Designing [BLINDED ACRONYM]: A STEM Application for Supporting the Needs of All Learners

• In Event: Innovative Technology Practices to Support Equitable Schooling

Abstract

Abstract
This paper describes the research and development of an application designed to support learner variability and personalized learning in middle school science. [BLINDED] is a free Google application built on the Universal Design for Learning (UDL) framework to support the variability of learners in content learning and higher order thinking. The paper will describe the current design and development of [BLINDED]with over 190 students with and with no disabilities as well as other diverse learning needs.

The Challenge
At a societal level, the success of learners’ grasp of concepts in science, technology, engineering, and mathematics (STEM) is vital to our economic, cultural, and political systems. For individual students, skills and competencies in STEM prepare them to succeed for the high growth occupations in science, healthcare, technology as well as to be prepared for multiple careers likely over a lifetime and a de facto requirement that students be self-regulated and lifelong learners (Barley et al., 2017; Lüftenegger et al., 2012).

Graphic organizers are research-based tools for supporting content learning (Bulgren & Ellis, 2015; Bulgren, et al., 2014). Traditionally, content organizers have been paper-based and supported a “one-size-fits-all” approach to learning relying on the cue-do-review instructional model (Bulgren, et al., 2011; Bulgren & Schumaker, 2006). The traditional design and delivery of graphic organizers supports limited effectiveness across the variability of learners and their environment. For instance, students who require extra instructional support, reading support, and/or want to integrate images have difficulty understanding content and synthesizing information.

Introduction of [BLINDED]
[BLINDED] ([ACRONYM BLINDED]) utilizes the fundamental concepts of graphic organizers, while overcoming inherent barriers to their traditional use. Built upon the Universal Design for Learning (UDL) framework (Basham, et al., 2020; Meyer, et al., 2014) within the Google Suite, [BLINDED] includes many functions familiar to Google Docs: (1) Entered text saved to the cloud, (2) Collaborate and share so students can work together on completing routines, and (3) Commenting so that teachers can provide feedback. [BLINDED] also has a number of unique UDL and accessibility features: (1) [BLINDED] retains the visual structure of the original paper versions; (2) [BLINDED] provides scaffolds for accessing text including text-to-speech, vocabulary, and translation; (3) [BLINDED] provides UDL features to support students’ learning through video, text, and models of completed routines; (4) Context sensitive support for subsections (e.g., expectations in the similar pairs section); (5) Step by step navigation or overview; and (6) video and slide exports of student work.

The paper describes current development of features and Design Based Research studies of use, usefulness, and usability in middle school science classes with two teachers and 190 students. Pre-post data was collected on science content, as well as student and teacher surveys of overall reaction, perceived utility, feature use, and desired changes. We also collected and examined backend usage data. In surveys and interviews, students and teachers reported that [BLINDED] benefited their learning. Results on student content learning varied by content, student subgroups, and use.

Authors

• James D. Basham, The University of Kansas

• Jose Blackorby, CAST

• Jenna W. Gravel, CAST

• Anne-Marie Knokey, SRI International