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Designing Support for Online Learners with ADD/ADHD

Designing Support for Online Learners with ADD/ADHD. Dorothy P. Fuller, Ed. D College of Education Black Hills State University Spearfish, South Dakota. With Special Thanks. Marisa & Tom

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Designing Support for Online Learners with ADD/ADHD

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  1. Designing Support for Online Learners with ADD/ADHD Dorothy P. Fuller, Ed. D College of Education Black Hills State University Spearfish, South Dakota

  2. With Special Thanks Marisa & Tom Two adult learners coping with ADD who worked with me over the course of 3 semesters to find design solutions that helped them be successful in their educational pursuits

  3. Meet Tom • 36 year old construction worker • Married with one son • Wants better job • Knows he needs to get more education • That fact scares him

  4. Back to school thoughts unpleasant

  5. What About Online Learning?

  6. The Good • “The teacher seemed human to me.”

  7. The Good • “The teacher was always there for me when she said she would be.”

  8. The Good • “She always answered my questions as if I were her only student.”

  9. The Good • “I really enjoyed the freedom to enter the class at my convenience and to come or go as I needed.”

  10. The Not So Good • Challenges of ADD kicked in • “There were lots of written instructions – page after page of writing with no breaks – I kept getting lost.” • “I found it really hard to schedule times to be in class, and I kept getting more and more behind.” • “I felt overwhelmed with the learning projects. I just didn’t know where to start and what order to do things in.” • “I couldn’t remember where I found things in the course.” • “I even had problems remembering when assignments were due and where I was supposed to turn them in.”

  11. The Not So Good • “As work piled up, I got more and more discouraged.” • “I got really down on myself.” • “And I thought about just giving up and droppingout.” • “But I did decide to ask for help first.” • “That turned out to be a good idea.”

  12. Help Comes From the Community • “Marisa came to the rescue.” • “She said that my problems sounded like ADD.” • “She shared some coping strategies with me.” • “The teacher began working with both of us.”

  13. New & Improved Guided by our input, our instructor made changes in the course. • She encouraged us to make public commitments to be on line by putting those times on the course calendar. • She made an easy-to use and easy-to-find summary sheet for all assignments.

  14. New & Improved • More white space on content pages • More headings with standard colors and bold fonts • Took key elements out of paragraphs and put them in bulleted lists • Standardized page headings Unit Assignment Title • Time Frame • Materials Needed • Assignment Turn-in • Time • Place • Purpose • Procedures • Rubric

  15. New & Improved • Greater flexibility in assignments & assessments • Easy-to-use rubrics were placed in 3 critical places • With each assignment • In a content file with all rubrics on the homepage • As an attached document at the turn-in site

  16. Success!

  17. Resources • W3C - WAIWorld Wide Web Committee – Web Accessibility Initiativehttp://www.w3c.org/WAI/guid-tech.html • CASTCenter for Applied Special Technologyhttp://www.cast.org • DOITDisabilities, Opportunities, Internet Working, & Technologyhttp://www.washington.edu/doit • ADECAmerican Distance Education Consortiumhttp://www.adec.edu/access-issues.html

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