1. How will your interactive learning resource specifically ensure that the needs of all learners can be met?

*Multiple means of representation
Will plan for multiple means of reputation by providing various mediums of resources including article readings, videos with subtitles, and podcasts.

*Multiple means of action or expression
Will plan for multiple means of action or expression by implementing different ways for learners to showcase their knowledge and a higher degree of formative assessment since formative assessments inform both the instructor and learner about how effective the learning design is.

*Multiple means of engagement
Will provide multiple means of engagement through the assessments, this includes group collaboration where learners can learn from each other and interact/dissect the material

2. How can you adjust your planned learning activities to meet the needs of your learners if an unexpected event occurs?

The biggest resource for online learning is Zoom. This platform will be used for hosting class discussions and can be recorded and posted on the course website for individuals who could not make the session or do not have a device that can run Zoom. Learners can be shown how to hold their own zoom sessions and have meetings with other learners on their own time as well. Other training would include how to navigate the course website, complete quizzes, and sign up for groups which would be outlined using a video tutorial and written procedures. Another big resource needed is a class communication platform, Mattermost is a great contender as learners can talk in general chat or private messages.

3. Choose one (or more) of your planned learning activities from your Blueprint and identify any barriers to student success. How can you alter or adjust your current plan to reduce those barriers?

The core principle of Universal Design for Learning (UDL) is that designers focus on the limitations of their designs rather than any perceived limitations of their learners. One of our planned learning activities involves weekly blog posts. To reduce barriers, students will have the opportunity to complete the posts in a written post or a link to a video or podcast. Further, learners can comment on each other’s posts and provide corrections or facilitate positive chats.

4. Consider the learning environment for your current design. What potential barriers can be reduced or eliminated to provide more pathways for learner success?

The entire learning resource is online. Barriers would include access to wifi, thus pdf versions of information should be provided as an option so learners can download and work through it when they are not in a place with wifi. Another barrier would be being hesitant to communicate with peers about mental health as many consider it a ‘personal topic’. We aim to reduce this by promoting a positive environment through group collaboration.

5. Besides curb cuts, there are many examples of universal design in engineering. Choose an example of universal design in engineering and explain how it can be used as inspiration for a learning design.

Voice-Activated Assistants
Voice-controlled technology makes learning and interaction more accessible. This is particularly helpful for students with mobility challenges or those who learn better verbally. This can include text-to-speech for taking notes, asking questions, or even completing assignments. More high-tec voice-activation can be used to navigate within online courses and ebooks/pdfs/slideshows.

Links to peers’ posts:
Gurman: https://gurmanslearningblog.opened.ca/blog-post-3/
Weiting: https://weitingye.opened.ca/blog-3/
Arlene: https://xiaoxuan.opened.ca/edci-blog3/

References
Interaction. (2023, May 1). EDCI 335. Retrieved August 11, 2024, from https://edtechuvic.ca/edci335/interaction/
Universal design. (2023, May 1). EDCI 335. Retrieved August 11, 2024, from https://edtechuvic.ca/edci335/universal-design/