Technologies and Creative Learning

ED.893.708

Assignment 3: UDL: Book Creator Aggregate Persona

Due Date:
• End of Session 3 in the Discussion Board forum: Session 3: Gallery Walk
o Copy and paste the link to your book. If you collaborated with a classmate, indicate
both students’ names in the Gallery Walk.

Introduction

The purpose of this assignment is to create a book that implements Universal Design for
Learning (UDL) framework to optimize the opportunity for your aggregate persona of
stakeholders created in session 2 to learn. The resulting book is an example of a project
assigned to your persona that their teacher creates to address the options for multiple means of
engagement, representation, action, and expression (Meyer et al., 2014).

Directions

1. Navigate to https://app.bookcreator.com/sign-in.

a. Using the “Sign in with Office 365” option in the Student Sign In panel of the Book
Creator website, create an account with your JHU email. When prompted, enter the join
code: 6VVKZ6H.

2. Watch the tutorial about creating and editing a book in Book Creator.

3. You may work individually or in pairs. The Book Creator website is designed to permit
multiple editors for one project.

a. Create a proposed student book project that a teacher could assign to your persona that
addresses the three overarching means of engagement, representation, and
action/expression. If you are collaborating with another student, incorporate both
personas in the book.
b. View this example of a book that contains the required criteria for this assignment.
You may also use the QR code to view the book on your mobile device:
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Sample Book Creator – Soccer Hero

c. Each book will contain:

a. Title Page
i. Title of the Book and the Name(s) of the Persona(s)
b. At least 6 pages of content:
i. Even-numbered pages contain the teacher’s rationale about the “why,”
“what,” and “how” of learning that meets the needs of student.
ii. Odd-numbered pages contain an example of work that the persona could
complete.
d. Koehler et al. (2013) indicate that there is no one way to integrate technology into the
curriculum, but teachers’ lesson planning should be creatively tailored to the subject
matter and contexts. Create a Venn diagram in the book using the circles from the
shapes tab in the tool panel to provide the following analysis:
a. A page that contains a TPACK Venn diagram indicating some of the
technological, pedagogical, and content knowledge categories required by the
teacher to develop this activity for the student persona. (See the Soccer Hero
example.) This is intended to be a brief list.
b. Back Cover – Your name(s).
e. View Dr. Ruben Puentedura’s SAMR model video. Analyze how Book Creator aligns
with the substitution, augmentation, modification, redefinition categories of the SAMR
model.
a. Create a page that contains a diagram of the SAMR model with your analysis.

4. The Book Creator website contains a tool to upload images from Google to incorporate into
your project. You may also incorporate any images of your own, audio, and video
recordings.

5. This assignment does not require a page of references. Should you wish to provide your
readers with APA-formatted resources, please place the references in a Google Doc and
provide a QR code to that file on the back cover of your book.
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References

Common Sense Education. (2016, July 12). How to apply the SAMR model with Ruben
Puentedura [Video]. YouTube.
https://www.youtube.com/watch?v=ZQTx2UQQvbU&t=24s

Hanesworth, P., Bracken, S., & Elkington, S. (2019). A typology for a social justice approach to
assessment: Learning from universal design and culturally sustaining
pedagogy. Teaching in Higher Education, 24(1), 98–114.
https://doi.org/10.1080/13562517.2018.1465405

Hartmann, E., & Weismer, P. (2016). Technology implementation and curriculum engagement
for children and youth who are deafblind. American Annals of the Deaf, 161(4), 462–473.
https://doi.org/10.1353/aad.2016.0038

Koehler, M. J., Mishra, P., & Cain, W. (2013). What is technological pedagogical content
knowledge (TPACK)? Journal of Education, 193(3), 13–19.
https://doi.org/10.1177/002205741319300303

Matheson, H. E., & Kenett, Y. N. (2020). A novel coding scheme for assessing responses in
divergent thinking: An embodied approach. Psychology of Aesthetics, Creativity, and the
Arts. https://doi.org/10.1037/aca0000297

Meyer, A., Rose, D. H., & Gordon, D. (2014). Universal design for learning: Theory and practice.
CAST Professional Publishing. http://udltheorypractice.cast.org/login

Shively, K., Stith, K. M., & Rubenstein, L. D. (2018). Measuring what matters: Assessing
creativity, critical thinking, and the design process. Gifted Child Today, 41(3), 149.
https://doi.org/10.1177/1076217518768361