Mixin Classes in Odoo 17 How to Extend Models Using Mixin Classes
JTC May 2013 - Flexible Pathways Session
1. JTC Event May, 2013
Karen Andrews
Dr. Veronica Smith
Karen Pedersen-Bayus
2. The Alberta Context
Inclusion promotes the full participation of
all individuals in society, regardless of their
traits, identities, or circumstances. In an
inclusive society, we understand that
diversity is one of our strengths, and we are
able to build on our strengths together.
When we act in an inclusive way, we
promote the full participation of all
individuals in our society and acknowledge
varying perspectives.
(Alberta’s Social Policy Framework, 2013).
3. The Alberta Context
Technology can help learners with
special needs to more fully
participate in learning activities...It
is reasonable to assume that
assistive technology will continue to
break down barriers.
(Inspiring Education, 2010, p. 29)
4. The Alberta Context
• Develop and support a modified curriculum and
learning resources for students with highly specialized
learning needs.
• Create ways in which students with disabilities, or who
are gifted and talented, can access the curriculum and
demonstrate their knowledge.
• Provide provincial professional development
opportunities for teachers, teaching assistants and
learning coaches to develop instructional strategies for
inclusive education in schools and school authorities.
• Increase access to technologies to support the learning
of all students.
Recommendations include:
6. The challenge?
• Every learner is unique.
• Differentiating instruction is complex
• Twenty-five years of research describe
what works in inclusive practice but it is
difficult seeing how all the pieces fit
together in a comprehensive framework
that is practical, research-grounded, and
efficient (Katz, 2012).
(
How do we realize the vision?
What needs to be in place?
7. INclusive, INnovative learning spaces
Inclusion is not about
bringing people into
what already exists…
but about making a
new space… a better
space for everyone.
Dei, 2006
9. The promise of new technologies
• are versatile
• are transformable
• are dynamic
• can be manipulated
Digital media
“The soul of new digital media is its flexibility”
(Rose & Gravel, 2012)
10. •Build and share expertize around the design and implementation
of inclusive, innovative ‘learning spaces’ at the Junior High level
where technology is leveraged to create flexible pathways to
success.
•Of special interest is the role technology can play in supporting
learners’ increased participation and achievement of learner
outcomes in environments where there are diverse cognitive
abilities (including students with intellectual disabilities and
students identified as gifted) .
Purpose
12. School jurisdictions have agreed to:
• Implement a research project that explores the role of technology
and pedagogical practices in inclusive Junior High settings.
• Use the SETT framework to identify specific assistive technology
for targeted students.
• Participate in research and in a research community of practice
(RCOP).
• Share stories.
• Host site visits.
• Contribute to the project website
and interim and final reports.
13. Communities of Practice
- Etienne Wenger
• share a concern or a passion for something they do
• learn how to do it better as they interact regularly.
• engage in a process of collective learning in a shared domain.
• Requires: Commitment to participation and sharing
#flexpaths
14. Site Visits- We are hearing conversations about:
• Technology access, management and planning
• Technology integration
• Skilled support staff
• Pedagogical practices
• Attitudes and Beliefs
• Learner profiles
• Professional learning
• Learner-centred practices
• Universally designed learning environments
17. 17
The Essence of DE
Developmental Evaluation
is about bringing critical
thinking to bear on
innovative processes
18. Complexity Matrix
CertaintyClose to Far from
Closeto
Simple
Plan, control
Zone of
Complexity
Technically Complicated
Experiment, coordinate expertise
Socially
Complicated
Build
relationships,
create common
ground
Brenda Zimmerman, Schulich
School of Business York
Anarchy
Communities
of Practice
Zone of high
creativity and
innovation
22. 22
Flexible Pathways: The Right Conditions
for a Developmental Evaluation
Within each school authority
the ‘program/exact
plan/processes’ do not yet
exist; it has to be created
We want to create a theory of
change, or an understanding
of the essential conditions,
through practice
The situation is complex –the
relationships of cause and
effect may remain
fundamentally unknown, yet
rich case descriptions can
provide insight retrospectively
23. Research Aims
• What are the processes and context factors that shape the successful
implementation of technology in inclusive learning environments in Junior
High/Middle school settings designed to facilitate the participation and
achievement of learner outcomes for students who require significant
accommodations to access the curriculum?
Many factors
Context and
Processes
Engagement
and
Participation
Outcomes
27. Phase
One
• What is our
context now?
Phase
Two
• What needs to
happen first?
Or what are we
building upon?
Phase
Three
• How can we
build upon
what we’ve
learned so far?
28. Understanding Context –
Questionnaires – Teachers and
Staff• Alberta Context Tool
• - resources, leadership, culture
• TPACC
• -knowledge about teacher’s use of technology and pedagogy, including use with
diverse learners
• QIAT
• -knowledge about assistive technology – selection, use, implementation,
monitoring
• Social Capital
• - social trust, norms and
• shared expectations; and channels for new information
• ISTE
• - essential conditions for technology standards
• Tell them from Me
• - student engagement questionnaire
•
29. Components
• Social Capital -
- Collegial trust – “I can communicate freely with the principal
about school matters/”
- Support for risk taking – “Teachers in my school manifest trust
and team spirit.”
• Learning – “My students are motivated to learn”
• Pedagogy – “The use of technology has enabled me to create
more ways for my students to express their thoughts and
analyse their ideas.”
• Receptivity – “ I am eager to know how IT can improve my
teaching practice.”
• Perceived effectiveness of Professional Development – “My
confidence in using IT in teaching and learning has increased
after attending staff development programs.”
30. Understanding Contexts Questionnaires – Students
Examining Participation that is Meaningful to the
Students Themselves: What is valued? Social Networks
What do we know about children’s
social participation at school?
Main interest at school concerns relationships with peers….
• Interest in how children perceive their own situation
– Understanding of friendships
– Loneliness at school
• How others perceive the included student
– How are children in the class connected to the child with developmental
disabilities?
• Critical in understanding how to intervene!
31. How do children perceive their own
situation?
Children from first to fifth grade (6-12
years) in fully included regular classrooms
They also reported having a friend
Report poorer friendship quality
compared to typical
More loneliness compared to typical
children
Developmental shift across studies with
problem compounded later in
development
Study 2 Study 3 Study
1
Loneliness by group and
study
33. How do others see children with ASD?
Social Network Analyses
More diverse findings:
40% peripheral but also 38%
secondary
Still very few isolated kids
(6%)
0
5
10
15
20
25
30
35
40
Social Network
Status
isolate
peripheral
secondary
nuclear
34. Understanding Context: What is
happening in the Classroom? –
Observations
• Classroom Assessment Scoring System
(CLASS)
Pianta, La Paro, & Hamre, 2006 – Center for Advanced Study of Teaching and Learning (University of Virginia)
CLASS: System for observing and assessing the qualities
of interactions between teachers and students in
classrooms (Classroom Quality).
CLASS: Measures instructional and social-emotional
interactions proven to contribute to students' academic
achievement and social competencies
CLASS: Can be used to reliably assess classroom quality
for research and program evaluation
CLASS: Validated in over 2,000 classrooms
35. What dimensions does the
CLASS measure?
Classroom Organization
Behaviour
Management
Productivity Instructional Learning
Formats
Emotional Support
Positive
Climate
Negative
Climate
Teacher
Sensitivity
Regard for
Student
Perspectives
Instructional Support
Concept
Development
Quality of
Feedback
Language
Modeling
Literacy Focus
PreK/K Only
Classroom
Quality
40. Question #2
• What are important factors that support the
infusion of technology and technological
pedagogy in school/classroom settings?
– Where are we struggling?
– Where are do we have exemplars of practice?
41. Question # 3
• Why do you think these kinds of initiatives are
important now?
43. Contact us
karen.Andrews@gov.ab.ca
Senior Manager - School Technology Branch
veronica.smith@ualberta.ca
Associate Professor,
University of Alberta
Karen.pedersen-bayus@gov.ab.ca
Education Manager –School Technology Branch
@kpbayus
44. Acknowledgments
• Alberta Education
Support
– Rita Wilson-Smith
• Research Assistants
– Stephanie Hayes
– Anastasia Kulpa
– Krystle-Lee Turgeon
– Ewa Wasniewski
• Students, Teachers, School
Principals, School Support
Staff in our five
jurisdictions: Lakeview,
Rocky View, Prairieland, St.
Albert Catholic, and Fort
Vermillion
