Running Head: CLOUD BASED UNIVERSAL DESIGN FOR LEARNING TOOLS 1

Cloud Based Universal Design for Learning Tools

Jennifer Deyenberg

University of Calgary

CLOUD BASED UNIVERSAL DESIGN FOR LEARNING TOOLS 2

Cloud Based Universal Design for Learning Tools

As we strive to create inclusive classrooms, the goal of increasing the level of

student participation can be achieved with universal design for learning (UDL) tools

which can be accessed via the cloud. When trying to implement Rose and Meyer’s

(2002) UDL philosophies of trying to remove barriers to learning, often the technological

classroom design can be one of those barriers. Many schools have machines provided

to students with software installed to support learning needs. Too often these computers

are in one space software might only be installed on a few machines and accessible

only to a few students. It is not universally accessible and does not follow a Universal

Design for Learning (UDL) framework.

Cloud based resources are digital resources. Digital means text can be

manipulated to be bigger, smaller or a different font. You can add more white space, or

change the colour or contrast to make it more easily read. You can add a voice and

listen, and respond in your voice or with your fingers. “Anything digital can be heard.

Anything digital can be seen, manipulated or experienced” (Holland, 2013). The

restriction of a single modality is removed and barriers to learning are removed.

Students have choice and freedom to make text what it needs to be for them. Holland

(2013) shares examples of leveraging video, audio or screencasts of their thinking to

replace or enhance written assignments. Students can choose the best way to

demonstrate their learning and the required learning outcomes. Cloud tools help to

facilitate the choice and access digital resources provide. The cloud means that

students can save to a location not tied to a device. They can work on projects

regardless of platform or software. Students can make the choice and not be limited.

CLOUD BASED UNIVERSAL DESIGN FOR LEARNING TOOLS 3

They are not restricted to only working on a project on a particular device or with a

particular tool. They are more open and more able to focus on the content instead of the

technology. Holland (2013) states, “They can use the features of iPads, Chromebooks,

Androids and laptops to guide the creation of a Least Restrictive Environment for all of

their students. Not only that, students become architects of their own learning

environments because they can determine the aids and services most applicable to

them.”

Providing the least restrictive learning environment for students is the goal of a

UDL approach. Tools which are not limited to a particular machine or a particular

platform are the most advantageous for learners. When considering cloud, there are

various aspects to examine. Network as a Service (NaaS) or Infrastructure (IaaS)

examines the overall way to access the internet, system management, network and

hardware, (Khurana, 2013). In schools this is relevant as if students are connecting via

a wireless network provided by the jurisdiction or a cellular connection via 4G. Do

students require a log in, network key, or password to access the internet? Is the

internet filtered or restricted? These considerations must be examined to ensure

students have unrestricted, yet safe access.

Platform as a Service (PaaS) is a consideration of using cloud as educators and

students need to examine where they are storing data and what tool they are accessing

it with (Khurana, 2013). In a more traditional PaaS model, server and storage were a

complex and expensive corporate or school jurisdiction level decision. Cloud models of

PaaS provide a multitude of choices and does not limit or restrict the platform, but the

end user does need to choose their storage and hardware. Storage tools such as

CLOUD BASED UNIVERSAL DESIGN FOR LEARNING TOOLS 4

Google Drive, Dropbox, Box and others mean students can save their files to an

external server to access them from any device. End users need to choose a hardware

platform. Apple, Microsoft, Google, and others provide a multitude of choices. Laptop or

desktop computers, tablets, handheld and chromebook computers are all

considerations. Screen size, cost, and usability features. Whether students are using an

Apple iPad running an iOS operating system, a personal computer running Windows, or

a Google Chromebook running the Chrome OS students can use the internet as the

method of gaining access to their files and data. For schools it means less pressure to

choose an individual platform to use in classrooms. Standardization for ease of access

and service used to be the norm, but now with access not limited to an internal server or

a particular service choice and flexibility is viable for schools. This choice and flexibility

is better for students as it allows students to bring in their own devices or use the one

that best suits their needs provided by the school. The cloud has changed what a

platform looks like. Instead of servers, firewalls, and large site based storage and

distribution solutions, a platform like Google Apps for Education means access, storage

and tools come together from the cloud. A district can set up a free service to provide

access to all learners, educators and staff. With the login, the suite of Google Apps for

Education tools can be accessed from any device whether student or school owned.

They can access Google Drive server space, Google Docs creation and collaboration

tools, and Gmail. The login can also be used as a sign in for other tools, making cloud

tools more accessible for learners. This cloud platform changes the way tools and

access are accessed by students and designed by school jurisdictions.

CLOUD BASED UNIVERSAL DESIGN FOR LEARNING TOOLS 5

Software as a Service (SaaS) examines the tools and services accessed via a

web browser by end users (Khurana, 2013). SaaS tools, delivered via a NaaS model,

over a PaaS are the learning, collaboration and sharing methods students can choose

to use over the cloud. These tools may be accessed via a platform or not, but the are

accessible and delivered over the internet. Some tools may be available offline, but the

internet is vital to delivery, sharing, and collaborative aspects. An example of a SaaS

tool is Vocaroo, a voice recording tool, which records online and saves the file to a

cloud based server, not a local machine. The file can be shared via a web address or

the file can be downloaded in various formats. The recording tool, storage, and sharing

of audio is all accomplished online. Vocaroo can be accessed via a mobile phone,

tablet, chromebook, or computer; it is not dependent on a device, but rather access to

the internet. This defies the traditional model of an installed software tool that requires

installation on a machine and saving files to the machine or a local server. Cloud tools

transcend individual computers and are more flexible and accessible to learners.

Cloud based resources have the advantage of being available on many mobile

devices. The New Media Consortium (2012) selected mobile devices as one of the

technologies on the one year or less horizon of implementation in classrooms, showing

the current and relevant nature of the technology to education. “By leveraging the

capabilities of mobile devices, teachers can support their students in creating a

personalized learning environment with the least number of barriers” (Holland, 2013).

They can use these tools as supplementary aides when they need them to access tools,

support, and resources as their learning requires. Providing choice and access means

fewer restrictions more equitable opportunities for students.

CLOUD BASED UNIVERSAL DESIGN FOR LEARNING TOOLS 6

Cloud based resources and Open Education Resources (OER) often overlap and

have many commonalities. The New Media Consortium 2013 edition of the Horizon

report includes sections on cloud computing and open education. The cloud computing

section looks at recent developments and innovations in cloud computing including

chromebooks, Khan Academy, Google Apps, Wikispaces and more. Open Computing is

in the two to three years to adoption category, but open resources provide a wide range

of opportunities through cloud to adapt, remix and customize resources for the needs of

all learners. “Substituting OER for expensive commercial resources definitely save

money and increase access to core instructional materials. Increasing access to core

instructional materials will necessarily make significant improvements in learning

outcomes for students who otherwise wouldn’t have had access to the materials”

(Wiley, 2013). Increasing access and substitution of expensive commercial resources

are the key points of commonality from Wiley’s assessment of OER materials and cloud

based tools. Hardin (2013) makes further connections between the tool resourcing

strategies, “Providing transparency in materials, like well-organized and early available

syllabi, for instance, that allow learners time to find routes through the materials that fit

with their learning practices and styles; and revisable, multi-formatted materials, that

allow a variety of screen readers or text to voice readers access to materials echoes

some of the notions behind David's ideas here around open pedagogy, and are all

reinforced by open course content.” The power of open, cloud based tools and

resources means learners can guide, direct, and support their own learning, a true UDL

approach.

CLOUD BASED UNIVERSAL DESIGN FOR LEARNING TOOLS 7

When evaluating and choosing tools that support student learning it is important

to be cognisant of the role of technology in the larger picture of education. Benton-

Borghi (2013) presents a model to integrate UDL and the Technology Pedagogical

Content Knowledge (TPACK) model presented by Mishra and Koehler (2006). TPACK

provides a framework for educators to effectively infuse technology into learning, but the

Benton-Borghi suggests that it does not prepare educators to provide adequate

instruction and support for all learners. The infusion of UDL into the TPACK framework

allows teachers to be more prepared to teach every student, with all of the affordances

and support technology can provide. The UDL lens focuses more on the individual

learning needs of the students, and gives educators and students the chance to choose

wisely among the myriad of technological options available, giving TPACK a more

learner centered approach. The model is very progressive helps alleviate two key

issues I had with the TPACK model. I found TPACK to be very teacher centered and

content driven. Adding the UDL approach makes it about the skills and learning of the

students.

An example of a strong cloud based UDL tool is Read&Write for Google. Read

and Write Gold is a traditional UDL tool that is installed on local machines as a tool bar

to provide text to speech tools across any application on a laptop computer, whether a

Mac or platform. It was only available on the machines it was installed on and not

available at home. It was a large, robust program that had so many features that it was

powerful, but complex and used a great deal of processing speed. It was not available

for students at home, or on computers they might bring to school. It required training

and server space to store individual student profiles. It required a lot of work from the

CLOUD BASED UNIVERSAL DESIGN FOR LEARNING TOOLS 8

division technology support point of view and it was not flexible to the learning needs of

students. In 2012 Texthelp, the company which produces Read&Write Gold, produced a

cloud based version for the Google Apps for Education platform. When a learner logs in

the toolbar is automatically loaded. A grey icon appears in the navigation bar, and when

the text can be read it turns green. Clicking on the green square lowers the toolbar so a

user can select options. The toolbar is available on web pages, in Google Documents, a

cloud based word processor, for Portable Document Files (PDF), for Electronic

Publication Files (Epub), and Kursweil (KES) files. There are more than a dozen

different voice choices with male and female options with a range of accents. The speed

of reading can also be manipulated. In addition to text to speech capabilities the tool bar

offers a word dictionary, picture dictionary, highlighting markup tools, a translator, quick

search fact finder and vocabulary grid. These tools put the necessary pieces at the

fingertips of learners who need them. The most powerful recent addition is word

prediction. As a user types in a Google Doc the tool predicts the possible word, gives

choices to select, and even reads the possible choices out loud.

Cloud based tools are new, constantly changing and in development. Alberta

Education and the Alberta Professional Development Consortia put together a site and

resource of more traditional UDL tools called Learning Technologies: Information for

Teachers http://www.learningtechnologiesab.com/. The traditional nature of the tools

includes local installation on school owned devices and limited availability on mobile

devices or web based devices such as chromebooks. These tools have a place and are

helpful to many students. To supplement or to give alternatives to what many schools

are using I have compiled a current Cloud Based UDL Tool List:

CLOUD BASED UNIVERSAL DESIGN FOR LEARNING TOOLS 9

Text To Speech:

Tool: Platform: Features:

Read&Write for Google

Google Chrome Paid Premium Features Reads anywhere on the web, Google Docs, PDFs, EPub, and Kursweil

Speak It Google Chrome Extension - Limited chunking

Chrome Speak Google Chrome Extension - Limited chunking

iSpeech Google Chrome Select and Speak Extension

App Writer Cloud Google Chrome Reads Google Docs - Popular in Europe

Kaizena Web and Google Chrome

Adds Speech comments for Feedback - Assessment Tool

Speech to Text:

Tool: Platform: Features:

Voice Note Google Chrome Copy and Paste Anywhere

Dictanote Google Chrome and Web Pro Paid Version

Dragon Dictation iOS iPad app integrates into other apps and tools on iPad

Visual Thinking Tools:

Tool: Platform: Features:

Bubbl.us Web Linked bubble mindmapping

Padlet Web Cork Board sticky note style (can sign in with Google)

CLOUD BASED UNIVERSAL DESIGN FOR LEARNING TOOLS 10

Mindmeister Web Collaborate mindmapping (can sign in with Google)

Lucid Chart Web Flow Chart (can sign in with Google)

Draw.io Web Graphics and Mindmapping (can connect to Google Drive)

Popplet Web, iOS Bubble Style mindmapping

Miscellaneous Learning Tools:

Tool: Platform: Features:

Readability Web, Google Chrome, iOS Cleans up Websites, Save Reading for Later

TLDR Google Chrome Extension to summarize webpages

Summarize This Web, Google Chrome Paste web based or user generated text to summarize

Google Translate Web, Google Chrome, iOS Translates digital text and reads it

Search by Reading Level

Google Search http://www.trailsoptional.com/2013/01/how-to-search-google-by-reading-level/

Google Dictionary Google Chrome Extension with Full Dictionary Features

Google Thesaurus

Google Chrome App with full Thesaurus features

Evernote Web, iOS, Google Chrome Save Notes, links, web clippings to update real time across devices

Read&Write for Google

Google Chrome Word Prediction (in addition to text to speech features listed above)

CLOUD BASED UNIVERSAL DESIGN FOR LEARNING TOOLS 11

Representation:

Tool: Platform: Features:

Google Docs Google Chrome Collaborative Word Processing

Google Slides Google Chrome Collaborative Presentations

Google Sheets Google Chrome Collaborative Spreadsheets

Prezi Web Based - can log in with Google

Non linear, movement and zooming based presentations

Haiku Deck Web Based, iOS Simple Presentations, built in image library

YouTube Google Chrome Online Video storage, editing, sharing, and viewing. New audio library

Vocaroo Web Based Record and save audio online

Voice Thread Web Based Attach video, audio and text conversations to presentations

We Video Web Based, Google Chrome

Online Collaborative Video Editing - Pro version for longer videos

Pow Toon Web Based, log in with Google

Animated Videos and Presentations

Comic Master Web Based Create a short graphic comic books style novel

Bit Strips iOS, Education Version http://www.bitstripsforschools.com/

Cartoons with personalize avatars

Make Beliefs Comix

Web Based Multiple Languages

Go Animate Web Based - Education Version http://goanimate4schools.c

Animated Videos

CLOUD BASED UNIVERSAL DESIGN FOR LEARNING TOOLS 12

om

Minecraft Web Based Client, iOS Virtual blocks, Survival Mode or Creative Mode, Collaborative Creation - engaging and widely used for students

Design Something

Web Based, Google Chrome

3D Modeling

Lego Builder Web Based, Google Chrome

Virtual Lego

Search Engine Tools: Chrometoolbox - A Search Engine and Reviews of Chrome apps and extensions from an assistive tech point of view - http://www.chrometoolbox.com/ (Review of the site: http://www.trailsoptional.com/2013/07/chrome-toolbox/) Bridging Apps - A Search Engine and Review of iOS and Android Apps classifed and serachable by student learning needs - http://bridgingapps.org/ (Review of the site: http://www.trailsoptional.com/2013/07/bridging-apps-an-app-search-engine-for-inclusive-education/) It’s a Jungle Out There - Presentation from 2013 Inclusive Education Conference - https://sites.google.com/site/kananaskisudl2013/

CLOUD BASED UNIVERSAL DESIGN FOR LEARNING TOOLS 13

References

Alberta Regional Consortia. (2013). Learning technologies: Information for teachers.

Retrieved from http://www.learningtechnologiesab.com

Ballance, L. & Ehalt, B. R. (2013). It’s a jungle out there: Kananaskis 2013 resource list.

Retrieved from https://sites.google.com/site/kananaskisudl2013/

Benton-Borghi, B. (2013). A universally designed for learning (UDL) infused

technological Pedagogical Content Knowledge (TPACK) Practitioners' Model

Essential for Teacher Preparation in the 21st Century. Journal of Educational

Computing Research, 48(2), 245-265.

Calvert, J. & Surabian, M. (n.d.). Chrome toolbox. Retrieved from

http://www.Chrometoolbox.com

Hardin, J. (2013, October 21). What is open pedagogy? [weblog comment] Retrieved

from http://opencontent.org/blog/archives/2975#

Holland, B. (2013, October 18). Creating a “least restrictive environment” with mobile

devices. [weblog post] Retrieved from http://www.edutopia.org/blog/least-

restrictive-environment-mobile-devices-beth-holland

Johnson, L., Adams, S., & Cummins, M. (2012). NMC horizon report: 2012 K-12 edition.

Austin, Texas: The New Media Consortium.

Johnson, L., Adams Becker, S., Cummins, M. Estrada, V. Freeman, A. & Ludgate, H.

(2013). NMC horizon report: 2013 K-12 edition. Austin, Texas: The New Media

Consortium.

Kamarulzaman, A. A., Nor Azlina, A. A., Anuar Mohd, Y. & Avijit, P. (2012). Potential for

CLOUD BASED UNIVERSAL DESIGN FOR LEARNING TOOLS 14

Providing Augmented Reality Elements in Special Education via Cloud

Computing, Procedia Engineering, Volume 41, 2012, Pages 333-339.

Khurana, S. & Verma, A. G. (2013). Comparison of cloud computing service models:

SaaS, PaaS, IaaS. International Journal of Electronics & Communication

Technology, 4(3), 29-32.

Mishra, P., & Koehler, M. J. (2006). Technological, pedagogical content knowledge: A

framework for teacher knowledge. Teachers College Record, 108(6),

1017-1054.

Rose, D. H., & Meyer, A. (2002). Teaching every student in the digital age: Universal

design for learning. Alexandria, VA: ASCD.

Siegle, D. (2010). Cloud computing: A free technology option to promote collaborative

learning. Gifted Child Today, 33(4), 41-45.

Wiley, D. (2013, October 21). What is open pedagogy? [weblog post] Retrieved from

http://opencontent.org/blog/archives/2975