4.4.c Collaborate with educators to design accessible and active digital learning environments that accommodate learner variability.
The use of virtual conference technologies to create and deliver content and social and emotional learning experiences to students has increased dramatically. In my post, How Can We Make Virtual Conference Work for Everyone?, I compared Zoom, Teams, and Google Meet accommodation to users with disabilities. I also explored virtual engagement strategies and practices that meet learners with different learning styles.
While creating a digital learning environment in a digital learning platform, learner variability needs to be recognized. My learning from Reflect and Redesign by Using the Understanding by Design Model confirmed that Understanding by Design helped me reflect and revisit the learning process and experience from my students’ point of view. My reflection emphasized “to apply,” which asks students to effectively use and adapt what they know in diverse and authentic contexts. In addition, we can “do” the subject and “have perspective,” which asks students to see and hear points of view through critical eyes and ears; see the big picture. Using the UbD model in redesigning my lesson, students had the opportunity to demonstrate learning through different lenses, for example, engaging in the actual world situation and using the social media app they chose to share their learning outcome. It interests students and connects back to content learning.