<p> S202/1100C</p><p>DUBLIN INSTITUTE OF TECHNOLOGY KEVIN STREET, DUBLIN 8. ______MSc in Computing (Assistive Technology) </p><p>______</p><p>SEMESTER 2 EXAMINATIONS 2010 ______</p><p>Inclusive Learning Through Technology</p><p>Mr. Damian Gordon Dr. Deirdre Lillis Mr. James Hubbard</p><p>Monday 17th May, 4pm-6pm</p><p>2 Hours</p><p>Answer any two questions.</p><p>All questions carry equal marks.</p><p>1. (a) The School of Behaviourism excludes inspective forms of learning in exchange for a conditioning approach to learning. Outline the Behaviouristic view of learning focusing specifically on the key thought-leaders in the field and their views on learning. Comment on how the behaviouristic perspective can be incorporated into eLearning systems. (15 Marks)</p><p>(b) The School of Cognitivism finds its roots in the Berlin School of Gestalt psychology who wanted to explain how people learn and understand on the basis of perceived phenomena. Outline the key theories of the Cognitvist School (including the Gestalt contributions) and comment on how this perspective can be incorporated into eLearning systems. (15 Marks)</p><p>(c) Constructivism focuses on learning from the perspective of a self-directed process and focuses on the importance of the group or society in the learning process.</p><p>(i) Identify the key thought-leaders in the field and their views on learning, and comment on how this perspective can be incorporated into eLearning systems (15 Marks) (ii) Discuss the overlap between Constructivism and Cognitvism. (5 Marks)</p><p>2. (a) Benjamin Bloom’s Taxonomy provides instructors with a classification which maps a transition from surface level learning to deep learning. Explain the six levels of Bloom’s Taxonomy and suggest ways in which the taxonomy can be used by instructors. (20 Marks)</p><p>(b) Instructional Design Models (IDMs) provide frameworks for instructors to scaffold their approach to designing instructional materials. Some IDMs focus on the design and development of an overall programme structure whereas others look at the design and development of a single lecture, discuss two examples of each type of model. (20 Marks)</p><p>(c) Constructive Alignment provides a framework whereby three vital components in the educational process are aligned for a more congruent experience for the student. Identify and explain these three components and explain the benefit of their alignment. (10 Marks)</p><p>3. (a) Differentiated Instruction is a philosophy of education which suggests that since no two students learn in exactly the same way, it is vital that the instructor provides alternative pathways through the instructional materials. Discuss ways in which students’ differences may be represented and how these differences may be addressed. (20 Marks)</p><p>(b) Universal Design for Learning is a philosophy that emphasises the importance of designing for all types of students, and providing them with appropriate software to scaffold their learning experiences, suggest some types of Assistive Technology software which can be repurposed for all learners, highlighting how this type of software can provide learners with a more flexible experience in their learning. (20 Marks)</p><p>(c) Compare and contrast Formative Assessment and Summative Assessment, highlighting the purpose and benefits of both forms of assessment. (10 Marks)</p>