Topic 3 – Blog Post

How can you ensure equitable access to authentic, meaningful & relevant learning environments for all learners in K-12 open and distributed learning contexts? What did you already know, what do you know now based on the course readings and activities, what do you hope to learn?

Different learning styles and abilities may be harder to recognize in an open and distributed learning context than they would be in a traditional classroom setting.  With that in mind, as educators, we need to ensure that we are giving each student the attention that they need and deserve to allow for growth and learning.

Bashman et al (2018) explain that “online learning content developers, delivery system designers, education professionals, parents and even students themselves have become more knowledgeable of the importance of addressing the diversity in today’s digital environments” (p. 492, 2018).

In my view, it will require a joint and coordinated effort from all of the parties mentioned by Bashman et al to ensure that an authentic, meaningful & relevant learning environment is delivered for all learners in open and distributed learning contexts.  Where in the traditional classroom environment, the teacher alone may have been able to assess and adapt the learning environment based on their in-person observations, however, in an open and distributed learning situation, this may not be as easy to observe and meaningfully assess.

That being said, we learned from our topic 1 course readings that pedagogical decisions are crucial and will impact learning and building relationships. I believe it also impacts authentic, meaningful and relevant learning. Selwyn (2020) expresses the viewpoint from teachers and students who feel that synchronous video classes and meetings are mentally tiring in a way that in person classes are not. From my own personal experience, I find that to be true and am even feeling nervous going into my next semester with a full-time course load and only synchronous learning being offered because of the Covid-19 pandemic. I believe educators need to be flexible with their learners, especially given the current pandemic, and understand that synchronous learning may be more difficult for some.

Prior to our Digital Equity and Perspective Project, I had a basic understanding of what UDL was and the framework. I knew that it consisted of three core principles and associated guidelines that focus on promoting education systems that can “improve and optimize teaching and learning for all people” (Cast, 2020). I never considered how to apply the UDL guidelines to an online learning setting, but after exploring this course further I feel that I have a better understanding of what to consider when looking at making online learning inclusive.

Photo from Unsplash by Tim Mossholder

The article written by Basham et al (2018) highlights some of the challenges within the evolving education system, particularly with online learning. For example, they highlight that “students with disabilities, ELLs, or students in poverty” (p. 492, 2018) are more likely to experience a negative impact from online learning than “students in traditionally marginalized categories” (p. 492, 2018). I believe this is an important factor to remember and learn about the ways to ensure that these groups of people are included in all learning environments.

References

Basham, J.D., Blackorby, J., Stahl, S. & Zhang, L. (2018) Universal Design for Learning Because Students are (the) Variable. In R. Ferdig & K. Kennedy (Eds.), Handbook of research on K-12 online and blended learning (pp. 477-507). Pittsburgh, PA: Carnegie Mellon University ETC Press.

CAST (2018). Universal Design for Learning Guidelines. Retrieved from http://udlguidelines.cast.org

Selwyn. N. (2020). Online learning: Rethinking teachers’ ‘digital competence’ in light of COVID-19. [Weblog]. Retrieved from https://lens.monash.edu/@education/2020/04/30/1380 217/online-learning-rethinking-teachers-digital-compet ence-in-light-of-covid-19