David Rose

David Rose
CAST · Lecturer, Harvard Graduate School of Education

Doctor of Education

About

41
Publications
56,791
Reads
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3,391
Citations
Additional affiliations
February 1984 - April 2015
CAST
Position
  • Chief Education Officer, Founder
January 1984 - April 2015
Harvard University
Position
  • Chief Education Offier, Founder, Lecturer

Publications

Publications (41)
Chapter
The goal of assessment in a Universal Design for Learning (UDL) approach is to provide the kinds of information that will improve instruction for each learner. Whereas traditional tests and diagnostics tend to focus on identifying weaknesses and disabilities in the individual learner, diagnostics in a UDL approach focus much more on identifying wea...
Technical Report
Full-text available
The increased capabilities offered by digital technologies offer new opportunities to evaluate students’ deeper knowledge and skills and on constructs that are difficult to measure using traditional methods. Such assessments can also incorporate tools and interfaces that improve accessibility for diverse students, as well as inadvertently introduce...
Article
In this article, Don Glass, Anne Meyer, and David H. Rose examine the intersection of arts education and Universal Design for Learning (UDL) to inform the design of better art, curricula, and UDL checkpoints. They build a case for the contribution of the arts to expert learning across the affective, recognition, and strategic neural networks and ar...
Book
The print version is available through Amazon, etc. but a richer multimedia version (and one that is more accessible) is available freely at: http://udltheorypractice.cast.org/login
Chapter
The concept of 'universal design for learning' is relatively new in education although it has mature roots in other fields. The application of universal design to education has the same general purpose as in other fields: to create environments that are designed, from the outset, to be open and accessible to all. However, the additional demands of...
Article
From its inception, the field of Mind, Brain, and Education (MBE) has been conceived as an interdisciplinary science, and with good reason: The phenomena the field aims to understand often arise from interactions among multiple factors, span levels of analysis, and are context dependent. In this article, we argue that to reach its potential as an i...
Chapter
Much of this book, like most writing on educational technology, focuses on what we can learn from technology. This chapter takes the opposite point of view: what technology can learn from us. We have chosen this contrarian route for several reasons. First, as educators who develop technology (both of us work at CAST, on educational research and dev...
Technical Report
Full-text available
The Universal Design for Computer-Based Testing (UD-CBT) guidelines is a systematized representation of the multi-dimensional UD-CBT framework (Harms et al., 2006; Burling et al., 2006) to support test item development and analysis of item designs. These guidelines are organized according to three tiers: test delivery considerations, item content a...
Article
ABSTRACTABSTRACT—The digital age offers transformative opportunities for individualization of learning. First, modern imaging technologies have changed our understanding of learning and the sources and ranges of its diversity. Second, digital technologies make it possible to design learning environments that are responsive to individual differences...
Article
The traditional “one-size-fits-all” approach to curriculum denies the vast individual differences in learning strengths, challenges, and interests. The focus of this article is a novel approach, called Universal Design for Learning, to addressing the challenge of individual learner differences. Cognitive science research suggests the joint action o...
Article
Full-text available
Recent advances in the cognitive sciences, and especially in the cognitive neurosciences, have made one thing abundantly clear -- there is no simple way to characterize, or localize, cognition. The journal Cognitive Psychology takes a typical approach to this problem; instead of directly defining cognitive psychology, the journal lists the kinds of...
Article
Full-text available
Over the past decade, evolving technologies have revolutionized the way we do business, communicate, make war, farm, and provide medical treatment. New technologies are also transforming education, and in no domain more dramatically or successfully than in the education of students with disabilities. Although the existing benefits of technol-ogy fo...
Article
Full-text available
This article presents testimony before the Senate Appropriation Committee on the future of educational technology. Assistive technologies for students with disabilities are explained, and the need for Congress to support continued development of assistive devices, digital curricula, and universal design for learning technologies is stressed. (CR)
Article
Full-text available
This paper posits that when new technologies in education move beyond their initial stages of development, innovations in curriculum design, teaching strategies, and policies will be driven by the needs of students "at the margin," those for whom present technologies are least effective, students with disabilities, and that all students will be the...
Article
For 12 years, the Center for Applied Special Technology (CAST) has researched use of technology to expand opportunities for diverse learners. Universal design principles drawn from architecture and product development are useful for developing effective educational tools that can accommodate students' varied recognition, strategic, and affective sy...
Article
Discusses ways in which technology in the classroom is bound to affect both what and how language arts is taught, as well as the very culture of schooling. Places technological innovations within a historical context and provides a hopeful picture for the future. (RS)
Article
In a hypothesis derived largely from animal literature, Douglas proposed that the hippocampus in the human brain matures at about 4 to 5 years of age. In the present experiment, this was investigated with maze learning in preschool children. As predicted, younger preschoolers exhibited deficits observed in hippocampectomized adult animals, namely,...
Article
Full-text available
Abstract In our era, new technologies are challenging traditional definitionsof what it means to be literate. Reading and writing remain important facets of literacy but are not themselves synonymous with literacy. Specifically, digital media have revived the importance of listening and oral literacy. Thisis happening at the same time that brain im...

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