The UDL guidelines provided me with an in-depth understanding of how to increase equality and promote accessibility in the online learning environment. What moves me the most about Edtech trends, or learning online in general, is the kind of creativity we can generate using technology. For example, the UDL guideline highlights the importance of multiple engagements, representation, and action&expression in learning (UDL). By engaging the resources in different ways, and interpreting the resources in multiple forms, we would have different methods to demonstrate our learning. This might be hard to achieve in traditional classes, where students’ engagement with the course materials is limited.
In traditional classrooms, especially when the teacher adopts a teacher-centered teaching approach, students can only passively absorb information, rather than rework with resources provided, or use learning tools to assist their learning. This would not generate creativity or knowledge from my perspective.
Reflecting on the learning theories that we have studied so far, motivation is always important. For example, the constructivism learning theory suggests social interaction can promote engagement; and connectivism learning theory suggests a learning environment that is inclusive and diverse can motivate students and make them take ownership of their learning (Bates, 2014; Weller, 2020).
References:
Bates, T. (2014). Learning Theories and Online Learning. [Blog post]. Retrieved from
https://www.tonybates.ca/2014/07/29/learning-theories-and-online-learning/
Universal Design for Learning (UDL) Review: http://udlguidelines.cast.org/
Weller, M. (2020). Chapter 4 – Constructivism. 25 Years of Edtech. AU Press. Retrieved from
https://read.aupress.ca/read/25-years-of-ed-tech/section/0442be0f-0347-40eb-9c19-de80b7e13d47#ch04
