EDCI 335 Blog Post 3

– Universal Design for Learning (UDL):

Universal design for learning allows for educators to create personalized learning that helps benefit each student. It’s unreasonable to assume all students are at the same learning level and learn in the same way. It should be assumed by educators that their classrooms could be full of students speaking various languages, different cultures, educational backgrounds, learning abilities and needs. They should have plans and ideas to help cater to every student’s needs. They can gather these ideas from the UDL chart that touches on design of engagement, representation, action and expression. By ensuring proper UDLs are in place across all classrooms more students will be able to learn successfully. 

Inclusive Learning Design:

The best way educators can ensure their learning environments support equity, belonging and representation is by getting to know their students. This means understanding their learning styles, where they may fall short and their strengths. Switching teaching styles if students are struggling to do well on testing or projects can help build representation. It also means making their classrooms a safe and welcoming space for all students. Ensuring the classroom is a respectful and kind environment for everyone to learn in builds belonging. It can be beneficial to have many voices in a classroom. Allowing students to share their ideas and opinions if they are open to it can also help build a strong environment. 

Synchronous and Asynchronous Learning:

Both synchronous and asynchronous learning have the opportunity to support engagement. Traditionally, synchronous learning has been looked at as more beneficial. As synchronous learning typically means that students and teachers meet on routine on the same day and time. Meeting means there are more opportunities for discussions held in class, interaction between teacher and student and interactions between student and student. As well as teachers are able to share information and ask questions while getting real time responses from their students. All of this establishes a strong sense of classroom engagement. 

On the flip side, asynchronous learning may be more beneficial to specific students. Examples of this may be a shy or anxious student who has a difficult time speaking up in class. Asynchronous learning may help them begin to get more comfortable and confident. Oftentimes a lot of the anxiety behind sharing ideas in a classroom setting is the fear of being incorrect. If a student has time to properly research and expand on their ideas they may feel more in favour of sharing them. The majority of students don’t enjoy speaking on the spot which is why asynchronous learning can be really great. 

The two learning methods can easily be balanced in a classroom. An example of the synchronous method could be having set regular meeting times. This ensures students are still attending classes. But, instead of putting students on the spot instead asking them to share their ideas and answers. The asynchronous method could be pulled in and the students could be asked to share their thoughts on a class discussion page. 

– Interaction and Presence:

All three of these interactions can be fostered in online learning. Starting with student-content interactions, content should be posted in multiple forms such as videos, articles, summaries, etc. This will help keep the student engaged with the content. Student-students can be seen in discussion posts or group projects. Requiring students to leave responses on their classmates’ discussion posts is a great way to enforce this interaction. Lastly, student-instructors can be seen in individual online meetings and instructor office hours. All three are important as they help create a community. A place for students to feel comfortable asking questions, build relationships and share their personal work.