Digital Literacy eJournal

eJournal

A deep dive into my learning

EDUC 5053 Digital Literacy, Accessibility & UDL

Tanya Veinotte Frowd, July 2022

Table of Contents

Class 1 - Tuesday, July 5, 2022 (Synchronous)
UDL & Differentiation: Working in tandem for inclusive education

Class 2 - Wednesday July 6, 2022 (Asynchronous)
Collective Teacher Efficacy, Firm Goals & Flexible Means

Class 3 - Thursday, July 7, 2022 (Synchronous)
Designing AEM Materials: Access by Design

Class 4 - Friday, July 8, 2022 (Asynchronous)
Read&Write for Google Docs: The Amazing Voice Note

"We do not learn from experience. We learn from reflecting on experience.”

Class 5 - Monday, July 11, 2022 (Synchronous)
Universal Design for Learning: It's Everyone's Business

Class 6 - Tuesday, July 12, 2022 (Asynchronous)
Getting the Message Out: Accessibility is a Human Right

Class 7 - Wednesday, July 13, 2022 (Synchronous)
Our Collective Efficacy: Voices United in Advocating for Change

― John Dewey

Class 8 - Thursday, July 14, 2022 (Asynchronous)
Final Reflections & Sharing Plan

References and Useful Links

"[S]he who would search for pearls must dive below."

― John Dryden.

Synchronous

CLASS

Tuesday,
July 5,
2022

UDL & Differentiation: Working in tandem for inclusive education

One of the biggest takeaways for me today is the discussion about differentiation and universal design for learning. How are UDL and different? Are they both necessary for inclusive eduation?

"All of us do not have equal talent, but all of us should have an equal opportunity to develop our talent.”

― John F. Kennedy

For years educators have been told that they need it to differentiate , however, before differentiating, we first need to universally design our classrooms. According to Novak (2022), "UDL proactively designs flexibility in goals, methods, materials, and assessments by embracing variability and predicting barriers, and then by eliminating those barriers to design through design" (p. 54). After we design learning for all students, we can differentiate to support learners who will still need small group support. This is when we differentiate. UDL and differentiation work in tandem, but UDL must come first. When we design for everyone, with firm goals and flexible means, we are considering all learning needs. Regardless of who enters the classroom, learning is ready for all students. UDL and differentiation are different, but not in competition with each other. They are both present in inclusive classrooms.

Chart outlining common UDL myths. It is linked to an accessible format.

Universal Design for Learning

Myths & Facts

Speech balloon with the word myths inside it.

Speech balloon with the word facts inside it.

"Creating a more equitable and inclusive system involves unlearning and a change of mindset from students, teachers, administrators, and parents" (Novak, 2022, p. 61). Creating this more equitable and inclusive system involves learning what Universal Design for Learning is and what it isn't. Click on the image to the left to learn more about some of the facts and myths about UDL.

A graphic that shows the connections between people.

The principles of universe of design greatly impact my practice. As a coach, I have the opportunity to reach teachers during practice. The information I share with them is direct and can be applied. If I do not go in with a universally designed mindset, I am reinforcing that it is OK to not plan ahead for diverse learners. I have the opportunity to change a teachers practice and that will affect hundreds perhaps thousands of students. No pressure!

Impact on My Practice

UDL + Differentiation = Inclusive Education

Asynchronous

CLASS

Wednesday,
July 6,
2022

Collective Teacher Efficacy, Firm Goals & Flexible Means

Love it Tanya! Thanks for sharing and love your deep dive images!! Barb

Take our UDL quiz here!

An alarm clock that says quiz time inside it.

"We rise by lifting others."

― Robert Ingersoll

Can we be successful on our own? Of course we can. But it's much easier when we have colleagues to support us, teach us, and cheer us on―and who depend on us to do the same for them.
(Novak, 2022, p. 6)

It is 11:30pm on July 26. I have spend most of my date working on what I thought would be an easy task: create a 15 question quiz on a UDL principle using a Google Form. Piece of cake. I can do this in my sleep. However, add in 2 awesome group members and this easy task becomes fun and easy! However, I became so engaged in this assignment that I didn't finish tweaking it until 11:30pm. I did ask my group members if they minded if I was the "finisher," making sure everything worked properly and was polished. I am exhausted, and I still have a chapter to read, but I was completely engaged in this assignment. I loved learning with a team of engaged, supportive, and kind learners. I also love how this project allowed for creativity, choice, and autonomy.