Topic #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?
As a future educator, I believe every child is unique and must have a stimulating environment where they can grow physically, mentally, emotionally, and socially. I aspire to cultivate a safe and inclusive atmosphere where students are invited to share their ideas and are supported to explore their inquiries and take risks. One of my biggest fears is that I will be unable to reach each student and fulfill the varying needs. This is where building relationships is key; through spending time to get to know each student, a teacher is better able to understand how to support different learners and plan activities that have flexibility and include student voice.
Creating a meaningful learning environment starts with building relationships. Students need to feel comfortable in their environment and trust that their teacher has their best interest and is there to support them. Secondly, meaningful work must include student voice. This allows them a level of autonomy to learn at their own pace and path. Student engagement increases when it is a topic of interest and they have a say in the direction of their learning. The third component is making connections. Teachers need to provide learning experiences that allow students to make connections to what they know. Being able to relate to the world around them and find commonalities between what they are learning in the classroom; whether it is in-person or online, and what they see in the community is vital to finding deeper meaning. Kral and Schwab (2020) describe eight learning design principles. They use these principles to emphasize the importance of student voice and allowing students to feel ownership over their learning. It is crucial to allow students to work both as a group and independently, and use their own cultural background, and life experience and to further expand on what they are learning.
“The 8 Design Principles” Retrieved from: http://press-files.anu.edu.au/downloads/press/p197731/pdf/ch041.pdf
During this global pandemic and the rapid adjustment to online school; it is more challenging than ever to ensure equitable access for all students. Every student will be learning in a different environment and have access to varying supports and materials. This is why focusing on the three factors: relationships, student voice, and connections, is more important than ever. Lesson plans need to be flexible so that students can use what is in their immediate space to complete the task at hand. Basham et al. (2018) advise that “most student-centred learning gives students access to a variety of learning resources – text, graphics, video, audio, tactiles, etc. — as a means of facilitating student agency and preferences”. This suggestion of a multimedia learning design can encompass aspects of blended learning, student voice, and an inclusion of multiple learning styles. Creating this choice and involving the students in their learning allows it to be equitable and authentic for everyone.
The Universal Design for Learning (UDL) framework was originally intended as a learning design for students with exceptionalities. However, educators are now using it to build a learning space that caters to fulfilling the needs of all learners, rather than just the ones who may need it most. UDL offers a design that promotes “multiple ways of engaging students, representing information, and demonstrations of mastery” (Basham et al., 2018). The Woodworth Study revealed that “the impact of full-time virtual schooling has been found to be more negative for students in poverty, ELLs, and students with disabilities” (Basham et al., 2018). This information is imperative to know, and demonstrates that the use of the UDL guidelines in conjunction with an open learning environment can be beneficial for meeting more students needs and ensuring equitable access, and positive success for all students.
References
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.
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