developing and delivering an online course to support the effective teaching of literacy through...
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Developing and delivering an online course to support the effective
teaching of literacy through braille
Rory Cobb, RNIB
Dr Steve McCall, University of Birmingham
Aims • Develop greater understanding of the skills required
for the effective teaching of literacy through braille
• Learn more about international research and resources to support the teaching of literacy through braille
• Increase knowledge of training approaches to support the professional development of teachers of students with visual impairments
UK background
• Where braille users learn
• How QTVIs are trained
• Growing concern over standards of teaching of literacy through braille– RNIB report 2002– Birmingham University literature review
2011
Main findings
• Steve to add
Developing the online course
• Funding – £100,000 government grant• Platform - Moodle course based on existing
RNIB programme• Developing content - consultation with
teachers• Writing course materials – specialist authors• Designing the course structure – range of
learning and assessment approaches
Key decisions• Access – open or limited?• Fee structure• Duration• Accreditation• Assessment methodology• Accessibility• Videos• Technical and professional support
BLOT course structure
Core units
• Fundamentals of braille literacy• Pre-reading• Early reading• Fluent reading• Implementing braille literacy
Supplementary unitsChoose two from:• Braille maths• Braille science• Foreign language braille• Braille music• Late beginners in braille• Learners with additional needs• Braille learners with English as an additional
language
Online resources
Each unit comprises:• Self study • Reader material• Discussion activity • Structured portfolio• Multiple choice quiz
• Example – early reading unit from pilot course
Pilot course
• November 2014 – March 2015
• 17 students in 3 discussion groups
• Confusion at start
• Mid course revisions
• Course meeting and final evaluation
Pilot course evaluation Average (out of 5)
The units were relevant to my professional needs4.81
The time was reasonable for the amount of content2.94
The self-study material was relevant4.5
The discussion tasks were relevant4.13
The portfolio tasks were relevant4.0
The unit tests reflected the content of the unit materials4.13
Reader and reference materials were useful4.31
The study of these units will improve my working practice4.81
I feel more confident about teaching literacy through braille 4.69
I would recommend this course to other QTVIs 4.88
Student comments• “Altogether I thought it was a great course, I have really enjoyed
doing it and feel it has been very beneficial for my work and my confidence working with and promoting braille”.
• “I have found this course to be both enjoyable and instructive. I liked the way it combined reading, discussion, portfolio and test and a complete absence of long essays!
• “I feel every QTVI teaching educationally blind children should complete the course as the reading materials, discussions and tasks were so relevant to teaching literacy through braille in inclusive mainstream schools. I think this it is one of the most beneficial VI courses I have ever done since the QTVI course.”
Modifications to 2015 course• Portfolios revised to improve focus and reduce
workload• Notes• Applied activities• Reflection
• Mark scheme for portfolios updated• Training day added at start of course• Course extended by 2 weeks• Timetable re-sequenced
Additional benefits
• Selected content from online course added to QTVI training programme
• Same template could work for other content, eg early years, complex needs
What next?• Would this type of course be relevant in a US
context?• How might that work?
– Direct access to UK course– Licence arrangement to develop US version– Just design your own using BLOT for guidance
• Let us know what you think!
Contact details: