With the large diversity in student populations in areas such as learning styles and learning disabilities, educators need to provide multiple processes and products for to express their learning. The authors discuss examples of two Web 2.0 technology products that were integrated into postsecondary-education diversity course. They also provide particulars for integrating two Web 2.0 learning environments, blogging and glogging, into curricula at the university and K-12 levels.IntroductionAdvancing educational philosophies such as Universal Design for Learning (UDL; Center for Applied Special Technology [CAST], 2014) provide for diversity in student learning styles and learning disabilities in classrooms. CAST (2014) encouraged educators to provide multiple ways and products through which may express their learning. Some of these student products could be created within innovative Web 2.0 learning environments such as blogs and glogs. The following discussion provides reasons for and examples of postsecondary assignments integrating Web 2.0 technologies; professional development needs; policy and copyright considerations; and other curricula integration possibilities.Definition of TermsA blog is an journal comprised of links and postings in reverse chronological order. [Blogs are] alternatively called web logs or weblogs (derived from web + log) (Maryland State Department of Education [MSDE], 2007, p. 25).Bot, short term for the word robot, refers to a device or piece of software that can execute commands, reply to messages, or perform routine tasks, as online searches, either automatically or with minimal human intervention (often used in combination)... (bot, n.d., para 3).The term glog is possibly combination of graphics and log (g + log). Glogs ...combine the use of images, sounds, and graphics with text (Maloy, Verock-OToughlin, Edwards, & Woolf, 2014, p. 225).Web 2.0 learning environments are interactive tools that ...encourage nonlinear, dynamic presentations that expand how think about topics (Maloy et ah, 2014, p. 224)Universal Design for LearningUDL is an educational philosophy or approach related to instruction based on student diversity (CAST, 2014; National Center on Universal Design for Learning [NCUDL], 2014). This approach is being adopted by leaders of many educational institutions in the United States (The Iris Center, 2014; New York City Department of Education, 2014; Towson University, 2014b). Rose and Meyer (2006) have long claimed that gives teachers framework for developing engaging learning environments. By providing with multiple pathways for reaching common goal, teachers are more likely to engage and motivate their students (p. 9). CAST (2014) and Ralabate (2011) also recommended the use of multiple means of expression so that the needs of with varying types of learning styles can be met. Web 2.0 learning environments provide alternative opportunities for to express their learning, fulfilling the notion that... UDL assessments could use multimedia to present material in ways that are tailored to the student's best medium for understanding (Rose 8C Meyer, 2006, p. 78).Integrating Technology into the CurriculaTeachers should adopt Web 2.0 technologies (Tucker, 2014) because such technologies can be used to create stimulating learning environment (Tu, 2014). In order for educators to know how to integrate technology into the curricula, however, personnel in postsecondary teacher-preparation programs should not just teach the general use of technology but also how that technology can be applied ...for instructional purposes (Hammonds, Matherson, Wilson, 8C Wright, 2013, p. 36). Lack of knowledge and skill in the application of information technology is global problem (Lamanauskas, Slekiene, 8C Raguliene, 2012). In order to help educators integrate technology, researchers are conducting studies on the teaching and use of Web 2. …
The results of the nutritional intervention on one of the twenty MRFIT centers is presented. The reduction in cholesterol was 5.78% after four years. Those results were compared with the changes found in serum cholesterol with a similar diet and the administration of either clofibrate or gemfibrozil. The reduction with clofibrate remained at 5%. However with gemfibrozil the reduction in cholesterol was 16%. The HDL level rose in half of these patients treated with either clofibrate or gemfibrozil. The results without concurrent dietary restriction usually show a greater reduction in VLDL and a greater rise in HDL than we found when nutritional and pharmacologic intervention were combined.
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