Posted on April 15th, 2008 by gmeo
Students differ in the ways that they can navigate a learning environment and express what they know. For example, individuals with significant motor disabilities (e.g. cerebral palsy), those who struggle with strategic and organizational abilities (executive function disorders, ADHD), those who have language barriers, and so forth approach learning tasks very differently. Some may be [...]
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Posted on April 15th, 2008 by gmeo
At the highest level of the human capacity to act skillfully are the so-called “executive functions.” Associated with prefrontal cortex in the brain, these capabilities allow humans to overcome impulsive, short-term reactions to their environment and instead to set long-term goals, plan effective strategies for reaching those goals, monitor their progress, and modify strategies as [...]
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Posted on April 15th, 2008 by gmeo
There is no medium of expression that is equally suited for all students or for all kinds of communication. On the contrary, there are media which seem poorly suited for some kinds of expression, and for some kinds of students. While a student with dyslexia may excel at story-telling in conversation, he may falter drastically [...]
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Posted on April 15th, 2008 by jgronneberg
A textbook or workbook in a print format provides limited means of navigation or physical interaction (e.g. by turning pages with fingers, handwriting in spaces provided). Many interactive pieces of educational software similarly provide only limited means of navigation or interaction (e.g. via dexterously manipulating a joystick or keyboard). Navigation and interaction in [...]
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