Hi Elena, I enjoyed reading your post this week. I appreciate how you highlighted the importance of adaptability and modifications in teaching. I relate to your experience with your teacher using the whiteboard to help you visualize numbers. I had a similar experience in school where teachers provided me with transcripts of videos because it’s easier for me to learn by reading vs. listening. I agree that when your in an online course its fairly obvious to tell which teachers have strong digital literacy skills and those who do not. Those that do have those skills are often the most effective teachers.
I think it’s also great how you highlighted the importance of creating an inclusive online environment. People often like to hide behind their screens and share hate, so it’s refreshing to hear that there are students out there that are promoting positive contributions in digital spaces. Thanks for sharing!
Your point on project-based learning resonates with me; in my experience, having the ability to actively apply concepts in learning promotes critical thinking and understanding. This highlights the importance of actively developing knowledge instead of being a passive recipient. I appreciated how you broke down some qualities that are important for online instructors. I’ve had experiences where these qualities were utilized, and when they were ignored, in my opinion, the best online teachers have all these skills. I also like how you highlighted the benefits and challenges of digital environments. In your opinion, do you think the benefits outweigh the challenges or vice versa?
Universal Design for Learning is an educational framework that moves away from the outdated one-size-fits-all approach to learning. Instead, UDL promotes accessibility and flexibility in teaching methods, assessments, and materials so all students’ diverse learning needs are met. The UDL is based on the following 3 key principles:
Multiple means of engagement: This principle focuses on using different teaching methods to engage students in the classroom environment.
Multiple Means of Representation: This principle focuses on presenting educational material in multiple formats to accommodate diverse learning styles.
Multiple Means of Action and Expression: This principle focuses on goal setting and giving students the opportunity to demonstrate their knowledge in diverse ways.
I appreciate UDL because it creates a space for all curious minds to learn and become educated regardless of their physical or cognitive ability. It removes barriers by giving everyone an opportunity to showcase their knowledge in ways that align with their learning styles or strengths. A student who struggles with audio learning may thrive when they are given closed captions or transcripts. While another student may prefer to demonstrate their work in interactive formats over essays. I personally learn best by reading and writing, so it’s helpful when closed captioning and transcripts are provided for podcasts or videos. This allows me to engage with the material effectively in the same way an audio learner would.
This video does a great job of breaking down UDL principles and explaining the importance of straying away from a one-size-fits-all method to teaching. It provides concrete examples for each of the UDL principles in classroom settings. The video also uses a shopping metaphor to illustrate a comparison between people attempting to wear the same size outfit and learn the same way.
Applying UDL Principles in Physical and Online Classrooms:
Engagement: Teachers can apply this principle by incorporating individual work, hands-on assignments, and group discussions to encourage active learning.
For example, a teacher may ask students to share their thoughts with the person next to them in class to gain diverse perspectives.
Representation: teachers can provide content and course material in multiple formats such as verbal, visual and written.
For example, teachers can use a combination of lecture slides, infographics, and videos with closed captioning in class.
Action and Expression: Teachers can apply this principle by allowing students to choose different ways to demonstrate their knowledge through an assignment.
For example, instead of requiring everyone to do the same final project a teacher can offer the choice to create visual art, essay, video project, podcast etc.
Engagement: Educators can use interactive discussion boards, breakout rooms, and a mix of live and pre recorded lectures to keep students engaged
For example, a teacher may use a mix of office hours, pre-recorded lectures, and discussion threads to ask questions, and share thoughts.
Representation: Educators can provide class material through different formats such as audio, visual, and text versions.
For example, a teacher can use infographics and videos for visual learners. Text-to-speech tools and podcasts for auditory learners. PDFs, research papers, and articles for reading/writing learners.
Action and Expression: Students can submit assignments in various formats: podcasts, PowerPoints, and video reflections. Teachers can also help students set meaningful goals for the semester such as SMART goals.
Teachers can encourage students to set SMART goals in an online document at the start of the semester.
Relevant: goals align with curriculum and students interests
Time bound: goals are to be achieved by end of semester
Example of SMART Goal for grade 8 math student: I want to improve my math grade from a C+ to B+, I will do this by completing my homework, attending online office hours when I need help, and studying for an extra 15-30 minutes a day. I will complete this throughout a 12-week period, periodically checking in on my grades with my teacher.
Strategies to to Create Equitable Accessible Digital Classrooms:
As online learning continues to grow and become more common, it is essential to promote accessibility and equity for all students. Whether you are a learner or educator, the following strategies can help improve online accessibility in learning.
Design for easy readability and access: When designing online courses, simple and clear designs are the best way to go. A clean and simple layout with OER can ensure all students, regardless of their technological skills or financial ability, can easily access course material.
Clear headings and categories help students navigate the course easily.
Readable Fonts and Text: simple and clear texts ensure all learners can clearly read the website.
Provide Open Educational Resources:such as free textbooks, journals, and research papers, to ensure all students can access materials.
Provide flexible learning options: by providing course material in multiple formats, educators can ensure all students can engage with content in a way that matches their learning needs.
Provide multiple formats: offer video, audio recordings, PDFs, textbooks, and lecture slides.
Include Alt Text for images: for students hard of hearing, providing alt text for images and videos can help them read and understand visual content.
Use captions and transcripts: to support visual learners and those hard on hearing.
Promote inclusive community culture; to promote accessibility, it’s important to be respectful and to peers and educators so everyone feels they have safe access to online courses.
Establish clear guidelines: in the course syllabus, include policies against discrimination or harassment.
Encourage use of respectful language and behaviour: towards peers and instructors.
Use trigger warnings: when sharing content that some students may find hard to watch.
Conduct course experience surveys: use tools like Survey Monkey to gain feedback on course accessibility.
Encourage feedback from students; schedule office hours or discussion forums where students can share their suggestions for improvement.
I think accessibility is crucial to education because I have seen firsthand how much of a difference it makes for learners. Whether it is providing multiple versions of material so so students with disabilities can access material. Or creating flexible assignment options so all students can present their knowledge in alignment with their learning styles. Using these principles allows more people to gain access to education.
As our world becomes increasingly more digital, EdTech continues to develop, changing how we teach and learn online. While EdTech offers many benefits and advantages to learning, it comes with a multitude of ethical challenges. As educators, it is essential to be aware of these issues and promote ways to minimize user risks. Research from Regan and Jesse (2018) identified six key areas of ethical concerns that educators should be aware of and consider when using educational technology in online and physical classrooms.
1.Information Privacy: A key concern in EdTech is how student data is collected and what it is used for.
What educators can do:
Be transparent about how students data is collected.
Obtain consent from students/parents before using EdTech tools.
Be mindful of what tools you are using and the privacy measures used.
2.Anonymity: Students should have the right to remain anonymous in their online learning environments if they choose.
What educators can do:
Choose tools that allow students to opt out of tracking.
Be transparent if data is collected anonymously.
3.Surveillance and Tracking: Many EdTech tools track students’ activities such as how long it took them to finish a quiz or answer a question online. They then can use this data to predict future behvaiours.
What educators can do:
Educators should be transparent about how this data is used and get consent before shaping their educational experiences.
Regularly review EdTech tools to ensure they align with ethical and privacy standards.
4.Autonomy: The use of big data can interfere with student autonomy by nudging students towards specific products or educational pathways. For example, a student’s data may be used to market them towards a career in the trades by promoting salaries and short educational certificates when their real passion lies in social justice or creative writing.
What educators can do:
Educators should be cautious of algorithms they use to ensure student autonomy is maintained.
Encourage students to explore their different interests.
5.Discrimination: Algorithms are not neutral; information collected by algorithms can categorize students into different groups based on race or gender and create inequalities in learning. Online algorithms can profit from perpetuating stigmas, stereotypes, and cultural divides..
What can educators do:
It is essential educators check the tools they use to ensure it doesn’t favour one group over another.
Choose tools that prioritize inclusivity and equity.
6.Ownership of information: When EdTech tools are used in online classrooms, they collect data. It’s important that educators specify who owns their information before students use the technology.
What educators can do:
Be transparent with students about who owns their information: the school, the tech company, or you?
Advocate for EdTech that gives students ownership over their own information.
Ethical Considerations in Digital Interactions:
Participants in online learning environments have a responsibility to ensure they are contributing to a respectful and inclusive environment. Students should behave the same way they would in classrooms with a physically present instructor. According to Hotchin (2025), the following principles are ethical considerations to be aware of in digital spaces.
Respect and kindness
Be kind and respectful to peers and educators as you would in an in person class.
Bullying and harassment are not allowed in online courses or digital spaces.
Privacy online:
Participants should be cautious of the information they share online, as it can affect future job and educational opportunities.
Learners should be aware that anything said on the internet is permanent.
Academic honesty:
Learners must avoid plagiarism and cite their resources to avoid academic violations.
Inclusion:
Digital classrooms should be inclusive and welcoming to all participants regardless of race, gender, physical ability, or learning differences.
This short video explains what it means to be a digital user. It provides tips on how to promote privacy online through being cautious with what you post, asking for others permissions before posting them, and recognizing that what is posted on the internet is permanent.
Applying UDL and Accessibility Principles:
As a student I have experienced many different learning environments that utilized UDL principles effectively and those that did not. I recently took an in-person course, where the professor did a great job of applying multiple means of engagement. He used class time well by lecturing for half the time and providing the rest of the class to have group discussion and think and share pair activities. He also gave an option to work individually for those who prefer independent learning. This promoted engagement throughout the class while also catering to diverse learning styles.
This same professor did a minimal job of providing multiple means of representation that could have been improved. He provided his lecture slides and video recordings of class online; however, closed captioning and transcripts of the videos were often off-timing or not provided at all. This made it harder for me as a reading/writing learner to comprehend lecture content without accurate close-captioning. I had another experience with an online professor where they often lacked multiple means of representation. They would provide online resources for us to read and take notes on, but many times they would not be OER and required you to pay for them or spend time trying to find the resource on another website. To improve these professors should provide consistent, accurate closed captioning, alt text to image, and easy-to- access/free open educational resources.
I recently took an in-person class that focused on motivation and well being. The professor did an amazing job of utilizing multiple means of action/expression, by allowing us to pick how we want to present our knowledge. There were three assignments throughout the semester, and students had the choice to write an essay, create a visual art project, produce a film, or create a podcast. This promoted accessibility and UDL principles by allowing students to demonstrate their understanding in a way that catered to their learning style/preference. It also steered away from the one-size-fits all approach by not requiring all students to complete the same final exam or essay.
Regan, P. M., & Jesse, J. (2018). Ethical challenges of edtech, big data and personalized learning: Twenty-first century student sorting and tracking. Ethics and Information Technology, 21(3), 167–179. https://doi.org/10.1007/s10676-018-9492-2
Pedagogy refers to the study of teaching methods, strategies and principles used in education. Educators use different pedagogical approaches to create educational environments and facilitate learning that supports student growth. To ensure effective teaching, pedagogy includes four focus areas: the teaching methods, engagement strategies, assessment practice, and a holistic approach. The holistic approach refers to the importance of how education is taught over the content.
I believe a key aspect of pedagogy is the mindset teachers create in students. In my experience, learning tends to be centered around two contrasting mindsets: growth vs. fixed. A growth mindset is the belief that intelligence is adaptable and can be developed through effort, persistence, and knowledge. Individuals with growth mindsets are more likely to see learning as a challenge and failure as an opportunity for improvement. On the other hand a fixed mindset assumes intelligence is static and can’t be significantly improved or changed.
Educators who adopt a growth mindset approach encourage students to work through challenges, try new things, and believe in their potential to improve. This aligns with a holistic approach to pedagogy, which focuses on how education is taught rather than the content being delivered. By fostering resilience and a positive attitude towards learning, growth mindsets create an environment that supports lifelong learning. In my opinion, growth mindsets are the most effective in helping students overcome learning obstacles and continue their educational paths.
This video provides a clear comparison between growth and fixed mindsets, illustrating how they each influence learning and personal outcomes.
I have experienced many different pedagogy teaching styles, ranging from lecture-based, collaboration-based, and individual learning. I have benefited from a combination of methods; lecture-based learning helps me grasp foundational knowledge in psychology classes with clear, structured explanations. While, collaborative learning allows me to share knowledge and gain different perspectives with peers. As a future educator, I would employ a combination of methods to maximize flexibility in the way students learn. I would also focus on creating a growth mindset learning environment where learners are supported, encouraged, and challenged.
Networked Pedagogy in Action
Network pedagogy involves using digital tools to improve the learning process by connecting individuals, ideas, and resources online. This approach allows learners to collaborate, access diverse perspectives, and interact with experts globally. In my own experience, online discussion forums have enabled me to collaborate with psychology students and educators from around the world. This has provided me with opportunities to exchange ideas, challenging Western-centric perspectives and beliefs in psychology. Additionally, when working on collaborative projects, platforms like Zoom have been essential for real-time feedback and the ability to divide and conquer work together.
Constructivism is a learning theory that emphasizes active, hands-on learning where students build their own knowledge through experience, meaning making, and reflection. This theory resonates with me because learners are seen as constructors of their own knowledge instead of passive recipients.
In an online environment, constructivism can be applied through long-term collaborative projects that promote active learning. For example, students could be divided into small groups and select a psychological theory they would like to research and create a presentation on. As they progress students reflect on how their theory relates to own experiences, prior knowledge and personal beliefs about human behaviour. Over the semester they would build on their knowledge by researching topics related to theory, synthesizing information, and creating a draft. Once reach the draft stage, group members would provide feedback, allowing them to further refine their work, then present to the class via Zoom. By engaging this process students are actively constructing meaning. In general I apply constructivist principles in my own learning by building on previous knowledge I have and relating ideas to personal experience.
This video explores multiple ways educators can apply constructivist principles in their classroom lessons and assignment’s.
The Role of the Instructor:
Within an online course, instructors are in charge of designing the course, facilitating learning, creating assessments and evaluations, controlling technical aspects, and building a community.
I think the following qualities are essential for effective online educational instruction:
Course design and planning: Accessible material, open resources, clear course structure, and syllabus are essential for students to navigate the course effectively and engage with materials.
Instructor Presence: Instructors should be actively involved; they should introduce themselves to the class and provide opportunities for office hours and real-time collaboration. They should also offer timely feedback and communication to increase student engagement.
Build Community: Encourage online discussion forums, peer reviews and responses, as well as collaborative projects. This will promote teamwork, engagement, and knowledge-sharing skills.
In the past I have had mixed reviews of online instructors. I have only taken courses through UVIC, but the majority have been positive experiences. Instructors who provide timely feedback, keep an active presence in the class, and encourage collaborative projects are the most effective and engaging, in my opinion. On the other hand, I have experienced a few classes where the instructors are not as active, making the experience less meaningful and enjoyable. Instructors who are slow to respond to emails and provide feedback have left me feeling disconnected from their courses.
Benefits: Digital spaces allow for flexibility, access to diverse resources, and the ability to connect with other learners globally.
Challenges: Limited face-to-face interaction, lack of instructor presence, and lack of technology access or digital literacy skills.
How to Ensure Positive Contributions: I like to be intentional and respectful with what I post and share in digital spaces, ensuring I am fact-checking the resources I interact with and share. Additionally, In group settings, I engage respectfully and collaborate effectively.
Hi Chase, I enjoed your discussion on distributed and open education, especially how these models increase accessibility for students facing a multitude of different barriers. To build on the importance of flexibility in distributed learning. I think it’s also important to highlight how it can help learners foster self-discipline and time management skills when working online.
Your section on digital literacy made a great insight into the importance of having digital literacy skills as the world starts to evolve and become more online. Do you think digital literacy should be required as part of all school curriculums? You also made a great point about being mindful when posting online. Your emphasis on not posting anything you wouldn’t be comfortable with future employers seeing is important and highlights the long-term consequences and impacts of a digital footprint!
Hi Rondean, I enjoyed reading your reflections on distributed and open education this week. Your reflection on the Covid-19 pandemic resonates with me because it was a huge shift, going from face-to-face learning to online in such a short time frame. My digital literacy skills were helpful for the transition, but online learning also highlighted areas where I lacked skills. I needed to improve on these areas to make sure I was getting the most knowledge, experience, and interactions from my education. For example, I wasn’t super familiar with using online tools like Zoom or learning management systems at the start of 2020. But through helpful friends, video tutorials, and online resources, I am able to utilize my digital literacy skills to access and navigate these platforms on my own. I wonder if you have come across any specific strategies or tools that have helped you improve your online learning experience?
I also agree with you that certain subjects work well online, but other subjects such as STEM courses that are more analytical and quantitative, work better in person. In my personal experience, I think I would have struggled taking a stats course online because interacting with the teacher, getting immediate feedback, and working with other students in real time was essential for how I grasped and understood the material.
Hi Matthew, I enjoyed reading your post this week on distributed learning and open education. I liked your insights on hybrid learning and the benefits it allows, such as maintaining structure while also providing flexibility. Hybrid learning is also one of my preferred forms of learning; having the option to attend in person or online is beneficial for individuals with complicated schedules or personal preferences for learning flexibility. Like you, I find the freedom to choose between online and in-person learning to be valuable. For example, when my energy is low or I am facing barriers to attend attend class in person, being able to switch online allows me to continue to learn at my own pace. I find that sometimes I feel more distracted and less motivated when learning online. In your experience, do you utilize any strategies that help you stay motivated when switching to an online format?
