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1 Sight and blindness in the technological age
Transcript of 1 Sight and blindness in the technological age
Liat Arad, Livia Lobel, Janna Gartsblit, Ronit Hanoch
285 million people are visually impaired worldwide: 39 million are blind
246 million have low vision.
About 90% of the world's visually impaired live in developing countries.
: How can blind people manage in a world that has become more visual than ever.
The World Health Organization Facts
Sight and blindness in the technological age
We are all MA Students in Education & ICT Learning at the Center for Academic Studies, Or Yehuda
We are all working in the pedagogical field but have different backgrounds:
- Nurse trainer & professional developer
- teacher trainer & developer in Montessori Method
-Sciences Coordinator & Math Teacher
-English teacher & ICT teacher trainer
Who are we? ICT Developers & Trainers
This unit is developed as an
a-synchronous computerized lesson.
The approximate time for accomplishing the whole unit is four hours.
Support from learners and teachers through Facebook Platform, where we opened a private group for the students.
A few avatars will instruct and accompany the learners through the unit.
Our unit’s aims:
To research blindness difficulties in a world that has become so visual.
To increase the learners' awareness to tolerance towards the blind .
Inter-disciplinary unit for junior high students
Our unit will introduce the subject of sight, its limitations and solutions for blind people from the time of Louis Braille to the present technological age when the visual sense is essential to learn and communicate all over the world.
From the time of Louis Braille to the present
The interdisciplinary unit combines four subjects: Sciences, English & Hebrew Languages and Technology.
Each subject presents the content from its own domain.
Short movies and cartoons instead of lectures and files.
Google questionnaires provide the students’ answers directly to their teachers’ computers.
Avatars’ voices instruct and support the learners all over the unit.
There is an on-line support by Facebook.
Creative activities stimulate HOTS - High order thinking skills such as comparing, analyzing, inferring etc…
A multimedia experience
- Sight and its limitations
- Louis Braille’s life and invention
- New technological devices for the blind
- Slogans in Braille code
- Conclusions and self reflection
- Follow-up activity: On-line exhibition on Facebook
The Content of the Unit
The homepage of the unit introduces the theme of blindness through a comics strip.
The avatars that will accompany the students all over the unit introduce themselves and the different sections of the unit.
A link to Facebook and students’ assessment provide guidance and support.
In this section, the students will learn:
the complex process of vision
the structure of the eye
eye adjustment to the needs of different species
students will learn and understand the definitions of eye-sight deficiencies , blindness and its consequences in a century of virtual reality.
Part 1- Sight and its limitations
This section will introduce the life of Louis Braille his invention of Braille code through a short movie.
The frame story of the movie presents a blind student from the modern technological age that has to do an assignment on Louis Braille.
By comparing the life of Louis Braille to the present times, the students have the opportunity to use High thinking skills (HOTS) to compare between the difficulty of blindness then and now.
Part 2 Louis Braille’s life and invention
This section deals with new technologies that provide solutions for the blind to the sighted world.
Development of environmental awareness to the blind.
Life stories of blind people that have overcome their limitation due to technological developments.
Part 3- Modern Technologies
This part encourages creativity through the implementation of HOTS (High Order Thinking Skills )
The students are required to learn the principles of the Braille Code and use it by writing slogans in Braille (English or Hebrew) on the theme of blindness and disability.
The students will upload their slogans on the virtual museum on Facebook while others will have to decode and evaluate them by using the Braille code of both languages.
Part 4-Braille code
In the concluding part of the unit, the students will reflect their feelings and learning of the whole unit in an analytic reflective way through comics (Toon Doo).
An example is provided on the opening page of the unit.
Part 5- Conclusions and Self- reflection
The unit's products will be exhibited on a virtual museum on Facebook where we opened a closed group for the students.
The products reflect the whole unit in a creative and analytical way:
The students can choose the type of eyes.
They will have to justify their preferences.
They can exhibit slogans written in Braille code or pictures describing the new technological devices for the blind.
The idea behind this unit is the assumption that network learning is actually of an interdisciplinary essence of links and hyper-links.
Brain science also supports this approach as researchers have found that multiple connections enrich and enhance learning and memory.
We believe that this unit promotes diversity, personal learning and intellectual curiosity and guides the learners towards autonomy and social awareness for the disables.
A world of thinking and exploration
A Multimedia Experience
Instructions in short clips
Online Questionnaire in Google Form
Closed Group on Facebook
Creative Activities (Lino- it)
Touch and Read
In our desire to appropriate learning to the global world where borders blur, we decided to develop an inter-disciplinary holistic unit and focus on one particular subject from different angles.
Vocabulary Game (Zondle)
Online questionnaire on Google Docs (Form)
Implementing Braille Code (Lino- it)
Implementing Braille Code (Lino- it)