This week, we focus on how to ensure our learning is for all, with a focus on Universal Design Principles, making learning inclusive and accessible, as well as relevant (Smith, 2020). Being intentional about this is important, and really thinking about the barriers that the learning resource could put up can help us to mitigate against this happening in the first place – a bit like completing a risk assessment before organizing an event. I came across an analogy of thinking about this in terms of designing a kitchen, everyone will use that room differently, so the design needs to be considered carefully, minimizing hazards for all (Null, 2013).

While reading materials this week, I am reminded of my own experience as a grade 3 and 4 teacher in England during 2020/21. We were suddenly expected to deliver our lessons online, when we had no training or guidance to do so – an experience shared by many others (Burns, 2020). Although I could write about this experience in detail, I wish to link my thoughts to my colleague’s blog – https://cheuckminglaiedci335.opened.ca/

They mention the need for flexibility, in terms of both hand in dates and the speed that learning takes place. This was certainly the case when we made the quick switch to online learning, parents had to work too, so limiting when students were able to use home computers. However, we were also trying to create a community of learners who badly needed social interaction. Alike to Casa-Todd’s (2020) suggestions, we were prerecording learning and allowing them to self-pace, but as a teacher it was a constant concern that I might not be available to give feedback as and when it was needed. I found that lunchtime video socials helped to reduce the lack of contact with the learners, and working on shared google documents, and sharing the children’s work helped them to create a learning community, but creating connection was hard using the online platforms with young children.

Thinking about our blueprint: https://abbyashfield.opened.ca/assignments/

ActivityBarriersAlterations and considerations
Writing reflections or insights into which activities best fit their context and the reasons why.TimeThe learners will need enough time to implement more than one of the physical activities with their class – hand in dates will need to be thought about to allow for this. 
Writing / mode of responseDo learners need to make this written? Could also complete this using a voice or video recording, handing in a lesson plan with notes added, or through an online discussion forum.
Scaffolding / Support (depending on when this takes place in the learning sequence)This could be something that is scaffolded through giving examples, providing the activities to choose from, showing the activities being used by other teachers. Perhaps a template could be used to better support the learner’s answers and thinking – making it clear what focus should be given. 
Mode of deliveryThis doesn’t have to be just be delivered as a written question/activity. They instructor could record themselves speaking, explaining, or talking through an example to ensure that this is not a barrier. If using a video, providing a transcript and subtitles would also allow learning for all. 

As we move towards creating our learning resource, it is important to keep the UDL (Universal Design for Learning) principles in mind, thinking carefully about using the framework, and the three areas of engagement, representation, and expression. It is important to choose a design that links closely to the goals of the learning rather than try to incorporate everything within the framework (Nelson, 2013).

References:

Bates, A.W. (2019). Teaching in a Digital Age – Second Edition. Vancouver, B.C.: Tony Bates Associates Ltd. Retrieved from https://pressbooks.bccampus.ca/teachinginadigitalagev2/

Burns, M. (2020, May 26). Getting ready to teach next year. Edutopia. Retrieved from https://www.edutopia.org/article/getting-ready-teach-next-year


Casa-Todd, J. (2020, May 26). Synchronous vs asynchronous learning. Retrieved from https://jcasatodd.com/synchronous-vs-asynchronous-learning/

Nelson, Loui Lord. (2013). Design and deliver: Planning and teaching using universal design for learning. Brookes Publishing. [ProQuest Ebook Central]. https://ebookcentral-proquest-com.ezproxy.library.uvic.ca/lib/uvic/detail.action?docID=1787427


Null, R. (2013). What is universal design? In Universal design. Taylor & Francis Group.


Smith, N. (2020, June 3). The pandemic has shown us where real learning happens. The Tyee. Retrieved from https://thetyee.ca/Analysis/2020/06/03/Pandemic-Where-Real-Learning-Happens/