With my fellow group members in LRNT 526, we were tasked to explore a digital learning event or experience through our unique lens. Then, as teams see how we can use our individual scopes to test the limitations of these learning events. My team opted to participate in a course through Coursera called The Digital Divide, which focused on ways to support learners and hopefully lessen the digital divide within communities. This course by Goodwill Academy is easy to follow, includes different learning opportunities, and is self-paced, allowing learners to break the course into as many chunks as needed.

Based on my experience and education as a classroom and special education teacher, I chose to approach this course through the lenses of inclusive learning and universal design of learning (UDL). UDL is a design framework in education where learning outcomes and opportunities are designed to be accessible for all learners, not just those considered “typical”. (Lambert et al., 2021) Inclusive learning is focused on learners with exceptionalities and/or different learning needs, including those with English as an additional language. Using these two focuses when taking this course, I looked for:
– Is there an entry point for learning for all?
– What limitations are there?
– What accessibility tools are built into the program?
– What accessibility tools would need to be downloaded as a plug-in or app?

Although there have been many positive changes in online learning, designing with all learners in mind is still challenging. It is also not possible to successfully transfer all modifications and adaptations that work in a traditional classroom to an online setting. Since this course is accessible worldwide, it also would be difficult to make it 100% accessible to all learners around the world due to language and what access to technology is like.

Trying to integrate UDL and ensure inclusive learning is possible. But will this impact the usability and ease of access to this course? How can we make this happen if we want to allow all learners to access courses in their language? Is it possible to translate it into all languages, or are some protected? How might you approach including learning in online learning?

References

Lambert, R., Imm, K., Schuck, R., Choi, S., & McNiff, A. (2021). “UDL Is the What, Design Thinking Is the How:” Designing for Differentiation in Mathematics. Mathematics Teacher Education and Development, 23(3), 54–77. https://eric.ed.gov/?id=EJ1321118