virtual schools. One issue is pupil reimbursement--some argue that virtual schools should not be reimbursed for students at the same rate as traditional schools because the students do not physically attend a school. The courts did not find merit in this argument. Another controversy involves who is doing the teaching--in virtual schools, students learn at home and are supervised by parents, who are not licensed teachers. Although the state of Wisconsin department of education sided with the unions on this issue (even though they were named as defendants), the courts again ruled for the rights of virtual schools.

Some of these issues go deeper than legalities--unions worry that because the student-teacher ratio is so much higher in virtual schools, jobs will be threatened if they grow in popularity. Some homeschool groups also oppose these virtual schools because they feel that their current set-up will also be threatened. However, there are other homeschool groups that support vitual schools as a way to allow their children access to a 'school,' but also maintain control over their children's education.

Although the current enrollment in these virtual school remains relatively small, it is definitely a trend to watch.

Response
I wasn't aware of some of the issues raised in this article--I never thought, for instance, about the possible impact of virtual schools on teacher employment because virtual schools need fewer instructors than traditional schools. I don't know where I stand on the issue as a whole. I can see (especially after our class discussions) the benefit of online schooling for certain students. However, I can also see the unions' concerns in these cases--that these options could start to take resources and staffing away from traditional schools. There has to be a way to fund both without either feeling like one is being funded at the expense of the other.

Perkins, Matthew and Plaffman, Jay. The Science Teacher (2006). 73(7). p 33-38. Retrieved from ProQuest Database May 24, 2007.

Summary
Although Course Management Systems are commonplace in higher education, more K-12 educators are also exploring how these systems can improve student learning and communication in traditional K-12 education as well. Some schools utilize simple tools like online gradebooks that can be accessed by students and parents, but others are taking advantage of open-source software such as Moodle to facilitate communicate and give greater access to coursework.
A site on Moodle can include both resources and activities. Resources include documents (such as assignments or PowerPoint presentations) uploaded to Moodle or instructor-created pages. Instructors can also add podcasts (such as news feeds like The New York Times). Activities on a Moodle site include assignment turn in, discussion forums, chat, quizzes, and a wiki. Moodle formats all pages to have a uniform look.
Utilizing a Moodle site in a traditional classroom can help students in several ways. Students who are absent now can have access to coursework and assignments at home. Parents can see lessons, assignments, and due dates, and instructors have the ability to update these items at any time. While some students may not have internet access at home, giving those who do have it the opportunity to access course materials there allows teachers more time to assist those without it in class.
For teachers, Moodle can serve as a way to access coursework and student from home as well as school. It can also serve as a planning record to remind instructors how they organized or paced a course in a previous year or semester. If teachers of the same course follow the same order of lessons, they can coordinate lesson planning and manage a Moodle site together, which cuts the workload for individual instructors.
Although sites like Moodle are more commonly used in higher or distance education, they may be a valuable resource in traditional K-12 education as well.

Response:
I found the ideas in this article interesting--and it made me think about looking into using a software system like this for my own class. I liked the ideas that the authors gave for how to use Moodle in a K-12 class because in the past, I've only thought of systems like this as a resource for higher or distance educators. One huge issue I see with high school students is the ability to manage make up work (or lack thereof!) and keep track of handouts, due dates, etc. Using a system like this would be a way to give them access to this information from home as well as giving them the opportunity to be able to turn in work electronically--which might help with another one of my chronic problems, missing assignments. This also helps make classes and expectations more transparent to parents and administrators. That might help parents feel like they can be more active participants in their kids' education because they are more in the know about what is going on in class.

Burgstahler, Sheryl. (2005). Steps Toward Making Distance Learning Accessible to Students and Instructors with Disabilities. Information Technologies and Disabilities Journal, 6 (1), Retrieved on May 7, 2007 from http://www.rit.edu/%7Eeasi/itd/itdv11n1/brgstler.htm.

Summary
This article discusses the process undergone at the University of Washington to "identify and implement systematic changes in policies and procedures to improve the accessibility of the UW Distance Learning courses." (para 1) While the goal of distance learning courses is to make learning more easily accessible, the use of technology actually ends up making it harder for students with disabilities (or disadvantages) to access the course. This is the problem that the UW hoped to alleviate.
The Distance Learning Accessibility Project decided that the only way to really improve accessibility would be through policy and procedure changes, rather than adjusting on a course by course basis. This would ensure that they were not just haphazardly modifying when it came up, but universally making online courses more accessible. They also found that this actually ends up being less work and expense than redesigning course by course or just dealing with it on a student to student basis.
The first step was to set a university policy about Web accessibility and to begin educating staff. The Distance Learning staff participated in training sessions, with follow-up trainings offered, and an "accessibleweb" discussion list was established for staff to discuss the topic and share ideas. Web page templates were also created that met accessibility standards, allowing designers to easily create an accessible web page for a course. New courses are all designed using universal design principles, and the Distance Learning staff is available to consult with other instructors. Periodic assessments by the DL staff test for accessibility.
Not only is class design changing, but how accessibility issues are addressed in technology class is changing as well. Now all introductory Web classes discuss these issues, and the final project for these classes must be created using accessible design.

Response
This was an interesting case study in making online learning accessible. I especially liked the mindset that they took--we have to change our policies and procedures or no big change will ever happen. Although that was probably uncomfortable and took some getting used to, I agree that it's probably the only way that a wide-scale change ever takes place. The best suggestion I saw in this article was the creation of accessible website templates, so that creating a site that all students can access becomes simple. This is great because I don't think that instructors don't want to help make their courses more accessible, I think they either don't know how or don't have the time. Having the templates would take care of both these issues.
This made me think about how we deal with "accessibility issues" in face-to-face classes...we tend to put out fires as we see them, so to speak, rather than thinking ahead of time about designing classes so that all of our students can get the most out of them. It's a good thing to keep in mind, distance learning or not.

Beldarrain, Yoany. (2006). Distance Education Trends: Integrating new technologies to foster student interaction and collaboration. Distance Education, 27(2), p139-153. Retrieved from ProQuest Database on May 21, 2007.

Summary
In this article, the author discusses the reasons why student interaction and collaboration are so important and how to utilize new technologies to increase this aspect of distance education. He points out that many learning theories tout the virtues of interaction. Situated learning theory says that students need to be involved in solving problems in communities, and the goal of anchored instruction is to improve students' problem solving skills by having them role play or interact to come up with solutions. Engagement theory brings technology into the mix--it says that technology actually makes unique kinds of engagement and interaction possible for students. Last, social learning theory "interprets human behavior as the product of a person's interaction with the cognitive, behavioral, and environmental influences that surround him [or her]"(148).
The author offers up several new ways to foster collaboration in distance education. First are blogs. Blogs provide students with a 'real' audience and allow them to share their reflections with other students. Instructors can also use blogs to create class community by using them to post information or reflections of their own. Podcasting is another new technology that may foster interaction and community by allowing them a medium to share information with other students. If students create podcasts to share, they can collaborate on teams to create the podcast and also create community by sharing these feeds with other students. Podcasts also allow an instructor to "push" certain information to all students (by having them subscribe to those podcasts), thereby ensuring that the entire learning community is getting the same information. Wikis can also be used to create community by allowing students to actually collaborate to create content. Last, instructors can access open source software to use with students and further create a feeling of community. Three options are described: Imeem, a social networking software that allows students to blog, share files, and chat; InstaColl, an application that allows students to edit Microsoft Office documents and meet or chat live; and Writeboard, which lets students access shared files from the Internet and allows the instructor to see who has contributed what.
All of these new technologies focus on the needs of today's learners--the desire to be self directed yet part of a group and the need for quick feedback. They also shift the role of the instructor to more of a partner. Although barriers exist (cost, equal access to computers, lack of support), these tools need to be explored to further student collaboration online.

Response
I found this article poorly organized for one thing. It was hard to follow how the author wanted all of the information he gave to fit together. But I did get the basic idea: there are a lot of tools out there the help online learners feel more connected. We have looked at most of these tools (and used them) in class, or at least looked at something similar, and while I've always seen distance learning as a pretty isolating way to learn, I'm starting to feel differently. I didn't realize there were so many ways for students to still connect to each other and their instructor, and not just feel like they're 'floating' out there in cyberspace. However, when we've used the tools, it's been as a part of a face-to-face class, so I'm not sure how connected they would truly make me feel in a class that was solely done online.

Sener, John. (2006). Effectively Evaluating Online Learning Programs. eLearn Magazine. Retrieved May 15, 2007 from http://www.elearnmag.org/subpage.cfm?section=tutorials&article=23-1.

Summary
This article describes some common misconceptions (or 'frames') that instructors or institutions often have when looking at course evaluation. These frames are important to examine because when they aren't, they prevent us from seeing the true potential of evaluation. The negative 'frames' described in the article were:

1. "Online Learning is a Different Universe"(para. 5)--Instead of seeing evaluating an online course as a whole new scenario, look at evaluation in the same way that you would for a face-to-face course. A lot of familiar tools can be used, just in an adjusted manner.

2. "Evaluation as Judgment" (para. 6)--Avoid making evaluations about judgment or accountability, as this just makes people defensive and may cause instructors to focus more on damage-control than on actually improving the course. Use evaluation to "make meaning" (para. 7) and consider how the program or course is working for those involved.

3. "Evaluation as Episode or Autopsy" (para. 8)--Don't allow evaluation to just be a one-time thing (usually at the end of the class). Make it continual and reflective--for both students as staff--by conducting several smaller evaluations throughout a course. This way, the data is actually useful to those students who provided it, and the course can be adjusted as it is going on, rather than revamping at the end for the next group.

4. "Content is King" (para. 13)--While evaluating how well content has been passed on is important, it is just as important to evaluate the processes that have been used. This can be especially important in evaluating online courses. This may require more non-traditional evaluation methods, such as journaling or response logs, in order to collect feedback as students work through various stages of the process of the course.

5. "The Comparison Trap" (para. 20)--Making comparisons between classes (or between online delivery vs face-to-face) to determine which is 'better' is "irrelevant and counterproductive"(para. 20). Instead, focus on making the class (whatever the format) better. This shift in focus can also keep the evaluation process from becoming adversarial.

Two approaches may allow evaluation to move in this direction. The Sloan-C Quality Framework focuses on five key pillars of access, student satisfaction, learning effectiveness, faculty satisfaction, and cost effectiveness. The CEIT Model for Evaluating Online Learning focuses on moving through four stages: comparisons, effectiveness, quality improvement, and transformation, but accommodates multiple progressions through these steps. What's important is that institutions find a system that works for them and allows evaluation to be more effective and rewarding.

Response:
I like the idea of making evaluation more useful and productive. I agree with the author that we have allowed evaluation to turn into something that often is not useful for instructors or students because it doesn't actually encourage any real reflection or improvement. Breaking it down into five simple areas is helpful because it creates concrete places where overhauling evaluation can start. Simply choosing to conduct a few smaller, maybe more informal, evaluations over the course of a quarter or semester could change the whole meaning behind the process. Rather than simply 'judging' the course, the evaluators are providing feedback that may improve the class for them, not just those who take it next time. This would also, I imagine, motivate them to take the evaluation more seriously and provide more helpful feedback. This is something I like to try to do in my class--although we don't do technical evaluations, I often ask my kids to write me a note at the end of each quarter telling me what is working for them and what isn't. I find it's helpful to hear that while I can still make changes--if I waited until the end of the year, it would be too late.