Month: February 2025

Choose one (or more) of your planned learning activities from your Blueprint and identify any barriers to student success. How can you alter or adjust your current plan to reduce those barriers?

One potential barrier in learning activities for our Blueprint is the short-answer quiz, which assumes all learners can express understanding through written responses. This might disadvantage those with language processing difficulties or differing communication preferences. To reduce this barrier, we could allow alternative formats, such as verbal responses or concept mapping (charts, tables, mind maps, etc.). Additionally, requiring educators to submit a lesson plan and engage in peer feedback could be challenging for those unfamiliar with formal lesson planning. To support them, we could provide templates, examples, and optional scaffolding, as suggested in inclusive learning design principles​. Another barrier may arise in the discussion forum, where some educators may feel hesitant to contribute due to language barriers or discomfort with online discussions. To make this more accessible, we could allow multiple ways to participate, such as video responses, structured prompts, or anonymous submissions to encourage engagement.

Besides curb cuts, there are many examples of universal design in engineering. Choose an example of universal design in engineering and explain how it can be used as inspiration for a learning design.

Crossing signs that include both visual and auditory signals ensure accessibility for individuals with varying needs. This concept can inspire learning design by incorporating multiple means of content delivery, such as providing text, audio, and visual resources to support diverse learners​. Similarly, images on road signs help convey information universally, just as using icons, infographics, or visual organizers in learning materials can aid comprehension. Public benches, designed for general use but benefiting those needing rest, mirror the value of built-in learning supports, like optional scaffolds, which assist some learners while enhancing accessibility for all​. By designing learning experiences with built-in flexibility, such as self-paced modules, alternative assessment methods, and multimodal content delivery, we can create a more inclusive environment that meets the needs of all learners.

My Comments on Peers Post:

“Hi Dawson! I really like your first analogy, it illustrates how traditional education often caters to a specific group while unintentionally excluding others. Your discussion of Universal Design for Learning (UDL) as a proactive approach rather than a reactive one is so important. Instead of forcing students to fit into a rigid system, UDL ensures that learning environments work for everyone from the start. I especially liked your point about video game design. Games naturally scaffold players through tutorials and difficulty adjustments, something education could embrace more effectively. Your post highlights that designing for inclusion benefits everyone, shifting from the view that accessibility is an “extra” . When we remove barriers before they arise, we create a more engaging learning experiences that empower all students to succeed. Thanks for sharing this perspective!“

Hey Cassie! I love how your module addresses the diverse needs of learners by offering multiple engagement methods. It’s great that you’ve also planned for flexibility, like online workshops and pre-recorded lessons, to accommodate unexpected situations. Your approach to removing potential barriers shows thoughtful consideration for students with varying levels of access to technology. Overall, your plan makes programming more approachable and inclusive for all learners, which is a great way to support beginners. Nice job, and thanks for sharing!

Open pedagogy is an instructional approach that prioritizes collaboration, transparency, and student agency in learning. This approach is grounded in the idea that students are not merely consumers of knowledge but active contributors, shaping their educational experiences by creating and sharing learning materials. Key features of open pedagogy include open planning, open products, open reflection, and open processes, all of which encourage innovation, inclusivity, and the co-construction of knowledge (University of British Columbia, 2021).

In the context of our topic, “Differentiated Instruction in Diverse Classrooms”, open pedagogy presents both opportunities and challenges. This approach aligns well with differentiation by promoting student-centered learning, allowing learners to take ownership of their education and customize their learning experiences. According to the University of British Columbia (2021), open pedagogy encourages flexibility in content delivery and assessment, accommodating various learning styles and needs. By incorporating open resources, students have access to diverse perspectives, helping to create more inclusive learning environments (Univesity of British Columbia, 2021). Additionally, the collaborative nature of open pedagogy supports peer learning and knowledge-sharing, which can enhance the learning experiences of students with different backgrounds and abilities.

When considering the best instructional approach for our Interactive Learning Resource, our group decided that experiential learning aligns most closely with differentiated instruction. Experiential learning, as outlined in Kolb’s Experiential Learning Theory, provides hands-on experiences that cater to diverse learning preferences (ParmisB, 2025). It emphasizes direct engagement, reflection, and practical application, which are crucial elements of differentiated instruction. By offering activities tailored to different learning styles, experiential learning ensures that students with varying needs and abilities can engage meaningfully with the content (ParmisB, 2025).

While open pedagogy fosters collaboration and knowledge-sharing, experiential learning’s structured yet flexible approach offers a more practical way to implement differentiated instruction in diverse classrooms. Therefore, while open pedagogy has a place in supporting differentiation through resource accessibility and student agency, experiential learning provides a more direct and adaptable framework for addressing diverse student needs effectively.

References

Hegarty, B. (2015). Attributes of open pedagogy: A model for using open educational resources. [PDF]. Wikimedia Commons. https://upload.wikimedia.org/wikipedia/commons/c/ca/Ed_Tech_Hegarty_2015_article_attributes_of_open_pedagogy.pdf

ParmisB. (2025). Experiential learning. EDCI 335-ParmisB. https://parmbbedci3352025.opened.ca/experiential-learning/

University of British Columbia. (2021). Defining open pedagogy. POSE. https://pose.open.ubc.ca/open-education/open-pedagogy/defining-open-pedagogy/ 

My Comments on Peer’s Posts:

Hi Ethan! I enjoyed reading about your firsthand experience, it’s so interesting to hear from someone who learned in such an open environment. Your reflection on the transition to traditional schooling really stood out to me. It highlights how open pedagogy helps students stay engaged and work together, but also how it can make the shift to a more structured learning environment challenging. I also chose open pedagogy for my blog prompt, and I agree that it encourages student agency and deeper engagement. I really liked how you connected it to health and diet. Some subjects, like nutrition, benefit from a more adaptable approach, while others might require more structure. Your balanced perspective on where open pedagogy works best really resonated with me. It also made me think more about how it applies beyond the classroom, especially in real world problem-solving. Thanks for sharing your experience!