Why lecture in front of students if they can take control of the learning themselves? This is a 21st Century learning idea I'm beginning to implement more often. Just as popular in 21st Century learning is the use of technology to grow students' knowledge. For educators, the challenge is picking the appropriate technology to aid in their learning and to develop a learning experience that is powerful and effective for all students.
To help overcome this challenge, educators should utilize the Universal Design for Learning (UDL) framework when creating educational experiences. UDL uses flexible paths of learning by providing students with varied opportunities to express themselves, varied methods for acquiring the material, and offering opportunities for exploration and investigation. Creating a lesson that encompasses these three components will provide an inclusive learning experience.
I've developed a lesson experience using the innovative technology QR codes. A previous blog, QR Codes and Education, provides more information about this lesson plan. My rough draft didn't require much revision, as it contained opportunities for exploration and expression using videos, photos, written assignments and feedback, and team communication and collaboration. However, I could improve upon my UDL-centered lesson experience by providing alternative pathways to display information. This was feedback I received from a colleague. I offer linked media through the scanning of QR codes, but I do not offer alternative methods to display the same information.
Students do have a textbook with required readings to be done outside of class. But, for ease of access, alternative materials beyond the QR codes will be provided at each station. For example, at the manual instrument station, I'll add copies of an online article. Students can refer to the article for additional information and keep a copy. Pictured here is a mock set up of my original manual instrument station and a current mock set up of the station (with copies of the article provided).
Research and experimental results on UDL, and the principle of displaying information, were found to have profound results on students. In a specific study, 50 first-year undergraduates who completed a course created around UDL-inspired aspects were asked to report their overall thoughts on the class experience. UDL attributes had a positive result on students' learning and as stated by Kumar and Wideman, "They felt more in control of their learning as they determined which materials they would access that would best assist in their learning. These findings are consistent with other studies in the nascent body of UDL research" (Kumar & Wideman, 2014).
Feedback from another colleague suggests I change the methods of displaying information during this learning experience. For example, include closed captions to the videos linked to the QR codes so everyone can learn from them. This was a thoughtful suggestion, and I considered adding captions to all my videos until I did further research. As stated by Clark and Mayer, "Based on research and theory in cognitive psychology, we recommend that you avoid e-learning courses that contain redundant on-screen text presented at the same time as on-screen graphics and narration. . . learners pay more attention to the printed words and they pay less attention to the accompanying graphics" (Clark & Mayer, 2008). With this information, I plan to create videos both with and without captions. I can implement the caption-created videos if requested.
While it might take more time and energy to ensure all the pieces are available for everyone's success, doing so will make a difference in the students' learning experience and growth of knowledge. After making a few adjustments, I'm happy with my IT learning experience that I'll be using spring semester.
References:
Kumar, K. L., & Wideman, M. (2014). Accessible by design: Applying UDL principles in a first year undergraduate course. Canadian Journal of Higher Education, 44 (1), 140. Retrieved from https://files.eric.ed.gov/fulltext/EJ1028772.pdf.
Clark, R. C., & Mayer, R. E. (2008). e-Learning and the Science of Instruction. Retrieved from https://books.google.com/books?id=vdqSBAAAQBAJ&printsec=frontcover&source=gbs_ViewAPI#v=onepage&q&f=false.
The Learning Organization: A Lit Review by Giulia Forsythe is licensed under CC BY 2.0