What strategies can leaders use to make e-learning accessible for all students?

The leader must develop a strategy that assists faculty in identifying and mastering innovative tools, as well as exposing them to tangible and practical case studies of their application. Considering the increasing array of tools available, it is unrealistic to expect faculty members to independently become proficient. A viable method might be to establish dedicated teams for each essential tool. These teams can delve deeply into the tools, create impactful examples, and educate their colleagues on how to use them effectively. Vendors-provided training is not conducive to the effective use of these tools. Often, such training is focused merely on mechanical actions, such as where to click, and fails to impart best practices.

Leaders in e-learning should prioritize accessibility through strategies like providing content in diverse formats, adhering to accessibility standards, and integrating assistive technologies. For learner support, offering flexible paths, diverse assessments, clear instructions, and feedback is crucial. Creating an inclusive environment involves embedding Universal Design for Learning principles, incorporating diverse perspectives, and fostering open communication and collaboration. Leadership should invest in an accessibility champion, provide ongoing training, and continuously evaluate and improve accessibility practices to ensure an inclusive learning experience for all students.

O professor deverá planejar estratégias para motivar o aluno, aumentar a intera??o e aproxima??o com o educando, melhorando assim a satisfa??o do educando, diminuindo as distancias e a temida evas?o. Percebe-se que para que o docente seja capaz de desempenhar esse papel mais positivo, interativo e atento com o processo de ensino aprendizagem, este precisará desenvolver intimidade com as tecnologias, entender o perfil do aluno da modalidade de ensino a distancia e as possibilidades de abordagem pedagógica. Porém, observa-se uma defasagem na forma??o profissional dos discentes referentes a esta temática, ausência de capacita??es e/ou suporte tecnológico e pedagógico por parte das institui??es aos professores.

Understanding e-learning landscape involves delving into the needs and challenges faced by students and staff. Utilizing tools like surveys, interviews, and focus groups helps gather valuable insights on existing scenarios. Critical factors to consider encompass device quality, internet accessibility & software availability. The digital proficiency of both educators and learners, diverse learning styles & socio-economic disparities among students and families are vital. Cultural and linguistic aspects, coupled with the health and well-being of all involved forms integral considerations, thereby prioritizing urgent issues derived from assessment enabling tailored solutions, fostering more inclusive and effective e-learning environment.

1. Define Your Objectives: Understand why you are conducting the needs assessment and what you plan to do with the findings. 2. Be Realistic About Your Resources and Capacity: Consider how much time, money, and staff capacity you can devote to the needs assessment. 3. Collect Information: This involves gathering data to provide a complete picture of your community’s needs and existing resources. 4. Identify Gaps: A needs assessment helps determine the needs, or “gaps,” between current and desired outcomes. 5. Prioritize: The assessment helps you identify and prioritize your community’s areas of need.

Dise?o universal para el Aprendizaje (DUA), considera el conjunto de principios para la creación de entornos de aprendizaje en medios electrónicos ; pero no olvidemos el objeto de aprendizaje (ODA). Es importante tener claro lo que se desea aprender , mantener el enfoque ; esto con el fin de que el DUA sea congruente con la ODA.

1. Computer Managed Learning (CML): Computers are used to manage and assess learning processes. 2. Computer Assisted Instruction (CAI): This type of e-learning uses computers together with traditional teaching. 3. Synchronous Online Learning: This involves real-time interaction between instructors and students. 4. Asynchronous Online Learning: Students study independently from different locations. 5. Adaptive E-Learning: The learning path is adapted based on the learner’s performance. 6. Linear E-Learning: The learning path is linear and the same for all learners. 7. Individual Online Learning: This focuses on self-paced learning. 8. Collaborative Online Learning: This involves group activities and discussions.

Para hacer accesible las herramientas de e-learning, depende del contexto educativo de Chile, ya que, en algunos colegios se cuenta con instrumentos y programas que permite que se puedan generar unidades didácticas en que se incluya y se pueda implementar accesibilidad al e-learning, mientras en otros establecimientos, lamentablemente, no se cuentan ni con computadores de escritorio. Por lo tanto, creo que si uno trabaja en un contexto favorable tiene la obligación de dise?ar unidades que considere el DUA para que así todos los estudiantes puedan acceder a este conocimiento. Por otro lado, pensar en políticas pública en que se pueda educar en el acceso a herramientas digitales de manera universal, considerando un presupuesto para ello.

The top 3 things - one must focus as per my knowledge are as follows: 1.Utilize Universal Design for Learning (UDL) principles to offer diverse content formats (audio, text, video) and interaction modes (individual, collaborative, asynchronous). 2.Employ accessibility tools like screen readers, captions, alt text, and keyboard shortcuts to cater to various learning styles and abilities. 3.Ensure one online platform and content comply with web accessibility standards for maximum inclusivity.

Para hacer más accesible el aprendizaje a todos los estudiantes, una estrategia a considerar es Dise?o Universal para el Aprendizaje (UDL): Implementar los principios del DUA, proporcionando múltiples medios de representación, participación y expresión para adaptarse a diversos estilos y habilidades de aprendizaje. En la evaluación, aspecto clave en la planificación del aprendizaje, hay que velar por generar adaptaciones de acceso y/o elementos básicos del currículo.

1. Collaborative Behaviors: Encourage your team to develop through the four stages of team development. Utilize methods of collaboration to improve teamwork and cooperation in your workplace. 2. Peer Support: Many forms including shared planning, peer observation, collaborative work scrutiny, structured research lesson study, and/or collaborative action research. 3.Peer Observation: Teachers work together in pairs or small groups, using observation as a research tool to explore specific features of teaching and learning. 4.Institutional Support: Ideas such as establishing a mentoring scheme, reading groups, and conference visits are essential so that they can use their new ideas in the classroom with other teachers and not on their own.

Prior to the pandemic, I remember how difficult it was to get school districts to invest in laptops and internet access for all. Then, when suddenly the need to reach them at home was required, it was not even a thought to purchase thousands of devices and send them home without punitive measures for damages. What made this possible? What changed in the spirit of decision and the speed of need? Then, providing training to educators lagged and they were thrust (not just a Zoom screen) but into the living rooms and kitchen tables of families. Teachers were not properly prepared to seek permission to (for example) tell a child not to eat while on Zoom or not to go to the restroom. It was an imposition of a colonizer. We can do better.

Love the focus on family and student voices! Involving them from the start builds trust, creates relevant learning goals, and uncovers accessibility gaps we might miss. Clear communication and encouraging participation keep everyone invested and ensure our eLearning evolves with their needs. It's not just about delivering content, it's about building a learning community together!

1. Communication: Regularly communicate with families about educational goals, priorities, and student progress. This can be done through phone calls, emails, handwritten notes, or a journal sent back and forth between home and school. Blogs, apps, and class websites are also great ways to post daily pictures, provide a calendar of events and exams, send announcements directly to families, and offer downloadable resources.

Being the founder of The Village Method, you know that I am a huge fan of this. Meaningful involvement, authentic engagement and an earnest commitment towards building parent agency/power is crucial. Otherwise your effort will either fall flat or it will be unsustainable. Our parents create a culture of expectation and this typically takes 3-5 years. Once that is in force, you’d be amazed at how 1) they take ownership and assume responsibility is shared 2) the incoming parents will adapt and embrace the culture because it feels so good to be seen, welcome, safe and affirmed.

El monitoreo me remonta a lo que cita Silvia Schmelkes: “la calidad está en el proceso “. Es indispensable identificar los procesos que estamos atendiendo , sus momentos, etapas , fases; para luego revisar en qué podemos mejorar y poder , de algún modo tener control sobre ese impacto y evitar la improvisación. Recordemos que nuestra meta es la excelencia educativa y para alcanzarla debemos trabajar con calidad , si en una comunidad educativa todos sus integrantes trabajan de ese modo , podemos decir que comparten una visión , misión y meta en común ; si alguno de ellos no atiende procesos , difícilmente ostentarán la tan anhelada excelencia educativa .

1. Establish Measurable Learning Objectives and Performance Metrics:By setting clear and measurable learning objectives and performance metrics, organizations can assess the impact of e-learning on employee performance and organizational goals. 2. Utilize Learning Analytics and Reporting Features: E-learning platforms often provide learning analytics and reporting features that allow for tracking learner progress, engagement, and knowledge retention.

Both monitoring and evaluation are essential for impact-oriented project work as they allow policy-makers and program managers to understand how an intervention evolves over time, how effectively a program was implemented, and whether there are gaps between the planned and achieved results. They also help determine whether the changes in well-being are due to the program and to the program alone.

One of my partner districts only had a very small percentage of Black students in their school. In fact in the entire district had less than 5%. This meant that a Black child could go through the entire academic journey K-12 and never have a teacher, nor have any other peers in their classroom that look like them, so this was very isolating. There were only 35 students spread out from 6th-8th grade. Our model of engagement includes outreach to the entire family. So at our first Family engagement night, we had nearly 200 people attend. This was larger than any other family engagement night held in the district. Never underestimate the power of authentic and meaningful family engagement. And partner with CBOs who know how to build community.