Blog #3

How can you adjust your planned learning activities to meet the needs of your learners if an unexpected event occurs? (for example, if a pandemic arises, and many of students must now work from home – how will you ensure that they can still learn successfully? What training will they need, and how will you deliver it, knowing they must remain at home?) This is a common discussion thread right now, as many schools and universities have made the switch to teaching online.

Universal Design for Learning (UDL) is a teaching approach that helps make learning accessible and inclusive for all students, no matter their abilities or backgrounds. Instead of using the same method for everyone, UDL removes barriers by giving students different ways to learn the material, understand information, and show what they know.

UDL became especially important during COVID-19 when students across Canada had to suddenly move online. If an unexpected event forces students to study from home, learning activities must adapt while still supporting success. UDL naturally supports flexibility and accessibility in situations like this.

In my learning plan, I would create a website with clear, step-by-step learning modules. A website is a strong UDL tool because it allows access from anywhere and offers flexibility. Instead of copying in-person lessons exactly, I would focus on the essential ideas. For example, lectures could be broken into short recorded videos explaining key concepts. Under each video, I would include a written transcript to support different learning preferences and needs. I would also add reflection questions and a discussion board to build an online community and engagement.

My design would be mostly asynchronous, similar to how EDCI 335 is structured. This allows students to work at their own pace, which encourages independence and self-monitoring. Since the target group is middle school students, giving them some control over pacing can help build responsibility in their learning.

While many middle school students are comfortable with technology, I would still provide simple instructions at the start of the website, such as “Click here to join the discussion board” or “Click here to submit your assignment.” I would also include low-stakes practice activities so students can learn the system without pressure. Because self-regulation can be challenging for students ages 11–15, I would include regular check-ins, quizzes, and optional Zoom meetings to help keep them engaged and supported. Clear communication would be emphasized throughout the course.

It is also important to consider equity. Some students may not have strong internet access or quiet workspaces. To support them, I would provide downloadable materials, flexible deadlines, and alternative ways to complete assignments when needed.

UDL shifts our thinking and learning. It’s not a crazy idea anymore to have the fear of going all online with education again. It is smart to prepare and think of how our lesson plans can be shifted to an online platform.