Artifact+8

ASL Modules

This ASL Modules Project can be downloaded in PDF format. Download the MODULES





Sign Language Module Planning Notes Gange’s 9 events - capture attention via sound/lack of sound Open with subject doing work at the middle school, lots of ambient sound of the kids. Viewers perspective. Cut to subject perspective and silence. Introduce who subject is (Video Segment - or Slides with bullet points) Brief History of sign language (3 - 5 Slides with bullet points and pics) Introduce the Alphabet- (Each letter would get a slide - 26) Interview-Video Paul Gilpin - Closed Captioned What its like having a hearing impairment How he has learned to adjust How does ASL compliment his life? does he use it frequently? Introduce video clips of Colors being signed (5-8 colors - Youtube) Introduce video clips of basic everyday words (5-8 phrases/words - Youtube)

Target audience Adult Learners who don’t know sign language and need to gain a basic understanding of its importance and simple introductory concepts.

Assessment Quiz with at least 50% of the alphabet. The image would be shown, the learner would need to identify the letter 5 colors. The video would be shown (no audio), the learner would need to identify the color. 5-7 common words/phrases. The video would be shown (no audio), the learner would need to identify the word/phrase.

Supplements Downloadable from within module PDF, with images of the alphabet PDF, explaining the history and importance of ASL PDF, with resources and valuable websites for more information

Needs Analysis //Support staff and teachers, adult students who are in an environment where special needs/Hearing impaired students are present, need a basic foundation of ASL knowledge to assist in simple day to day activities.//

**What do people need to know?** How to communicate basic needs How to understand requests from Hearing impaired individuals How ASL assists and aids Hearing impaired How ASL can be universal How ASL promotes communication

**Why do people need to have this foundation?** Staff/Teachers/Students in an environment where Hearing impairments are part of the environment, basic communication and introductory skills induce further learning Staff/Teachers/Students in an environment where Hearing impairments are part of the environment, basic communication and introductory skills facilitate communication. Staff/Teachers/Students in an environment where Hearing impairments are part of the environment, basic communication and introductory skills promote more inclusion in a mixed environment. Staff/Teachers/Students in an environment where Hearing impairments are part of the environment, basic communication and introductory skills encourages communication. Staff/Teachers/Students in an environment where Hearing impairments are part of the environment, basic communication and introductory skills promotes understanding of disabilities and impairments. Staff/Teachers/Students in an environment where Hearing impairments are part of the environment, basic communication and introductory skills can inspire further learning.

**3. What did you find valuable?** Mobility Versatility Internationally/locationally available Context of a class Mobile Pacing can vary

**4. What would be helpful?** Tactile Interactive Increased learning because of interactivity? Engages different learning styles Visual stimulating Auditory stimulation

**5. What did you struggle with?** Technological resistance Fear of technology Negatives.. how can we change their perspective? How do we induce computer comfort?

**6. Prior Experience?** Previous LMS systems used Webinars Tutorials via media (video, etc.)

**7. How do you know when you understand?** Ability to communicate on a basic level

Design **Goals (Aims)** The students would understand basic communication skills (ASL) between mixed (impaired/non-impaired) student/work environments. **Objectives** Facilitate communication Develop comprehension of ASL Develop interest in further learning **Assessment** In Module Quizes **Story Board**

Develop Create Module Use Gange’s 9 events Implement Goal date to begin implementing ( Chose a person or persons to do module and critiqu - possibly student workers in the disability services office who are not familiar with ASL.  Evaluate

Ganges 9 Events Applied To Mini Learning Module Gain Attention - A video depicting an early morning scene at Abington Heights Middle School. A pickup truck driven by Mr. Paul Gilpin, head custodian, arrives at the back of the school. Mr. Gilpin is shown preparing the school for the school day. As children congregate in the cafeteria awaiting dismissal to their homerooms, Mr. Gilpin is shown among the loud chatter of the students. The camera switches perspective to behind and along side the face of Mr. Gilpin towards the children. The video will be shown without sound to show how Paul views the world through his hearing impairment to grab the viewers attention. A brief interview with Mr. Gilpin will reveal his personal experience with sign language. Inform learners of the objectives/direction - Objectives: Students will demonstrate understanding of the history of American Sign Language Students will demonstrate understanding of the four parts that make up a sign by proper use of: hand shape, signing area, hand movement and palm position while signing. Students will demonstrate understanding of body language and facial expressions while signing Students will demonstrate mastery of the alphabet in sign language by successfully signing all twenty-six letters correctly Students will demonstrate mastery of numbers 0-100 in sign language by successfully signing all numbers in the range correctly Students will demonstrate mastery of basic words by successfully signing all of them correctly Stimulate recall of prior learning. - Before learning the sign language alphabet, relate it to how students learned, identified and used the written alphabet Present the content - Learning content will be presented diversely in the form of interactive modules using Adobe Captivate that will include the use of video, audio, still images and text. Learners will learn sign language by replicating signing that will be provided as still images and video. Provide learning guidance - Multiple choice interactive exercises will be provided to demonstrate proper signing. For example, four images of four different letter signs will be provided and students will have to pick the correct sign associated with the correct letter. If the wrong sign is chosen, learners will be given feedback as to which sign they chose and allowed to choose again. Students could also record video of themselves using a web camera to demonstrate knowledge of signs and technique and submit the video via email to the instructor for review and critique. Elicit performance - Learners are presented with a series of images and/or video of signs (letters, numbers and words) and will be required to select the appropriate sign for the proper word. Provide feedback - Feedback will be provided in the form of scores from quizzes in the learning modules. Students who submit video to the instructor will also be given feedback Enhance retention and transfer - At the end of each module a conclusion will be provided highlighting the main elements, their importance and how the objectives of the module were met. Assess performance - Learners will be assessed primarily through interactive multiple choice quizzes. For signing, learners will be provided four images of a sign and have to select the proper one. Students may also be provided a video clip and have to select the appropriate answer from a choice of four words, letters, numbers, etc.

Initial Project Outline **8 Mini-Modules** ASL History & Deaf Pride Culture Review Quiz Alphabet & Numbers Review Quiz Basic Words (Colors, Places, Family, Transportation) Review Quiz Greetings & Ending Conversations Review Quiz Common Phrases Review Quiz Expressing Feelings Review Quiz Misunderstandings Review Quiz Assistance/Helping Review Quiz

Project Notes: I think it would be advantageous to scale down this project for several reasons: I can envision the eight modules we have come up with being broken into three segments, beginner, intermediate and advanced I would suggest focusing the content to just make Section 1: “Introduction to American Sign Language” module series allows us to: Reduce the amount of content Simplify presenting basic words using images/video. Having a broad selection of words and phrases will require an arsenal of video and present challenges to assess performance due to the lack of face-to-face interaction. I found a great tutorial explaining the very basics of learning sign language that I feel would be a good fit for the multimedia aspect of the project. Click [|here] for the link. A suggested series for our modules could be: Module 1: An introduction of the history of American Sign Language and Deaf Culture Module 2: Numbers (we could even drop this module if need be) Module 3: The Alphabet Module 4: Basic words I found a website where you can type in a word and you are shown a video clip from an online video bank of words. More advanced searches are available if you sign in as a guest or create an account, but single words are searchable to anyone. Click [|here] for the link. Due to the lack of learner/instructor interaction, assessment will have to be primarily identifying signs (i.e., picking out the proper sign from a multiple choice) since there will be no way to physically observe the learner’s signing method. However, practicing the signs that will be presented should be a vital component of this course. Ask me about using the sign language font to spell words in the assessments

Formative Assessment **Doug Boersma** Dean of Students at The Scranton School for Deaf & Hard- of-Hearing Children

I looked over the material that you have here and also ran it by Mary Ann Stefko, the Coordinator for our community ASL classes. I have included her in this email as well. First, we commend you on the scope of the project – it is __very__ thorough! Second, we had a few questions, impressions and recommendations from what you have sent: 1. What is the anticipated duration of each module? A two-hour class with a live instructor can be grueling with this much content. If you make the module too long, (in our opinion) you definitely run the risk of significantly lowering course completion rates due to consumer frustration. 2. Because the content of each of these modules includes a significant volume of material, perhaps you’d want to consider making this into TWO separate/concurrent courses of study by dividing them into two sections of eight or nine modules each. We agreed that Section I should probably begin with ASL History as an introduction to the fundamental content, goals and objectives of the course – However, we felt that “Pride” should not be used in the course title here. Perhaps something along the lines of “ASL History and Vocabulary: A Basic Introduction” 3. Instead of using the descriptor “Deaf Pride” we would recommend that this concept would be better referenced as “Deaf Culture” and should be used as a connecting point of emphasis (and should also be incorporated into the Section Title) for Modules 5-8. These topics are all influenced greatly by culture and should be considered in light of that fact. By comparison, the basic/introductory nature of the content in modules 1-4 lends itself to a more straightforward and much less nuanced discussion of vocabulary and common variants to some of those frequently used and foundational signs. 4. A review and quiz at the end of each module – we are interested to know what this would entail and how it would look. Would the student be able to get any feedback? Since this is intended to be self-guided, you may want to consider use of a 360® camera shot on hand shapes, numbers and letters as part of the instruction & review. Also, how would the quiz be scored/graded/evaluated? Have you given any thought to how you might incorporate an opportunity for interaction with a Real-time/Live Skills Evaluator? (this leads into consideration of how you would promote/designate the credentials of those evaluators - which could introduce more complications than you care to deal with now.) 5. Review and quiz (II) – How comprehensive are we talking about? Is this intended to be a thorough review of everything covered or just an overview? 6. Modules 6, 7, and 8 all would lend themselves to role-playing and scenarios for discussion by your host. Perhaps the quiz in these modules could include a multiple-choice or short-answer section that would be completed at the end of each scenario based on the information given by the instructor/presenter. 7. In module 8, you have identified “Assistance/Helping” as the content to be discussed. The assistance/help is for/from whom? Do you mean assistance and help for the adult learner in supporting their further development of ASL skills, or is this a discussion of how the Deaf Community views “assistance” and “help” from those who are not Deaf? 8. Finally, we would recommend that you consider including some kind of discussion regarding adaptive technologies (eg. Hearing aids, cochlear implants, fire alarms, etc.) and communication technologies (tty, videophone, smartphones, etc.). These technologies can be terrific assets but can also serve to create issues of concern as well.

Final Project Outline (after formative assessment) **4 Mini-Modules** ASL Introduction, History & Culture Review Quiz Alphabet Review Quiz Numbers Review Quiz Colors Review Quiz

Task Breakdown **Paul** Contact/Interview/Record Doug Boursma @ deaf pride, common phrases Contact/Interview/Record Paul Gilpin - Permission from the principle, be conscious of student’s faces not being visible. Edit video segments Paperwork

**Jill** Start organizing the storyboards/layout Define objectives Define Goals Paperwork Needs Analysis Assessment Maintain & compile copyright information Find images Put together Captivate Project

Sources

__[|http://www.lifeprint.com/asl101/images-layout/signlanguage1280x1024.jpg]__

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