AT Classes and Events - 2023

Custom AT Classes, Workshops, and Webinars

Technology Training tailored to your needs and schedule

I offer webinars, hands-on workshops, and school professional development on a wide range of topics and technologies relevant to learning differences, ADHD, and executive function challenges. Instruction is tailored to the audience's needs, skills, and "comfort level" with all-things-tech.  Please look through my current and previous classes for topic ideas and possibilities (feel free to suggest variations or something new), then contact me to discuss your ideas.

Scheduled Classes and Workshops 2023

January 19, 2023 through March 30, 2023 - Assistive Technology for Learning Differences
(10-week, 3-unit ONLINE course through UCSC-Silicon Valley Extension, Santa Clara, CA)

April 28, 2023 - What Educators Need to Know About Generative AI: Capabilities, Limitations, and Where Do We Go From Here?
(Keynote presentation - NEALS Annual Member Conference Online - must be NEALS member to attend)

April 28, 2023 - Assistive Technology to Help Struggling Students Learn and Busy Professionals Cope
(NEALS Annual Member Conference Online - must be NEALS member to attend)

June 21, 2023 - A Hype-free Discussion of Generative AI, Part 1:  What It Is, How It Works, Opportunities, and Challenges
June 21, 2023 - A Hype-free Discussion of Generative AI, Part 2:  Brainstorming Applications, Issues, and Best Practices
(2023 IHD/AzTAP Disability Conference - sessions presented in-person onsite)

June 29, 2023 through September 5, 2023 - Assistive Technology for Learning Differences
(10-week, 3-unit ONLINE course through UCSC-Silicon Valley Extension, Santa Clara, CA)

September 11 through 29: Advocating for Assistive Technology Devices and Services: How to Get Students the Tools They Need
(2023 Dyslexia Advocacy Conference - Virtual Conference by the Dyslexia Training Institute)

Assistive Technology for Learning Differences - Winter 2023
(10-week, 3-unit ONLINE course through UCSC-Silicon Valley Extension, Santa Clara, CA)

Technology can help struggling students leverage their learning strengths and bypass weaknesses to improve performance, independence, and self-confidence. In this online course aimed at teachers, learning specialists, educational therapists, and parents, you will learn about a wide range of tools to support students with learning disabilities, attention-deficit/hyperactivity disorder (ADHD), executive functioning deficits, and issues with processing information and memory. Through readings, lectures, video demonstrations, and hands-on activities, you will learn:

• How various tools address specific learning needs.
• How to match students with appropriate tools.
• Practical methods and strategies to implement technology solutions and integrate with curricula.
• How technology can facilitate Universal Design for Learning (UDL) practices in the classroom.

Instruction is primarily online and asynchronous (self-paced) and includes comprehensive reading material with diagrams, videos, photos, tables, and links to additional web-based resources, plus self-guided activities. Live weekly Zoom sessions supplement the online instruction with class discussion and technology assistance.  

SKILLS NEEDED:

Students should have a basic understanding of the academic challenges faced by individuals who have learning disabilities, ADHD, and executive function issues. This can be satisfied in various ways, including (but not limited to):

• Professional experience addressing the needs of students with learning differences.
• Completion of "Understanding Learning Differences" (EDTH.X309) or equivalent coursework.
• Prior review of material on learning differences (provided by the instructor).
• Other requisites may be approved in advance by the instructor.

We recommend students understand the basics of using the Google Chrome browser (e.g., installing Chrome extensions) and Google Core Apps such as Docs, Sheets, and Drive.

TOOLS NEEDED:

Hands-on exploration of certain technologies is an essential part of this course. For these activities, students will need access to the following minimum tools, as listed below:

• A computer: A PC with Windows 10 or above, a Mac with macOS 10.14 (Mohave) or above, or a Chromebook with latest Chrome OS.
• The Google Chrome browser or Microsoft Edge browser.
• A personal Google account (recommended: new Google account specifically created for use with this course).
• Need the ability (permissions) to download and install free and trial software, especially Chrome extensions.  Specific titles to be provided in class.

NOTE:  This course is part of the Educational Therapy Certificate Program at UCSC Silicon Valley Extension.  For more information, please visit:
www.ucsc-extension.edu/certificates/educational-therapy

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What Educators Need to Know About Generative AI: Capabilities, Limitations, and Where Do We Go From Here?
(Keynote presentation - NorthEast Association of Learning Specialists Annual Member Conference Online - must be NEALS member to attend)

Artificial Intelligence, or AI, has been part of our daily lives for decades (think speech recognition, contextual grammar checkers, and GPS navigation). The recent hype – and angst – about AI in education centers on so-called "generative AI" such as ChatGPT that can create seemingly original content and both understands and responds using conversational language. Educators need to learn how to harness the capabilities of this emergent technology while guiding students (and even other professionals) how to use it effectively and ethically.

In the first half of this engaging 90-minute session, assistive technology consultant Shelley Haven will explain the capabilities of generative AI, show potential applications geared to education, demonstrate techniques and strategies to use ChatGPT and similar AI tools effectively, and describe strategies for addressing ethical concerns.  The second half will be a guided interactive discussion as we collectively brainstorm novel educational applications for generative AI, identify potential challenges, and explore strategies to encourage responsible use.  Consider this session as a beginning – the information, insights, and ideas gained will help you continue the discussion about effective and ethical use of AI in your school, district, or practice.

Learning Outcomes

1. Understand the fundamental concepts behind generative AI like ChatGPT, and recognize the potential impact (positive and negative) on teaching and learning. 
2. Identify practical applications of generative AI to support diverse learners, and begin to develop strategies for integrating AI technologies into curriculum to enhance student support, engagement, and success.
3. Explore ways to address potential challenges and ethical considerations created by the use of generative AI in education.

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Assistive Technology to Help Struggling Students Learn and Busy Professionals Cope
(NorthEast Association of Learning Specialists Annual Member Conference Online - must be NEALS member to attend)

Assistive technology tools can help diverse learners improve academic performance, increase independence, and build self-confidence.  Many of these same tools can also help overwhelmed learning specialists to manage work more efficiently, reduce stress, save time, and improve overall work-life balance.  Additionally, exploring these tools and applying them in your professional life will provide you with the knowledge and skills to fold them into your work with students.

Join assistive technology specialist Shelley Haven as she demonstrates a selection of ten AT tools to help you do what you already do even better, including:

• Notetaking tools that link recorded audio with handwritten or typed notes for targeted replay later.
• Digital notebooks and Web clippers to capture and organize information while automatically tracking the source.
• OCR apps to scan & convert paper files to digital files that can be searched, annotated, and spoken aloud.
• Distraction reducers and screen management utilities to create a more efficient digital workspace.
• Novel task management frameworks for planning work and tracking progress.
•  ...and more.

Learning Outcomes

1. Discover new technology tools that can benefit both you and your students.
2. Learn how to apply these tools to improve your professional work.
3. Decide how to introduce selected tools to your students.

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A Hype-free Discussion of Generative AI
            Part 1:  What It Is, How It Works, Opportunities, and Challenges
            Part 2:  Brainstorming Applications, Issues, and Best Practices
(2023 IHD/AzTAP Disability Conference - sessions presented in-person onsite)

Artificial Intelligence, or AI, has been part of our daily lives for decades (think speech recognition, Netflix recommendations, contextual grammar checkers, and GPS navigation). The recent hype – and angst – about AI in education centers on so-called "generative AI" such as ChatGPT that can create novel content and both understands and responds using conversational language. As this emergent technology raises more questions than it answers, educators should understand how to harness its capabilities and make sound decisions about its use.

In Part 1 of this informative and thought-provoking double session, AT consultant Shelley Haven will explain:

• What artificial intelligence is (and isn't)
• What makes ChatGPT unique and ground-breaking
• How ChatGPT can support teaching and learning
• Challenges that must be addressed to ensure responsible use.

In Part 2 of this double session on generative AI (and specifically ChatGPT), AT consultant Shelley Haven will leaded a guided interactive discussion to brainstorm various ideas and issues:

• Propose applications for generative AI to enhance teaching and learning
• Identify significant issues that impact using generative AI in education
• Suggest best practices that encourage responsible and ethical use.

The implications for generative AI in education are simultaneously exciting and concerning. We are likely at an inflection point similar to 20 years ago when education began integrating the Internet, and 40 years ago when schools started employing desktop computers. Consider this discussion as a beginning – the information, insights, and ideas gained will help you continue the discussion about AI in your school, district, or practice.

Learning Objectives:

1. Understanding AI: Explain why "generative AI" like ChatGPT is unique and ground-breaking and how to get effective results when using it.
2. Uses for AI: Name at least three novel applications of generative AI like ChatGPT in education (both teaching and learning)
3. Best practices for AI: Name at least three strategies for harnessing generative AI in education while addressing concerns such as cheating, plagiarism, privacy, and ethical use.

________________

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Assistive Technology for Learning Differences - Summer 2023
(10-week, 3-unit ONLINE course through UCSC-Silicon Valley Extension, Santa Clara, CA)

Technology can help struggling students leverage their learning strengths and bypass weaknesses to improve performance, independence, and self-confidence. In this online course aimed at teachers, learning specialists, educational therapists, and parents, you will learn about a wide range of tools to support students with learning disabilities, attention-deficit/hyperactivity disorder (ADHD), executive functioning deficits, and issues with processing information and memory. Through readings, lectures, video demonstrations, and hands-on activities, you will learn:

• How various tools address specific learning needs.
• How to match students with appropriate tools.
• Practical methods and strategies to implement technology solutions and integrate with curricula.
• How technology can facilitate Universal Design for Learning (UDL) practices in the classroom.

Instruction is primarily online and asynchronous (self-paced) and includes comprehensive reading material with diagrams, videos, photos, tables, and links to additional web-based resources, plus self-guided activities. Live weekly Zoom sessions supplement the online instruction with class discussion and technology assistance.  

SKILLS NEEDED:

Students should have a basic understanding of the academic challenges faced by individuals who have learning disabilities, ADHD, and executive function issues. This can be satisfied in various ways, including (but not limited to):

• Professional experience addressing the needs of students with learning differences.
• Completion of "Understanding Learning Differences" (EDTH.X309) or equivalent coursework.
• Prior review of material on learning differences (provided by the instructor).
• Other requisites may be approved in advance by the instructor.

We recommend students understand the basics of using the Google Chrome browser (e.g., installing Chrome extensions) and Google Core Apps such as Docs, Sheets, and Drive.

TOOLS NEEDED:

Hands-on exploration of certain technologies is an essential part of this course. For these activities, students will need access to the following minimum tools, as listed below:

• A computer: A PC with Windows 10 or above, a Mac with macOS 10.14 (Mohave) or above, or a Chromebook with latest Chrome OS.
• The Google Chrome browser or Microsoft Edge browser.
• A personal Google account (recommended: new Google account specifically created for use with this course).
• Need the ability (permissions) to download and install free and trial software, especially Chrome extensions.  Specific titles to be provided in class.

NOTE:  This course is part of the Educational Therapy Certificate Program at UCSC Silicon Valley Extension.  For more information, please visit:
www.ucsc-extension.edu/certificates/educational-therapy

________________

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Advocating for Assistive Technology Devices and Services: How to Get Students the Tools They Need
(2023 Dyslexia Advocacy Conference - Virtual Conference by the Dyslexia Training Institute)

Assistive technology (AT) can help struggling students leverage their learning strengths and bypass weaknesses to improve performance, independence, and self-confidence. However, not every student who can benefit from AT is provided tools appropriate to their needs. According to the National Center for Learning Disabilities (NCLD), approximately one of every five children in the US has learning and/or attention issues, but fewer than half of these students are identified and receive services or accommodations. The others may struggle, be mislabeled, and develop secondary issues.

The reasons are varied: schools may misunderstand their legal responsibilities, lack a systematic process for identifying kids who could benefit, buy into myths about AT, or simply not know what's possible with the right tools. When this happens, it falls to the parents, private therapists, and advocates to make the case for technology.

This presentation outlines steps to help families and educational professionals advocate for AT, including:

• What the law says about AT and the student's/family's rights
• Justifying the need for technology supports with evidence
• When and how to request an assessment of AT needs
• Demonstrating potential performance improvements afforded by technology
• Productively discussing AT with school officials.

________________

This is one session of a three-week virtual conference offered by the Dyslexia Training Institute.  The entire conference comprises 12 pre-recorded sessions and two live workshops.

Conference registrants will have access to all the workshops 24 hours per day for the duration of the conference and can view the workshops as many times as they like. The presenters for each workshop will also be responding to the posted questions during the three weeks. A certificate of completion for each workshop as well as CEUs from the University of San Diego will be available. See the conference website for more: https://www.dyslexiatraininginstitute.org/annual-virtual-conference.html

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