Blog Post #3- Designing for Inclusion and Engagement

Universal Design for Learning (UDL)

As CAST describes, the goal of UDL (Universal Design for Learning) is to create “learner agency that is purposeful and reflective, resourceful and authentic, strategic and action orientated” (CAST 2024). UDL is centered around creating a learning framework that works for everyone. To keep up with our ever-developing society, education systems need to adapt and become more inclusive. Gone are the days when every lesson is taught the same way for everyone. A “one-size-fits-all” approach is no longer the main strategy for education. Rather, finding ways to engage and assist all learners through “multiple means of engagement, representation, and action and expression” (CAST 2024) creates a more inclusive approach to teaching that benefits all students. Through UDL, teachers can attempt to reduce barriers for all learners. If a lesson incorporates UDL and is engaging, taught in different ways, and allows learners to express and communicate with others, those who have “educational barriers” such as mindset difficulties, learning disorders, or are neurodiverse learners are more likely to find a way that they can understand the concept and materials taught. 

By following this framework, learners are more likely to take agency in their learning, which, as stated before, is the whole point of UDL. 

Below are the CAST UDL Guidelines to help teachers incorporate Universal Design in their classrooms. 

Inclusive Learning Design 

Creating inclusive learning design is critical to helping all learners. Often, curriculum and learning environments are designed for the “average student”. But as Todd Rose explains in his TED Talk “The Myth of Average”, there is no such thing as an average student (Rose 2013).  No one learner is exactly the same as another learner. Teachers have to acknowledge that their students come into their classroom or course with prior knowledge, likes, dislikes, strengths, and weaknesses. Rose explains that often the curriculum is based around the false idea that there is an “average learner” and that the “average” is what teachers should aim to teach to (Rose). He proposes that educators shift their mindset from teaching to this false average to aiming to teach to the “edges” so that learning can be inclusive and representational (Rose). Recognizing the “edges” of learning comes from understanding your learners’ strengths and weaknesses and making your learning environment a place in which those strengths can be challenged and those weaknesses can be strengthened. Incorporating scaffolding and learning assistance can support students’ weaknesses through their strengths. For example, if a student struggles with literacy but excels in science, they can use tools such as text-to-speech programs to help their reading skills, and through their excitement and strengths in science, they will further their skills in literacy (Rose). 

Synchronous and Asynchronous Learning 

Synchronous online learning is when a course has structured meeting times and the instructor and learners meet in an online environment at the same time. Asynchronous learning is when a course does not have a structured meeting time but instead activities and lessons that learners can do at their own pace. Both synchronous and asynchronous learning have benefits and weaknesses. By creating learning structures that bridge the two styles allows for learners to  learn at their own pace but still have opportunities to collaborate and strengthen their learning through peer and teacher interaction. 

I have never been in an online class that merges synchronous and asynchronous learning. I have taken online synchronous classes and EDCI 335 as an asynchronous online class. I much prefer my experience in synchronous online classes. I find that I really benefit from structured learning times and the ability to work collaboratively and discuss material in real time. The biggest struggle that I have found with this asynchronous class is simply remembering what needs to be done each week. I have a printed syllabus on my desk at home and countless reminders and calendar entries on my phone to help me remember due dates. Having a class that combines synchronous and asynchronous learning would help ground me more in the course content by providing real-time learning but still having the flexibility to work on the activities when my schedule allows for it would also be beneficial to my learning.

Benefits of Synchronous and Asynchronous Learning: 

Synchronus	Asynchronus
– Active participation  – More opportunity for conversational learning  – Real-time feedback  – Often more engaging	– Flexible schedule  – Ability to learn at one’s own pace  – More room to extend one’s own learning – because there is no time restraint

Weeknesses of Synchronus and Asynchronus Learning:

Synchronus	Asynchronus
– Time restraints – Often internet lags or technology fails  – Lack of pivacy for teachers and students (Todd 2020)	– Lack of motivation  – Good time management skills are needed – Students (me) are often forgetful

Principles of Effective Online Education 

Online learning, whether synchronous or asynchronous, comes with unique challenges.  Learners must have adequate technology, a reliable internet connection, and a safe place to focus on learning. In in-person learning environments, all those challenges are taken away. Schools often provide technology and internet if needed, and classrooms provide students with safe and effective learning environments. 

Including inclusive frameworks such as UDL principals in online learning environments creates more engaging classes and allows students to chose ways in which they learn best. The biggest strength in online learning, particularly asynchronous learning,  is that there is less of a time restraint than in in-person environments. Therefore, educators have the opportunity to create material and activities that can be completed in different ways and students have the time to chose which methods work best for them and focus on those methods. Each student has the opportunity to individualise their own learning, which often is lacking in in-person classrooms because of quantity of students and lack of time.

Although there are limitations in online learning, as technology develops and progresses so will online learning. 

Interaction and Presence 

In online learning, interaction and presence among students and teachers is often lacking, especially with asynchronous learning environments. Incorporating ways in which students can collaborate and ask questions is essential to effective learning. In synchronous online learning environments there are so many fun and unique ways in which interaction and engagement can be integrated into the learning experience. Websites like Kahoot and Blooket can be incorporated to create fun and interactive games. Breakout groups on platforms like Zoom and Microsoft Teams can promote small group discussions and think-pair-share activities. In asynchronous environments group projects can promote collaboration and discussion and having an online platform such as Mattermost to ask questions to the class also promotes collaborative learning. 

Refrences  

CAST. (2024). Universal Design for Learning Guidelines version 3.0. Retrieved from https://udlguidelines.cast.org

TED Talks. (2013, November 25). The Myth of Average: Todd Rose at TEDxSonoma County. YouTube. https://www.youtube.com/watch?v=4eBmyttcfU4&t=385s

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