Universal Design for Learning October, 2010. What about reading? What part of the brain do we read with?
Post on 16-Dec-2015
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Day 2: Reading and UDL
1) What kind of reader are you? Individual differences.2) What are the micro-tasks involved in reading?3) What is the content? 4) What is the purpose for reading?5) Affective content6) Novice versus expert7) How is text presented – what are features?8) What is the age?9) What language is the text?10) Experience with this text11) Outloud versus subvocalo12) What modality - ?13) Music, or other related skills14) What enviornment are you in15) How familiar with the domain 16) Right or left handed?17) Previous structures availble18) What skills
First, some structural anatomy to help us consider what parts of the brain might or might not be involved in reading.
Recognition networks
Strategic networks
Affective networks
Understanding what the distribution of learning is
Recognition networks
Perceive information in the environment and transform it into useable knowledge
Understanding the science of what learning is
Face Blind! Bill's Face Blindness (Prosopagnosia) Pages - Introduction
Illusions as top-down constraints on understanding images.
Shadow
Presidential Illusion
Illusions Reveal the Brain's Assumptions
Ball and Shadow
Strategic networks
Understanding the science of what learning is
Plan, organize, and initiate purposeful actions on the environment
Strategic networks:
What are the primary components of successful action and expression?
Moving toward guidelines
Recognition networks
Strategic networks
Affective networks
Individual Differences in Distributed Learning
Here is one form of representation.
In order to get useable knowledge out of this, what does it require of the learner?
Sensory Perception
Language and Symbols
Comprehension
Excellent Vision Relevant Vocabulary
Fluent Decoding
Competent Syntax
English
Language
Sensory Perception
Language and Symbols
Comprehension
Excellent Vision Relevant Vocabulary
Fluent Decoding
Competent Syntax
English
Language Usage
Background Knowledge
Critical Features
Processing Strategies
Adequate Memory
Sensory Perception
Language and Symbols
Comprehension
Excellent Vision Relevant Vocabulary
Fluent Decoding
Competent Syntax
English
Language Usage
Background Knowledge
Critical Features
Processing Strategies
Adequate Memory
All of these are potential barriers. What kinds of options could reduce these barriers?
Sensory Perception
Language and Symbols
Comprehension
What options does this form of representation provide?
Suppose this was digital text instead?
Sensory Perception
Language and Symbols
Comprehension
Excellent Vision Relevant Vocabulary
Fluent Decoding
Competent Syntax
English
Language Usage
Background Knowledge
Critical Features
Processing Strategies
Working Memory
But, from an instructional point of view, what options are OK?
Sensory Perception
Language and Symbols
Comprehension
Excellent Vision Relevant Vocabulary
Fluent Decoding
Competent Syntax
English
Language Usage
Background Knowledge
Critical Features
Processing Strategies
Working Memory
The idea of construct relevance. What is the instructional purpose?
Here is one form of representation.
In order to get useable knowledge out of this, what does it require of the learner?
Sensory Perception
Language and Symbols
Comprehension
Excellent Vision Relevant Vocabulary
Fluent Decoding
Competent Syntax
English
Language
Sensory Perception
Language and Symbols
Comprehension
Excellent Vision Relevant Vocabulary
Fluent Decoding
Competent Syntax
English
Language Usage
Background Knowledge
Critical Features
Processing Strategies
Adequate Memory
Sensory Perception
Language and Symbols
Comprehension
Excellent Vision Relevant Vocabulary
Fluent Decoding
Competent Syntax
English
Language Usage
Background Knowledge
Critical Features
Processing Strategies
Working Memory
What is construct relevant? What is the purpose of the information?
Sensory/perceptual
Language and Symbols
Comprehension
Multiple Means of Representation
What kinds of barriers? Depends upon the purpose.
Sensory/perceptual
Language and Symbols
Comprehension
Multiple Means of Representation
What kinds of options would reduce the barriers?
How can fMRI inform us?Neural correlates – patterns of activation associated with a selected
phenomenonTranslational Research
fMRI as an outcome measurefMRI as a surrogate markerTranslate between human and non-human research
Functional relations among brain regionsGenerating maps of brain function
• (excellent spatial coverage)Coactivity vs. connectivity
• (networks describe causal flow of information, not correlated activation; can measure the covariance to describe connectivity)
Sampling of application:object processing, speech, language plasticity, visual attention, connectivity between brain regions, relation between sensory experience and motor activity, emotion, memory, cognitive processing, consciousness, clinical practice, presurgical planning, intervention studies, attention, executive functioning, etc…
(Huettel, Song, & McCarthy, 2003)
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