Blog Post 3

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?

When considering equitability in open and distributed learning environments, one has to consider the whole learner- homelife and access to technology, past education experience, unique learning needs and exceptionalities, and cultural identity. When we consider all aspects a student brings into the classroom, we are able to understand what makes them successful.

One approach that many educators are now using is the Universal Design for Learning, defined by Basham et al. in their chapter titled “Universal Design for Learning Because Students are (the) Variable”. They define UDL as “[an] educational systems that offer multiple ways of engaging students, representing information, and demonstrations of mastery” (2018, p.477). It focuses on a learner-centred approach, which inherently makes the teacher ensure equitable access for every student. UDL consists of three main principles as seen in this chart. 

Link to the interactive version 

These principles are integrated into the planning process to foster an inclusive style of lesson planning. Many federal education initiatives have begun to adopt and endorse the theory because of its research base (the U.S. Department of Education’s National Education Technology Plans 2010 and 2016, Ed Tech Developer’s Guide 2015, the Higher Education Opportunity Act of 2008,  and Every Student Succeeds Act of 2015) (Basham et al., 2018, p.480). Adding a UDL approach to an online environment can be more difficult than a F2F class but it makes open and distributed learning an option for students with exceptionalities.  In a fully online environment, UDL  was proven to “[enhance] the learner perception of their own efforts and increase persistence in large-scale online course completion” (Basham et al., 2018, p.489). Furthermore, in an online-blended-environment, UDL was proven to “increase learner satisfaction and learning outcomes” (Basham et al., 2018, p.489). The implementation of UDL ensures all students are welcomed in your classroom and can be successful learners.

Another consideration when creating equitable access to an open and distributed learning environment would be a student’s cultural background. We must have representation and resources to make all students feel valued. This is especially important for Canada’s indigenous youth because part of the reconciliation efforts is the curriculum’s calls for indigenous education to be represented in public schooling. 

PUB-LFP-POSTER-Principles-of-Learning-First-Peoples-poster-11×17

Kral and Schwab outline a few principles that can help make indigenous youth feel welcome, seen, and safe to explore through learning. These principles are:

1: A space young people control

2: A space for hanging out and mucking around 

3: A space where learners learn 

4: A space to grow into new roles and responsibilities 

5: A Space to Practice oral and written language 

6: A space to express self and cultural identity through multimodal forms

7: A space to develop and engage in enterprise 

(Kral and Schwab, 2012, p. 58-90)

When considering the cultural background of students in an online environment, it is important to make sure each person feel seen, valued, represented, and supported. 

Beyond the classroom walls, it is also important to have indigenous learning centres that offer resources to areas that may have low access to technology, which in turn allows indigenous youth to represent themselves and preserve their culture and language in new and innovative ways (Kral and Schwab, 2012). 

As stated in Neil Selwyn in his blog titled “Online learning: Rethinking teachers’ ‘digital competence’ in light of COVID-19”, teachers are being faced more now than ever with the challenges of creating an online environment. It is important to look to the experts who have dedicated their careers to making an online environment equitable for all their students. 

Resources

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 version 2.2 [graphic organizer]. Wakefield, MA: Author.

CAST (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from http://udlguidelines.cast.org

First Nations Education Steering Committee (FNESC). (n.d.). Retrieved July 20, 2020, from http://www.fnesc.ca/

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

Selwyn. N. (2020). Online learning: Rethinking teachers’ ‘digital competence’ in light of COVID-19.[Weblog]. Retrieved from: https://lens.monash.edu/@education/2020/04/30/1380217/online-learning-rethinking-teachers-digital-competence-in-light-of-covid-19