PART 1: Article Summary and Lesson Connection
How do IDs perceive connections between UDL and active learning approaches in online course designs?
How do IDs apply UDL to active learning approaches in their online course designs?
What do IDs perceive as enablers to the application of UDL to active learning approaches in their online course designs?
How do IDs address barriers to the application of UDL to active approaches in their online course designs?
The first question was answered with responses that highlighted the mutual support that UDL and active learning supply for each other. Participants felt that UDL was a key factor in active learning. Responses to the second question encouraged instructional designers to focus on students in the learning process. The third question garnered answers such as the requirement of enough time, support, resources, and experience necessary in order to apply UDL to the active learning approaches used in the courses. And finally, responses to question number four highlighted lack of time as a barrier to the application of UDL.
The four themes of belongingness, social learning space, structuredness, and universality were synthesized from the data taken from the study. Categories for the instructional strategies used by the participants were also assigned; these categories included activity-centered, content-centered, and learner-centered strategies.
Lesson Connection
My current lesson contains a content-centered activity (a double Bento Box one-pager) that then allows for peer feedback on a shared online platform (Canva). The activity becomes learner-centered as students give and take feedback. Students create their one-pager and share the project with peers. Those peers then give feedback within the platform. If changes need to be made, students may then alter their projects before submitting them for teacher review.
The lesson is adaptable to any level and any language, and it fosters collaboration in the social learning space it creates. It is explicit in its expectations and instructions and structured to meet the needs of my students.
Not only does my Double Bento Box project display the themes revealed in the article by Rogers and Gronseth, it demonstrates the instructional strategies reported by the participants in the study.
PART 2: Potential Additional UDL Strategies
Consideration 7.1 of the CAST UDL Guidelines is Optimize Choice and Autonomy (2024). At this point, I am not sure if this will work, but I will attempt to add more choice to the Double Bento Boxes. I used the template for the Bento Box provided by K20 Center at The University of Oklahoma (K20, n.d.). However, I will attempt to add alternative templates to the project. I do not want to confuse students with added instructions, but additional choices would be beneficial for the students.
Consideration 1.2 of the CAST UDL Guidelines is Support Multiple Ways to Perceive Information (2024). I will add an instructional video to the Double Bento Boxes. This will provide an alternate way for the students to perceive the information and allow for all students to understand and correctly interpret the assignment.
PART 3: Reflection on the 2024 NETP and UDL Strategies
The Office of Educational Technology’s 2024 National Educational Technology Plan (NETP) addresses the use of UDL strategies in efforts to reduce the Digital Use Divide. The consensus is that students should be actively and not passively using technology as an educational tool (Office of Educational Technology, 2024). Teachers can foster this active use through student choice and project-based learning. My lesson project aligns with these strategies. Students are actively engaged in making choices regarding their learning, and they are collaborating on a project while learning the content matter. These factors combined lead to maximum engagement on the part of the learners while providing the appropriate supports for the diverse student population in my school and classroom.
References
CAST. (2024). Support multiple ways to perceive information. Udlguidelines.cast.org. https://udlguidelines.cast.org/representation/perception/ways-perceive-information/
K20 LEARN | Instructional Strategies. (n.d.). Learn.k20center.ou.edu. https://learn.k20center.ou.edu/search?type=strategies
Office of Educational Technology. (2024). A Call to Action to Close the Technology Access, Design, and Use Divides: National Educational Technology Plan. Department of Education. Retrieved from: https://tech.ed.gov/netp/
Rogers, S.A. and Gronseth, S.L. (2021). Applying UDL to online active learning. The Journal of Applied Instructional Design. Doi: 10.59668/223.3748. Retrieved from https://edtechbooks.org/jaid_10_1/applying_udl_to_onli?book_nav=true
This is a fantastic post, Tiffany! Thank you for sharing your thoughts with us. The connection between UDL and active learning is a really important point to make. Using educational technology allows us to engage students in ways that pique their interests. Students have grown up in a setting that is totally foreign to the ways in which I came up. I think that leveraging their love of technology in order to make them engaged in the classroom is a fantastic endeavor. What works well for one student may not work well for another, but through making use of ed. Tech, we can allow them to focus on their learning in ways that appeal to them. It’s hard to force someone to do something they find disinteresting. Allowing them some choice and autonomy in their education will go a long way to combat student burnout.
ReplyDeleteThis blog post beautifully highlights how UDL principles can be integrated into online learning through active, student-centered strategies. The connection between the Double Bento Box project and the themes from Rogers and Gronseth’s study is well articulated, showcasing how thoughtful design fosters collaboration and peer feedback. I love how the activity evolves from content-centered to learner-centered, truly embodying UDL’s emphasis on adaptability and inclusivity. The structured yet flexible approach ensures all students can engage and succeed at their own pace. Overall, this is a fantastic example of UDL in action within an online learning environment!
ReplyDeleteHi Tiffany! You have such a thoughtful post on UDL and your lesson. I appreciate how you are reflecting on adding in alternative methods of delivery but also being cognizant of how this could be confusing to students. Your lesson sounds well-planned and correlates with UDL. Thanks for sharing!
ReplyDeleteHi Tiffany! This is an excellent summary of the reading and your addition of supporting information is very helpful. Thanks!
ReplyDelete