For this third blog post for EDCI 339 Distributed and Open Learning, I will be responding to the prompt below:
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?
Before doing the readings this week I was familiar with the UDL guidelines and basic elements of inclusion as last semester I took an inclusion specific course. In that class, UDL guidelines were at the forefront of ours minds during each assignment. One element that we did not touch on however is: How can we teach by these guidelines in an online environment? Given that hole in my knowledge, these readings acted as a great supplement to my understanding of inclusion. It also made me think of inclusion through an online learning specific lens, and how learner equity can change based on educational delivery.
Something that really shocked me while reading Universal Design for Learning Because Students are (the) Variable is how disproportionally students who live in poverty, students who are ELL, and students with disabilities achieve in a full-time virtual schooling environment.
In a study, it was documented that “the overall academic achievement of two-thirds of students in online charter schools was weaker than that of their peers in brick and mortar settings” (Basham et al, 2018). The main cause of this academic disparity between face to face and online schooling is in the nature of the course design. Basham et al states that “the design and delivery of elementary and secondary online learning has emphasized efficiency over efficacy by creating learning environments based on norms developed for a hypothetical “average” learner”. All this meaning that typical online courses tend to be standardized toward an imaginary ‘average’ student, therefore leaving little to no room for the incorporation of UDL Guidelines and differentiation.
How can we flip this narrative and ensure that online learning can be accessible and equitable for all?
The first important thing is choice. Although it is easier (especially in an online environment) to hand out one specific assignment and expect a cookie cutter, easily markable answer back, that is not enough. As educators, we have to recognize the importance of choice for all students as it allows them to express themselves and their cultural identity through their work. This is especially true for some indigenous students. For example, multimedia productions created by indigenous Australian youth have “provided insights into how they are symbolising and expressing their shared experiences and practices as a generational cohort” (Kral, I. & Schwab, R.G., 2012).
In the future, I hope to do more personal reading and discovery on how I can effectively teach in an inclusive and equitable manner online.
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.
Kral, I. & Schwab, R.G. (2012). Chapter 4: Design Principles for Indigenous Learning Spaces. Safe Learning Spaces. Youth, Literacy and New Media in Remote Indigenous Australia. ANU Press. http://doi.org/10.22459/LS.08.2012 Retrieved from: http://press-files.anu.edu.au/downloads/press/p197731/pdf/ch041.pdf
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