EDCI 335 blog post#3
How will your interactive learning resource specifically ensure that the needs of all learners can be met?
After reading universal design and Inclusive design, I was able to know that learning design must be done in advance rather than adding accommodations during the process of learning to help reduce barriers that interfere learners. It is common that learners may come into a course with different prior knowledge, personal experiences, language backgrounds, comfort levels, and access to technology. Hence, It is important to understand that my resource should not assume that everyone learns in the same way In order to meet the needs of all learners. This can be done by using Universal Design for Learning: provide multiple ways for learners to access information, participate, and show their understanding. For example, we can include short videos with captions and transcripts, written summaries, visuals, key vocabulary lists, short quizzes, and guiding questions. This helps reduce barriers because learners, including people with disabilities like hearing loss or visual impairment can choose the format that works best for them. We can also provide different ways to participate, such as written reflections or responses, discussion posts, or small group conversations to keep learners motivated and engaged. Overall, to design a learning resource, following the principles of universal and inclusive designs are important because it ensures the learning become effective and efficient for diverse learners.
How can you adjust your planned learning activities to meet the needs of your learners if an unexpected event occurs? (for example, if a pandemic arises, and many of students must now work from home – how will you ensure that they can still learn successfully? What training will they need, and how will you deliver it, knowing they must remain at home?) This is a common discussion thread right now, as many schools and universities have made the switch to teaching online.
If an unexpected event occurred, such as a pandemic where students had to work from home, I would adjust the learning activities to be more flexible and accessible online. Instead of relying only on live meetings, I would provide asynchronous materials so learners could access them whenever they need to at different times and locations. This could include prerecorded lectures, downloadable readings, and short quizzes or assignments. Since the transition of in person lecture to online class could cause confusion, learners would also need simple tutorials on how to use the online tools, such as how to access the learning materials, submit assignments, join discussions, and watch lecture videos by turning on captions. I would deliver this training through a short step-by-step guide on a recorded video, allowing learners to focus on the content instead of feeling confused by the technology and make the learning feel more successful.
Think of a recent learning experience (online or otherwise) you’ve had as a student. Where did it assume an “average” learner? Briefly describe one or more ways you would redesign it using UDL principles to better support learner variability.
A recent learning experience I had that assumed an “average” learner was an online tutorial about software development where everyone was expected to follow the same video at the same pace, and complete the same task in the same way. The problem was that if I missed one step or did not understand the concept, it became difficult to continue. I would redesign this using UDL principles by breaking the tutorial into smaller sections, adding written instructions beside the video, including captions, giving examples of common mistakes, and making quizzes after each lesson. This way, learners can easily check whether they understood the material correct and always go back and start from where they got lost.
References
Inclusive Design Research Centre. (n.d.). The Inclusive Design Guide. Inclusive Design Research Centre, OCAD University. https://guide.inclusivedesign.ca/
Meyer, Anne, et al. Universal Design for Learning: Theory and Practice. CAST Professional Publishing, an Imprint of CAST, Inc., 2014, UDL Theory Practice, retrieved from: udltheorypractice.cast.org/
Right to Education – Inclusive Education, retrieved from: https://www.inclusiveeducation.ca/learn/right-to-education/