Blended and fully online learning have grown in popularity in the K-12 grades and little research has been conducted on the central idea of online learning. Most online learning is done using premade materials that are made by outside vendors. Most teachers are not tailoring their online learning platforms to the needs of their students, all teachers need to be. On top of this, many students with disabilities that are enrolled in online learning face accessibility issues. There are two main definitions that are used to define digital accessibility. These are: accessibility means that people with disabilities can use the web, perceive, understand, navigate, interact, and contribute with or to the web. The next definition is if that technology is accessible if it can be used as effectively by people with disabilities as by those without (Basham, 2016). In order to measure the effectiveness of learning materials used for online learning, the UDL instructional framework was created to rate these learning materials. The UDL (Universal Design for Learning) scan tool analyzes the UDL principles, guidelines, and checkpoints. It also reviews existing rubrics and observation instruments. The tool in online accessible as well. This tool provides teachers with a way to measure and review online materials for their learners. It checks for accessibility and variability. The scan tool has 37 beginning items with a total of 46 responses. Research of the UDL scan tool concluded that the tool showed success in the measurement of the framework within digital products geared for learning (Basham, 2016). As a result of the success, it is hoped that school districts will make more conscious decisions about the learning materials that they choose for their online learners. Through this tool, educators can make their materials more accessible and have a better understanding of learner variability. Teachers will also be able to take on a more supportive role in their student’s education. Using the UDL scan tool gives the needed support for cooperation across the board when it comes to online learning decisions.
A strategy from the UDL guidelines that I could use, resides in the engagement section of the framework. Checkpoint 8.3: Foster collaboration and community (Cast, 2022), is an important checkpoint to include in my lesson planning. It is important to create a cooperative learning environment for our students. I can utilize creating these cooperative learning groups and including clear goals, roles, and responsibilities. I feel like I already have learning groups in one of my activities, but will need to include clears expectations and goals. I can also encourage opportunities for peer interactions. A second strategy from the UDL guidelines lies within the representation network. Specifically in Checkpoint 3.1: Activate or supply background knowledge (Cast, 2022). Building upon our student’s background knowledge is very important and is an easy way to see what your students may already know. This strategy suggests using anchor instruction by linking or activating prior knowledge, using advanced organizers, and pre-teaching concepts through models or demonstration. My lesson includes a lot of imagery and anchor charts. I believe I could use this strategy to build upon their background knowledge and grow beyond that. I could also include a different graphic organizer with my lesson.
References
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
Cast. (2022, February 8). About universal design for learning. CAST. Retrieved April 13, 2023, from http://www.cast.org/our-work/about-udl.html#.XGn5889Kho4
