Blog Post 3

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!“