Overview

  • A concise definition of your topic, citing at least two academic sources. 

Augmentative and Alternative Communication (AAC) is a term that is used to describe a range of strategies and technologies used to support people with Complex Communication Needs (CCN) or replace alternative spoken communication to promote independent learning. Studies have shown that using assistive technology in educational settings can significantly improve learning outcomes for students with disabilities (Alper & Raharinirina, 2006). These disabilities may be congenital like cerebral palsy, autism spectrum disorder, Rett syndrome, or acquired in later life like traumatic brain injury, neurodegenerative conditions such as motor neuron disease. By using AAC, we can support people living with these disabilities. AAC supports are commonly divided into aided and unaided modalities. Unaided modalities include gestures, pointing, vocalizations, body language, eye contact, facial expressions, and sign language. Aided modalities are those communication strategies that involve external components, and may be divided into two categories: Low-Technology Aided AAC & High-Technology Aided AAC (Norrie et al, 2021)

  • A description of your learning context and learners e.g., educational background (high school students, post secondary students, professionals) age, interests, lifestyle, prior knowledge and experience, and any specific learning needs

The learning context and learners for this learning resource targets students with learning disabilities and people interested in learning about Augmentative and Alternative Communication (AAC) technologies. The students can come from any background and there is no prior knowledge that is required to use this learning resource. Children as young as 3 years old with learning disabilities can also use AAC to recognize the different learning methods and use technology to enhance communication. 

  • A description and rationale for the learning theory behind your design choices (behaviorism, cognitivism, or constructivism). Why is this theory a good fit for your topic? 

Learning Theory: Cognitivist

For our Interactive Learning Resource, we decided to take the approach of the cognitivist learning theory, as this was the theory that most aligned with our teachings of AAC devices. The cognitive theory emphasizes the internal aspects of learning, how the learner receives, organizes, storing and retrieving the information. Viewing learners as active participants in the learning process. Taken from our reading the theory states that “Learning is concerned not so much with what learners do but with what they know and how they come to acquire it” (Jonassen, 1991b). The theory is making knowledge meaningful and helping learners use existing knowledge in memory to relate to new information (Ertmer & Newby, 2018). The ideas of focusing on the learning process with thinking and problem-solving align with our concepts of learning AAC devices.

Rationale: Cognitivist 

When looking at all the learning theories, the cognitivist learning theory would be the best option for our teaching. Since the theory focuses on the mental process involved in learning, we designed our teaching using scaffolding methods of guided practice, independent work and reflective thinking. We aim to connect the theory to practical use, improving problem-solving skills through hands-on activity and ensuring retention of information through the reflective presentation.  

Learners will be enhancing comprehension and problem-solving skills while gaining the ability to apply AAC devices to real-world experiences. These methods help to ensure there is a deep meaningful understanding of the AAC devices. By engaging students in active learning and encouraging them to reflect on their experiences, the cognitivist approach ensures that they retain and can effectively use the knowledge gained throughout the course.

  • A description and rationale for the learning design you chose (inquiry, project-based, direct instruction, etc.). Why is this learning design effective for this topic and context? 

Learning Theory: Experiential 

Experiential learning is based on the Kolb experiential learning theory developed by David A. Kolb. Kolb describes the learning cycle as experiencing (concrete experience), reflecting (reflection observation), thinking (abstract conceptualization) and acting (active experiment) (Institute of Experiential Learning, 2024). Experiential Learning, is a method that describes the idea of “learning through experience” (Institute of Experiential Learning, 2024). Experiential education works with the idea that educators engage learners in real-life experience and focused reflection to develop skills, clarify values, increase knowledge and develop people’s capacity to contribute to their communities (Queen’s University, 2019).  

Why we chose for out project:

Experiential learning is an excellent approach to teaching AAC devices. Having learners engage in hands-on activities and real-world communications and tasks can help bridge the gap for learners from theory to practical real-life application. The activities and scenarios will help learners reflect upon what worked well, and what challenges occurred, allowing for the students to question their experience and reflect.

The learning will focus on immersing learners into the AAC environment giving them the basic skills to apply interactively, for example using a simple communication board to express needs or preferences. Through experiential learning, the learners can reflect on challenges and they will be encouraged to make mistakes and learn from them, hoping to deepen their understanding of the devices. After interactive activities, learners will use the hands-on experience to reflect and present what they have learned and their questions.

Learning Theory: Cooperative

Cooperative learning is an approach in which multiple learners collaborate on learning activities. The groups of learners may work all together or separately working on the overall project in the end (Education Endowment Foundation, n.d.). While cooperative learning can be beneficial it takes more than just setting up a group. Cooperative learning is the most effective when placed in groups of 3-5 with tasks or activities that are carefully designed to ensure effective group work is possible. It is also essential that the cooperative groups talk and share thoughts and ideas to fully think collaboratively through the tasks (Education Endowment Foundation, n.d.).

Why we chose for our project:

Cooperative learning is another effective approach for our teaching of AAC devices. By working in pairs or small groups learners can share knowledge and work together learning the devices. Cooperative learning helps to foster a supportive environment for learners to practice skills and knowledge together.

Our lessons incorporate cooperative learning within the activity of learning the devices and the presentation of knowledge. The learners are paired up to complete interactive communication tasks, and then offered time to reflect on what they learned and what challenged them. Cooperative learning encourages learners to communicate and problem-solve collaboratively while learning the devices; it also offers an opportunity for groups to practice giving feedback. For example, the one listening to hear the communication from the AAC device may explain that if you did XYZ I would understand better. It also plays an important role in the reflection process in the idea that learners can reflect with each other and ask questions that may deepen their understanding. This approach creates a supportive environment where learners can develop teamwork, patience and empathy while learning and understanding AAC devices.

Why we wanted to combine the two:

When looking at the different learning designs we felt that combining the two ideas would be the best approach. As part of the experiential of the AAC devices, we would need to be partners using cooperative learning. Along with as mentioned above having a group to reflect on the concepts will overall benefit the learning and push the ideas to a deeper understanding.

Designing a learning resource according to the UDL and CAST principles is very important to make  learning accessible and inclusive for all students. The main goal of this learning resource is to make sure that the material is accessible for all students, with simple and clear language. This is to ensure that learners from all backgrounds can understand each and every topic clearly, which is very important to engage all students. Moreover, by making each topic relatable and simple to understand, we make sure that students are interested and motivated to fully understand the learning resource. We also encourage students to choose how they want to present their learning through interactive activities and assessments, which gives them  a sense of control and investment in their education. By following these steps, we can make sure that the project is inclusive and supportive to all students in learning about AAC, regardless of their background or learning style.

  • A rationale for your technology choices. 

The technologies we used are WordPress, EdPuzzle and Weave Chat AAC. Our learners may use other software like Google Docs, Word, Google Slides, PowerPoint or Canva to create presentations.

WordPress:

WordPress is a software where people are easily able to create a website. It is very user-friendly and you can create from scratch or create using many of the WordPress templates. “WordPress powers more than 43% of the web” (WordPress, 2006). The software encourages users to express themselves and grow online using the tools provided by the software.

EdPuzzle:

EdPuzzle is a platform where you can turn any video into an interactive lesson. It is an easy-to-use platform where you can create your interactive lessons and you can see other lessons created by other teachers. Through the software, you can edit the video, add voice overs, include questions that are multiple-choice or open-ended and add notes to other links. As the teacher you are also able to assign it to your students creating an easy way to check in with how they are understanding the information (EdPuzzle, n.d.).

Weave Chat AAC:

Weave Chat AAC is a free app that you can download from the app store on iOS, Android, and Kindle devices. The app is an Augmentative and Alternative Communication (AAC) device to support those with complex communication needs. The app features many customizable settings to fit each individual’s needs, including board setups, button size, and many more. We decided to use Weave Chat as it was a free application that was very easy to use and could be a great opportunity to explore and experience AAC devices hands-on.

  • General/Course Rationale (taking from blueprint)

Our Rationale:

The main interest of our group in creating this resource was the concept of enhancing accessibility through AAC devices. We were intrigued by the essential role that the devices play in creating an inclusive communication environment for individuals who are non-verbal. Additionally, we were also interested in the large potential the devices have on one’s self-expression and identity. Members within our group have had experience working with students who use AAC devices so the inspiration to utilize our knowledge into creating a comprehensive resource was key. We aim to empower any individual who may be interested in learning about and operating AAC devices to help promote and facilitate effective and inclusive communication.

What’s in it for me?:

Through hands-on experiential learning, research and reflective activities learners will better understand AAC devices and how to apply them in a real-world setting. There is always a need for inclusion so engaging in the course and learning about these devices will equip you with the essential skills, knowledge and practice to improve your support to individuals with complex communication needs which will encourage accessible communication for all.

How will it help me down the road?:

Having this knowledge and skills on AAC devices will make you a valuable asset in many elements. It could help in education, education assistants,  healthcare, and social services, providing you with the essential skills in supporting inclusive communication for all.

Learning Objectives:

By the end of this course:

●  Learners will understand the role of assistive technology in improving accessibility.

●  Learners will be able to identify and describe different types of assistive technology tools.

●  Learners will express self-identity through the device.

Resources and Activities for Learning and Assessment Preparation:

In person AAC Device Activity

Throughout this activity, learners will get the experience of learning AAC devices in a practical hands-on session. 

The learners will pair up and use an AAC device to try and experience inclusive communication with communicative intent. The pairs will get the opportunity to try communicating with the devices along with guiding the other learner with communicative intent. Communicative intent is a key factor in using the devices with non-verbal students. If there is no intent with the communication, the individual may have nothing to express they may not communicate (Visvader, 2013).

The Activity:

·   Each pair will engage in a task where communication and self-expression is needed. 

·   The goal is for one partner to get the task and use the device to communicate needs or thoughts to the other partner, getting experience with using and understanding the device. 

·   The tasks could include ideas like:

o   Request reinstatement of a preferred activity/item

o   Refuse a non-preferred activity/item

o   Choose between two items (both preferred)

o   Choose between two items (one preferred and one non-preferred) and more than two items

o   Comment on the item and/or activity (Visvader, 2013)

Practicing these tasks on the AAC device would allow for the learner to get a real experience with real-world examples to help them better understand AAC devices and their benefits for communication and self-expression.

Resources

·   scholarly articles (accessible through the UVic library)

·   Navigating AAC: 50 essential strategies and resources for using augmentative and alternative communication

·   ‘gray literature’ (professional resources, blogs, videos, etc)’

·   Augmentative and Alternative Communication (AAC)

·         SET-BC

·   What is an AAC Device? Overview and Benefits | Lingraphica

·   AAC Curriculum Resources

·   technology tools (WordPress, Etherpad, Moodle, etc.

Assessment Plan:

Summative Assessment

All learners will be required to complete an assessment in which they demonstrate their understanding of AAC devices. You may work in self chosen groups of 2-4 people. Learners will create a project for this assessment in their preferred format such as a 15 -20 slides presentation, ~ 6 pages double spaced report, infographic, or an 8-10 minute video. Please contact your teacher for approval if you’d like to submit a different format. 

The goal of this project is to describe the components of AAC and the devices. As a guideline and baseline requirements, please touch on:

–   ACC impact on self-expression

–   Define different types and how they help in different settings

–   Benefits of AAC devices

–   Who’s qualified to use a device

–   where/when they can use it.

Please include any other details you deem relevant such as an overview, the history and growth of devices, etc. Submissions including the above requirement will be meeting expectations. Learners will complete a self-assessment based on the below rubric, in which they give themself a percentage, unless the teacher strongly feels that it is inaccurate the grade will not be made lower. After submission, you will receive inline feedback detailing your strengths and areas for improvement.

Rubric: 

Please enter the number you believe you deserve based on your efforts. 1 = not completed, 2 = partially met, 3 = meeting expectations, 4 = above expectations by adding extra relevant content and great detail

Your Name: _____________________________________Self Grade
Contribute meaningfully to group discussion
Completed assignment on time
Exemplified ACC impact on self expression
Defined different types and how they help in different settings
Described benefits of AAC devices
Identified who is qualified to use a device
Exemplified where/when one can use the device

Submissions must use at least 5 references, one of which has to be an academic article/journal, and the other may be books, interviews, or gray literature (professional resources, blogs, videos, etc). You must use at least two of the above resource’s as references.

All submissions must include an attached title page and reference sheet in APA 7.

Formative Assessment

Please download the below free AAC application on your mobile phone to practice using the tool https://www.weavechat.com/.

After usage, please watch and complete  the interactive video: https://edpuzzle.com/media/66a7f884e0790b1a9588e871

Learner responses are required and will be recorded for completion. The correct answer will be provided immediately after each question is answered.

Check your understanding of the learning objective

Please complete the required form below. Completion is mandatory but quiz marks will not be graded.

https://forms.gle/gR7j1LhJkgeXJnCx8

Some things we could use for our activity:

References

  • Alper, S., & Raharinirina, S. (2006). Assistive Technology for Individuals with Disabilities: A Review and Synthesis of Literature. Journal of Special Education Technology, 21(2), 47-64. https://doi.org/10.1177/016264340602100204
  • Jonassen, D. H. (1991b), Objectivism vs constructivism: Do we need a new philosophical paradigm? Educational Technology Research and Development, 39(3), 5-14. 
  • Norrie, C. S., Waller, A., & Hannah, E. F. S. (2021). Establishing Context: AAC Device Adoption and Support in a Special-Education Setting. ACM Transactions on Computer-Human Interaction, 28(2), 1–30. https://doi.org/10.1145/3446205