Week 5 Blog

Week 5 Blog

Universal Design For Learning in an Online Environment

1. Select one article regarding Universal Design for Learning and provide a summary of the article and discuss connections to the lesson you are developing. 

    The concepts behind Universal Design for Learning is to provide different opportunities for learning.
It's not one size fits all, and all learners are unique, regardless of socioeconomic status, race ,gender and
language ability. Rogers-Shaw et al. (2018) studied the principles of UDL and how to utilize it by
improving online courses for adult learners. Rogers-Shaw supported the implementation of UDL because
the learning outcome improved greatly by minimizing barriers. Recognizing deficiencies, UDL
encouraged the design of learning by providing students opportunities and independence through
flexibility and choice. Through multiple means of representation, engagement and action and expression,
UDL offered principles and practices allowing for learner-centered approach. Incorporating UDL
principles, learning greatly occurs in an informal setting, because it enhances the learner's ability to
acquire new knowledge.

    To meet the diverse range of learners, different methods of learning are presented through graphics,
audio and video. In the online learning setting, adult learners, prior knowledge, and backgrounds can vary.
Hence, UDL is proven for learners to take control of their own learning even if it is online, because of the
implementation from UDL. From one of my lessons, I incorporate different representations using graphics
from slides, video and audio. Rogers-Shaw et al. (2018) states that UDL is a student centered approach to
learning that focuses on collaboration of learners in an online learning environment in a diverse
population.

2. Visit the CAST Universal Design for Learning website and use resources there to identify strategies that you could integrate into the lesson you are developing.  Discuss at least two strategies that you could meaningfully integrate into the lesson you are developing.
  

     After reviewing the resources from the CAST website, I would need to strategize my lessons by giving
students multiple means of autonomy because what works for some may not work for others. I believe the
only way that will fuel students' autonomy is to give students interests in what they want to do. With my
lessons, I am always thinking if I am making an impact on what I want my students to learn, but it can be
confusing and meaningless to them. 

    Strategies I could use to integrate into my lesson would be representation showing graphics and
presentation from google slides. This will activate prior knowledge into new information, supporting vocabulary to what is being taught. Another strategy would be to provide action and expression by giving students many tools, models, and plenty of options of what they already know. All my instructions are done by using smartboard technology, document camera, different applications that are student friendly, and google slides presentations.

I can digitally provide feedback to support students' learning using Seesaw and Google Classroom, and at the same time, allow students to risk mistakes and learn from them. In conclusion, CAST would allow me to rethink the way I teach my students by removing barriers to provide equitable learning or all, and use flexible assessments to build around students’ strengths.

3. Reflect upon the guidance provided in the 2024 NETP regarding the integration of UDL strategies to address the Digital Use Divide (week 2 reading assignment).

    Regardless of technology level, or experience, what I find is that UDL strategies address the Digital Use Divide in support of all learners using multiple means of expression, and representation that accommodates self-directed learning. Enhancing curriculum using new technology allows people to create exciting lessons for learners to master their learning content. With the Digital Use Divide, I can think about actively using it to involve  critical thinking that includes activities media production, making global

connections, and peer collaboration. This in turn, can empower students’ learning when they are able to take ownership by using their skills practically and meaningfully. 

References:

Rogers-Shaw, C., Carr-Chellman, D. d., & Choi, J. (2018). Universal Design for Learning: Guidelines for Accessible Online Instruction. Adult Learning, 29(1), 20-31. 

CAST (2020). UDL Tips for Designing Learning Experiences. Wakefield, MA; Author. Retrieved from http://www.cast.org/publications/2020/udl-tips-designing-learning-experiences

Office of Educational Technology. (2017). A Call to Action for Closing the Digital Access, Design, and Use Divides: 2024 National Educational Technology Plan. Retrieved from https://tech.ed.gov/netp/digital-use-divide/