Blog Post #3:

Inclusive Design EDCI -335 

Meeting the Needs of Your Learners when Unexpected Events Occur: 

While creating an interactive learning resource based on our blueprint design structured around implementing physical activity into the classroom setting to benefit children’s health and well-being, there are various factors to consider. One of these factors is how we can adjust our planned learning activities to meet the needs of our learners if an unexpected event occurs. This is a pressing concern because, within the past five years, the COVID-19 pandemic was an event that undoubtedly shifted teaching styles and instruction methods across the planet. When creating a teaching design, it is essential to consider how students could effectively work from home to ensure the safety of the students and teachers while still carrying out the objectives of the course at hand. This concept fits into the Universal Design for Learning (UDL), which emphasizes multiple means of representation, providing various ways for learners to access information and addressing the limitations of a given learning design (Meyer et al., 2014).  

The first component necessary here when dealing with an event that changes the flow of life is ensuring continued learning. This has been done and can be done by transitioning to online platforms. Platforms such as Google Classroom, Zoom, Microsoft Teams, Brightspace, or Mattermost which is utilized in this course. Another component to ensure continued learning is offering flexible scheduling. This can be done by offering recorded sessions for students who cannot attend live classes due to various constraints. Additionally, a way to ensure continued learning while keeping the students engaged could be to incorporate interactive learning tools like Kahoot or Quizlet.

Training:

Furthermore, addressing the training needs that may arise when an unexpected event interrupts classroom learning is essential. Teacher training provides professional development for teachers on how to use online teaching tools and manage virtual classrooms effectively. Students training on how to navigate online platforms is beneficial. Video tutorials and guides on using various online platforms can be very helpful—or even step-by-step instructions. For example, I was completely new to WordPress before this online course ( EDCI 335), but I now have a much better understanding because of the step-by-step instructions provided. Finally, regarding training, parent support should be noted. Resources should be created to help parents support their children’s learning at home. There aren’t always thorough instructions, especially with education systems for younger children where parents are more regularly in and around the child’s schooling. In terms of delivering the needed training that I mentioned above, workshops may also be helpful, and perhaps even help desk support for people who are not familiar with online platforms. 

Connection to Our Learning Resource Topic: 

When adapting to unexpected events, such as incorporating physical activity into the classroom (the focus of my group’s learning resource), virtual movement breaks can be introduced. This can be achieved through the use of teacher-recommended online videos and apps to guide students. Safe outdoor activities such as walking, jogging, or playing in their yard can always be encouraged. Finally, a virtual interactive physical education lesson could be incorporated; this could be something that students follow at home using minimal equipment. In terms of assessment and feedback, students could complete projects and collaborate in groups through Zoom breakout rooms and discuss the benefits of physical activity in the various aspects of their lives.

Barriers that may Arise for an Online Learning Activity: 

One potential barrier to integrating physical activity through an online classroom may be limited space at home for some students or a need for more equipment. It is essential to remember this during the lesson design process to ensure that every student can participate in a given activity. Simple exercises can be done in small spaces, such as stretching and yoga, or alternative activities can be provided for seated or standing. Additionally, alternative activities are beneficial for students who may have physical restraints or injuries. It is also crucial to design activities that require no equipment or utilize general household items. A list of substitute items within this lesson plan area could also be helpful. For example, perhaps a student is guided through a simple yoga sequence that requires an exercise band; the student should be informed on how this activity can be completed with an alternative item like a bathrobe belt, an old pair of tights/pantyhose, or even a scarf in order to participate. 

Importance of Inclusive design: 

Ensuring that every student has the opportunity to participate reiterates the importance of inclusive design, which ensures that all learners, regardless of their abilities, can access and benefit from educational opportunities. 

Furthermore, by recognizing and addressing the barriers discussed above, we acknowledge that many students, not just those with diverse abilities, face obstacles that may impact their learning. 

Therefore, designers of learning activities must aim to personalize learning experiences and acknowledge that alternatives are essential because learning designs are not one size fits all. 

References

Meyer, Anne, et al. Universal Design for Learning: Theory and Practice. CAST Professional Publishing, an Imprint of CAST, Inc., 2014, UDL Theory Practice, retrieved from: udltheorypractice.cast.org/

Right to Education – Inclusive Education, retrieved from: https://www.inclusiveeducation.ca/learn/right-to-education/