One of our planned learning activities from our Blueprint is an interactive multimedia video on how one’s health could affect poverty in Canada. We can alter and adjust our current plan to meet the needs of all students by providing “multiple means of engagement” (CAST, 2018). Therefore, the learning objective and goal will be clearly stated at the beginning of the video, and then the questions will help scaffold knowledge and understanding of the topic. There will be questions, images, text, audio notes, and extra links throughout the video to increase students’ engagement, learning, and motivation. Feedback will be provided as well to allow the learners to check their understanding and self-assess/reflect. One can also slow down or speed up the video, skip questions, and go back to rewatch any part of the video. We will consider the design and layout of this learning activity to improve readability (ex. dark text with a light background). Within this learning activity, we can “provide multiple means of representation” (CAST, 2018). Therefore, there will be alternate forms of visual (audio, text-to-speech, descriptions), and auditory information (visual, closed captions, transcripts, descriptions). Definitions of unfamiliar vocabulary will be provided as well.
For our summative assessment, we plan to do a discussion post. However, I was thinking it might be beneficial for the entire group of learners if we allow them to decide how they would like to present and apply what they have learned. This would embed the Universal Design for Learning (UDL) guideline, “provide multiple means of action and expression” (CAST, 2018). Therefore, the learners could choose how they would like to show their learning of the complexities and multi-dimensions of poverty in Canada in the way that works best for them. For example, instead of everyone completing a discussion post, they could choose to do an audio recording, drawing, poem, infographic, etc.
An example of universal design in engineering would be automatic sliding doors. This design is beneficial for all users as they enter a building because no on has to physically open the door. My goal is that our Interactive Learning Resource (ILR) is beneficial for all users as well. I want to carefully consider everyone’s needs to provide equitable access to education. I am eager to embed the UDL principles mentioned above in our ILR to create an inclusive, accessible, and supportive learning environment for all learners and to reach this goal.
References
CAST. (2018). The UDL Guidelines. https://udlguidelines.cast.org
My Comments:
sophielaurat 26 June 2024
Hi Emma!
This interactive multimedia capture seems like a great way to get children interested in learning about the relationship between poverty and health in Canada. I like how diverse learning styles are catered to by offering a variety of interaction and representational options. Allowing students to select how they want to submit their knowledge for the final test is an especially creative approach that fits in nicely with the Universal Design for Learning tenets. Could you elaborate on the kinds of supplemental links and materials that will be offered to students to enhance their learning during the video?
emmamorgan 27 June 2024 — Post author
Hi Sophie! Thank you for your reply! In the supplemental links, I included a chart and a link to another website related to our IRL topic. I chose these materials because it represents the content in a different way than the video to increase accessibility and engagement. You could really include any links and supplemental information that you think is beneficial and relevant though. For example, depending on the topic, a link to educational games or instructions for a hands-on activity could make the video lesson even more interactive.