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modules using Moodle has been interesting with some adult learners who
complete activities quickly and others who need a great deal of support or
reminders to make progress. Other discoveries that have been shared from
these hosting experiences include giving learners more contexts for pictures
and videos within learning assignments. For example, in one learning
activity, an example is shown where a student with deaf-blindness needed
more support from a teacher. Some learners needed more explicit guidance
from CSDB staff to explain that the goal of the assignment and that making
suggestions to improve support for the student in the video was permissible.
This type of feedback has been helpful
to NCDB in making revisions and
improvement to OHOA.
Amy Parker, National Center on Deaf-Blindness (NCDB)
Overall, state partners who have adopted the OHOA modules continue
to find ways to tailor them to fit the unique needs of learners. Consistently,
state partners share that there is a definite learning curve for many in learning
to use Moodle. In response to this need, NCDB developed a Welcome and
Orientation module to support all learners in using the Moodle tools, including
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