EDUC 5313: Blog Week #5 (Intro Learning Technologies)

1)  Select one article from those linked below regarding Universal Design for Learning and provide a summary of the article and discuss connections to the lesson you are developing.

The article I selected was titled "Universal Design for Learning: Scanning for Alignment in K–12 Blended and Fully Online Learning Materials" by James D. Basham, Sean J. Smith, and Allyson L. Satter. To summarize this reading passage, the main discussion topics were related to the issues with prepacked curriculum for online learning modules, specifically how they do not cater to all students who have a documented Individualized Education Program (IEP); as well as what solutions are available to better assist educators and their districts to choosing the most equitable resource of online learning for as many students as possible. 

"Research has indicated that often the primary role of a traditional teacher as the instructor is replaced by that of an online system" (Basham, J. D., Smith, S. J., & Satter, A. L., 2016).

"What is unknown by those outside K–12 online education is that school districts and classroom teachers typically do not develop their own lessons for many online environments" (Basham, J. D., Smith, S. J., & Satter, A. L., 2016).

"The teacher is the instructor of record but the vendor-based digital lesson and digital system drive the learning experience through specific lessons, activities, accompanying assessments, and the predetermined path for subsequent lesson completion" (Basham, J. D., Smith, S. J., & Satter, A. L., 2016).

The provided quotes from the article claim that many of the online curriculum that schools adopt are acceptable to an extent, however, they should not (although often do) take place of the actual teacher's role in the classroom. This article was pre-covid remote learning and I had very little knowledge of online learning systems and curriculum at the time. Personally, during remote learning, I realized how difficult it was to make the shift to online learning but never felt that I was not fulfilling my main role as an educator. Where I do see the gaps and can agree on this article is that unfortunately, many students who had IEP were either forgotten or not given the proper support that they fully needed. Aside from the trauma of the global pandemic, my methods of leading an online class did become a bit one noted. Regardless of a pandemic, students with IEPs deserve equitable opportunities just like their peers beside them. That is why creating a systematic way to quickly analyze, critique, and rank online learning methods and curriculum is essential for those student whose only option is remote learning. 

When discussing solutions to the educational online learning gaps, the article discusses certain standards via the Voluntary Product Accessibility Template (VPAT) that should be required and needed in order to be cleared as an appropriate and equitable curricula and resource for all students. 

"Because most school districts are purchasing prepackaged curriculum and content from vendors, stakeholders in the purchase of those products need the relevant guidelines and tools to evaluate those products for appropriateness and accessibility for learners" (Basham, J. D., Smith, S. J., & Satter, A. L., 2016).

"To measure accessibility using the UDL framework, Center researchers developed the UDL Scan tool to measure alignment of online learning content and associated systems to the principles, guidelines, and checkpoints" (Basham, J. D., Smith, S. J., & Satter, A. L., 2016).

 "As a scientifically based framework, UDL works to support the variability of all learners by both proactively and iteratively designing learning with a focus on the integration of providing multiple means of engagement, representation of information, and action and expression of understanding" (Basham, J. D., Smith, S. J., & Satter, A. L., 2016).

By seeing how big this gap was, there was a need to close it so all students could equally have their needs met for whatever accommodations or modifications needed by their IEP. Using the UDL scan tool to test and (in)validate these online learning modules or curriculum was a quick and easy way to help and support districts in ensuring they were selecting and purchasing the most equitable option for students in need. 

"The UDL Scan tool provides researchers and educators with a measurement tool to review online content systems for their potential to support learner accessibility and variability" (Basham, J. D., Smith, S. J., & Satter, A. L., 2016).

To quickly explain how the scan actually worked, there was a set of multiple choice and Likert type scale questions that one would access when reviewing and observing the proposed online learning system. The questions were intuitive enough to take the response given and go down a certain path of other questions if it did or did not meet the required response. It wasn't/isn't a perfect system, however, it was the first instance of providing schools with a solid tool to test the validity and equitability of their projected online learning tools. 

The connections that I am making these article to my own lesson for EDUC 5313 final project is very strictly ensuring that my own online lesson/LMS is aligned as best as possible with the UDL scan and standards needed to all students with provided IEPs. It would be unwise and unethical for me to continue creating my lesson plan for this project without providing a new area on how certain students with IEPs may need their accommodations and modifications needed in order to succeed in class. Speaking with my schools SPED department, I will get a list of the standard accommodations and be sure to provide alternatives to the assignment per student as needed. 

Basham, J. D., Smith, S. J., & Satter, A. L. (2016). Universal Design for Learning: Scanning for Alignment in K-12 Blended and Fully Online Learning Materials. Journal Of Special Education Technology, 31(3), 147. doi:10.1177/0162643416660836

2) Visit the CAST Universal Design for Learning website and use resources there to identify strategies that you could integrate into the lesson you are developing.  Discuss at least two strategies that you could meaningfully integrate into the lesson you are developing.

In review the Universal Design for Learning Guidelines and the three areas of Engagement, Representation, and Action & Expression, the strategies that I feel I can integrate into the lesson I'm developing are offering alternatives and customization to general, visual, and auditory information and varying the methods for response, navigation, and communication. With a heavier focus on students with IEPs, I believe these two strategies will cover a lot of the accommodations that are needed for their students in order to assist in their success for the assignment being proposed for my final project. 

For example, if student's with IEPs are not understanding the written instructions for the digital photography narrative assignment, perhaps creating an assisted podcast/audio explaining the instructions in more depth would help. Also, perhaps showing a video of the creation of the project and screen recordings of how to further develop it can also be resourceful. The more outlets to communicate the proposed objective, the better off the students will be in their success. For varying methods to respond, students will have a variety of options to chose from when creating their presentation for their digital narrative. If some are more verse in PowerPoint, they have the option to stick with what they know. If they are aware of another platform or wish to use a new one to challenge themselves, then I'll be there to assist and support as needed. The bottom line here is: Students will have many outlets to not only receive and understand the objective, but to also produce the product for the objective as well.