Hi everyone,

Learning outcomes measured by the assignment:

After you successfully complete this module, you will be able to:

(1) Differentiate types of learning disability.

(2) Consider challenges to university learning.

(3) Connect theoretical knowledge of learning disabilities to personal case study.

(4) Create a PowerPoint demonstrating knowledge of learning disabilities, the challenges they present to university learners, and the challenges they might present to educators in the creation of universal design for learning.

Short, descriptive title:

A multimedia student project on the impact of learning disabilities within college environments.

A plain-language purpose for the assignment:

The purpose of this assignment is to ensure that students will understand how learning disabilities provide opportunistic challenges to better student-teacher interaction.

A narrative description of the deliverable(s) that includes two or three of the criteria items (that would be used in an assessment rubric):

(1) Your group is responsible for creating a PowerPoint media presentation. Be creative in terms of your use of photographs, words, voice-narration, and other forms of multimedia.

(2) Use the first half of your PowerPoint to lay out an introduction of team-members followed by outlines of learning disability characteristics and a brief personal case study of being exposed to or having a learning disability and how this impacted your learning experience. Use the final half of your presentation to ensure that you connect your personal case study of a learning disability to theory.

(3) The included grading rubric is based on the creation of a presentation which is no longer than 10-minutes in length. Be sure that your presentation differentiates 3-4 different learning disabilities and that you concisely connect your personal case study to theory.

A short description of the process(es) and/or steps that students will take in producing their media:

Step 1: Use the ERIC database to search for scholarly journals pertaining to various learning disabilities.

Collect 3-4 scholarly journals on different learning disabilities. Read your sourced journals and take thorough notes. Consider how your chosen 3-4 learning disabilities might affect individualized and group learning contexts. Source Creative Commons photographs for each learning disability that you are researching.

Step 2: As a team, demonstrate your knowledge of your chosen learning disabilities within the first half of your presentation. It is particularly important that you differentiate your chosen learning disabilities and how they independently create unique challenges to learning.

Step 3: Connect your theoretical knowledge of your chosen learning disabilities to a personal case study of having been exposed to someone with a learning disability or having a learning disability. It is particularly important that you use the final half of your presentation to personalize what your team learned during the research stage by making specific personal connections to how learning disabilities provide opportunities to reinforce greater interrelationship between students and teachers. It is also important to identify how physical or learning disabilities interact with the social classrooms we share.

Team or individual responsibility for the project (or for specific steps of the project):

In this group project, you will be working with 3-4 students. Each student is independently responsible for contributing an equal share of work while simultaneously being responsible in the overall completion of their chosen group goal. I recommend that you meet with your fellow group members prior to beginning your group project in order to foster preliminary rapport and team building.

A timescale for the project:

You should intend to meet with your group members at the beginning of Week 5 and begin the research process for your group project beginning in Week 6. It is expected that your rough draft be handed into the collaborative group project forum by the end of Week 7 with your final amended draft submitted to the Moodle Dropbox by the end of Week 8.

Best,

Carson 🙂

Activity 5: Student Media Project Rubric

Rubric	3-4 points	2 points	1 point	0 points
	Excellent	Good	Adequate	Requires Improvement
Organization of the Project	The project clearly organizes and describes 3-4 learning disabilities throughout the first half of the presentation.	The project organizes and describes 2 learning disabilities throughout the first half of the presentation.	The project organizes and describes only 1 learning disability throughout the first half of the presentation.	The project does not organize or describe any learning disabilities.
Exploration of Research	The project contains 3-4 scholarly references.	The project contains 2 scholarly references.	The project contains 1 scholarly reference.	The project does not contain any exploration or selection of scholarly references.
Connection to Experiences	Project clearly identifies how 3-4 articles of learning disability research applies and connects to three or four personal/group experiences.	Project identifies how 2 articles of learning disability research applies and connects to two personal/group experiences.	Project only connects one article of learning disability research to one personal/group experience.	Project does not connect any articles of learning disability research to any personal/group experiences or case studies.
Presentation	Information was presented with 3-4 different forms of multimedia (i.e., narrated slides, video, photographs, and artwork were implemented).	Information was presented with 2 different forms of multimedia (i.e., narrated slides and video were implemented).	Information was presented with only one form of multimedia (i.e., only narration of slides was implemented).	Information was presented without any use of multimedia (i.e., the slides were all blank).
Group Responsibility	Student displayed unwavering listening and dialogue skills. In specific instances of group debate and negotiation, the student displayed measure and respect for all opinions.	Student displayed reliable listening and dialogue skills. In specific instances of group debate and negotiation, the student displayed respect for all opinions but at times was distracted with their own tasks and responsibilities which detracted from their attentiveness on group needs.	Student displayed reasonable listening and dialogue skills. In specific instances of group debate and negotiation, the student displayed respect for most opinions but when faced with disagreement, the student would not find mutual compromise.	Student displayed a total lack of listening and dialogue skills. The student did not participate in any group dialogue, negotiation, or activity.
Individual Responsibility	Student contributed 100% of their expected share of the group project submitted the group project to the Dropbox prior to or by the due date.	Student contributed more than 75% of their expected share of the group project and submitted the project to the Dropbox by the due date.	Student contributed less than 50% of their expected share of the group project and submitted the project to the Dropbox after the due date.	Student did not contribute anything to the group project and did not submit anything to the Dropbox prior to or after the due date.