Week 5

 Emma VanBuskirk

Blog 5

Part 1- Summary of Article

This week, I read an article regarding the idea of Universal Design of Learning (UDL) and how to apply it to online learning. Rao (2021) explains that UDL can be used within classrooms to create an effective online learning experience. UDL is a teaching strategy that gives students equal opportunities to learn in a way that works best for them. According to Rao (2021), UDL is based on three core principles, which are the following: Multiple Means of Representation, Multiple Means of Action and Expression, and Multiple Means of Engagement. To put these three principles in simpler terms, we are looking at the "what, how, and why" of learning. To do this, the UDL Design Cycle and the UDL Reporting Criteria should be used by teachers to implement it in a way that is beneficial to both themselves and their students. Rao provides a detailed process of the UDL Design Cycle within the article that breaks down each component. These components are understanding your learners, setting clear learning targets, having appropriately designed assessments, and using strategies to reduce barriers for students. The UDL Reporting Criteria helps teachers plan, implement, and reflect on these lessons to improve them for the future. Rao (2021) focuses on using UDL in an online learning environment by including the following: breaking down lessons into smaller portions, having a good balance of synchronous and asynchronous activities, using digital tools with a specific purpose, and relaying valuable feedback to students to help them master a skill, and support to help students stay on schedule and organized. 

Part 2- CAST Universal Design for Learning

I am currently developing an ELA lesson that incorporates research and geography for 4th-grade students. During the lesson, students will be researching a National Park of their choice and writing a letter to a park ranger at that park that includes two questions they still have about the park after conducting their research that the park ranger may be able to answer for them in a letter back. From the CAST (2024), I was able to find 2 strategies that I plan on incorporating into this lesson.

1. Optimizing Choice and Autonomy- I am giving my students the opportunity to choose which National Park they want to write a letter to. 

2. Offer Action-Oriented Feedback- While checking in with students during this activity, instead of telling students “Good work!” or “Great job!”, I will give students constructive feedback on what they can do to improve. 

Part 3- Reflecting on UDL and NEPT’s Digital Divide

The National Educational Technology Plan (2024) explains that the Digital Divide is the difference between students using technology in the classroom for a creative learning purpose and those who use it "passively" and lack creativity. NEPT (2024) also supplies readers with the knowledge of how to get students to use technology actively through the use of UDL. The use of technology within a classroom should be meaningful and not seem like students are using it to check something off a list. When assignments fit students' needs and interests due to the use of UDL, you will see less of a divide in that digital use. One technology tool is not going to fit every assignment or student appropriately, so it is important to give choice and find out what tool would be best for the expectations of the assignment.

References:

Rao, K. (2021) Inclusive instructional design: Applying UDL to online learning. The Journal of Applied Instructional Design. doi: 10.59668/223.3753. Retrieved from: https://edtechbooks.org/jaid_10_1/preparing_teachers_f 

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

CAST. (2024). Optimize relevance, value, and authenticity. Cast.org. https://udlguidelines.cast.org/engagement/interests-identities/relevance-value-authenticity