Blog Post #3: Universal Design for Learning
In order to create an interactive and engaging learning digital resource, we need to intentionally create activities and experiences that are easily accessible, learners have all the tools required to engage with space, inclusivity and it should be engaging, instead of just transferring classroom activities from physical space to online space. The topics that we learnt in module 3, such as Universal design for learning (UDL), provided the required frameworks and design strategies that are inclusive and helped to take learners diversity in focus from starting. In cooperation with these resources, we can be sure that no matter the background of your learners, you get the equal and meaningful opportunities to learn and succeed.
For reducing learning barriers and creating an equitable learning environment, we can consider the various means of representation, expression, and engagement. Universal Design for learning (UDL) helps with creating such online spaces. For example, providing access to transcripts, choice in assessment formats, and interactive visuals can allow students to access the material in a way where they feel more comfortable. In my personal experience, transcripts in videos and discussion based assessments helped me greatly to understand the topic in more depth and by providing these resources we can make sure every learner demonstrates understanding more effectively.
When we talk about inclusivity in learning designs, it usually goes beyond cultural relevance and representation. We can apply various inclusive strategies such as using diverse case studies and creating norms in the classroom to reinforce multiple types of voices. It also helps in increasing motivation and engagement with material because when students read about their identities in learning resources, they tend to be more motivated to understand it effectively. According to BC’s learning education principles, all learners should feel valued within the learning community and it can be achieved with these strategies.
Synchronous and asynchronous learning also plays an important role in creating an inclusive learning environment. Synchronous sessions create real time engagements, and community whereas on the other hand asynchronous learning provides flexibility such as recorded lectures. Carefully adopting both aspects can create a diverse learning online space that can accommodate different schedules, learning speeds etc. for example, I am a quiet student and asynchronous courses allowed me to contribute deeply at my own pace.
Other things that really affect the learning process and making a space engaging are clarity, alignment and accessibility. In the UDL framework where all the learning outcomes, activities and assessments are coherently connected with each other can help in creating such spaces. When clear instructions have been given and transparent grading criteria is posted, it can help students to understand what, why and how they are learning which in result naturally increases the engagement.
In order to increase motivation and inclusion among the students in online space, interaction and presence is required either between students and contents or with instructors. In addition, if there is timely feedback, peer reviews, discussion boards and group projects can positively reinforce these connections. In my personal experience, when there was regular presence of both students and instructors, it assured me of the support and help available to me which as a result increased my satisfaction in that course.
References
- CAST, Inc. (n.d.). The UDL guidelines.https://udlguidelines.cast.org/
- Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2–3), 87–105. https://doi.org/10.1016/S1096-7516(00)00016-6
- Mayer, R. E., & Fiorella, L. (Eds.). (2021). Contents. In The Cambridge Handbook of Multimedia Learning (pp. v–viii). toc, Cambridge: Cambridge University Press.