;
Lorem Ipsum Dolor Spring 2016
3
fidelity of a MOOC one must be able to objectively assess student
performance. These courses normally involve some lecture or video, in
addition to questions embedded in the content that assess understanding. As
students complete lectures and questions they are moved along towards
more summative assessment like quizzes and tests, with opportunities to
reengage content if struggling at first (Do, Chen, Brandman, & Koller, 2013).
Some of these courses exist as independent courses that a student can take
at any time, while others begin and end within a traditional academic calendar
timeframe. Although there are challenges involved with developing a MOOC
for braille code (and particularly for the more nuanced English Braille
American Edition [EBAE]), these challenges are not insurmountable for the
development of courses in the newly adopted and more streamline UEB
code. Moreover, with an estimated 7000-10,000 professionals within the U.S.
currently in need of UEB training (Academy for Certification of Vision
Rehabilitation and Education [ACVREP], 2015; Kirchner & Diament, 1999;
Mason, Davidson, & McNerney, 2000), the need for an efficient and effective
mode of delivery for training is clear.
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