My name is Atalaya Anzer or Ata for short and my pronouns are she/her. I’m from North Vancouver & I have been attending the University of Victoria since sep 2021. I have plans to graduate with a BA in psychology + and education minor in may 2025! I’m currently taking this course from home in North Van.
Hi Chase, I enjoyed reading your blog this week! I think you did an impressive job of explaining UDL principles effectively and providing multiple means of representation to do so. I think your ramp analogy was powerful and gives a great description of how UDL works to reduce barriers in education the same way that a ramp reduces mobility barriers. You did a good job of bringing attention to the digital divide in accessing online courses and material. I agree that offering affordable or open education resources and tools is essential to ensure those with financial barriers have equal access to education. I hadn’t heard of 2:1 take-home technology before, and I think it’s a creative solution to promote accessibility. I would love to start seeing this become more widespread across North America as we continue into the digital age.
Hi Percy, I enjoyed reading your blog post this week. I think you did a great job of explaining UDL principles and the importance of flexibility and accessibility in educational spaces. Like you, I have also experienced times when assessment methods or learning approaches did not align with my personal preferences and learning styles. I appreciate how you clearly outline ways that UDL principles can create more accessible learning environments. I found your points on speech-to-text technology to be important; in my experience, educators often forget to include text tools. These tools are essential for individuals with different learning styles and disabilities to access course material. One area I would like to learn more about is how UDL principles can be applied to group work. For example how could UDL principles be used to ensure all members have ability to utilize their prefered learning styles and contribute in a valuable way.
Pedagogy refers to the study of teaching methods, strategies and principles used in education. Different educators have unique approach’s to teaching and utilize different engagement and assessment strategies. For a deeper dive into Pedagogy refer to Blog 2.
Open pedagogy is a student-centered approach to education that shifts away from traditional teaching methods. Traditional classroom learning tends to be instructor-led, where students passively receive information. In Open pedagogy learning is collaborative, there is an emphasis on active participation, universal knowledge sharing, and co-creation of learning materials.
Open Educational Resources (OER) play an important role in Open Pedagogy as they allow free access to teaching and learning materials. To ensure educational materials are used responsibly and are not infringing on any copyright laws, open pedagogy relies on openly licensed materials.
Open Planning: A collaborative effort is used to design a course before it begins and the process is openly shared.
For example instructors may look at syllabuses and assignments from other teachers and utilize them in their own course.
Instructors will be transparent the process they went through in designing their course. This allows others to learn from their approach.
Open Products:Students share their work outside of the classroom to aid in others’ learning.
For example, students may post a research paper debating the usage of capital punishment. Other learners then have the ability to engage with their work by adding additional points and perspectives on the topic.
This allows for collaboration between learners by encouraging open exchanges and discussions.
Open Reflection: Students are encouraged to continuously reflect on the course and their learning experience.
For example, students complete course experience survey’s about what went well in the course and what can be improved.
This can help to address challenges to accessibility in the course.
This can also help other educators who are considering using a similar course design.
Open Process: Educators are transparent in the development of educational resources used in the course.
For example, Instructors, can share how they made a podcast, and the online tools they used to create it.
The Role and Impact of OER:
This video provides a short breakdown on Open Educational Resources.
Open Educational Resources play a significant role in transforming the educational landscape from exclusivity based on financial factors towards equitable and inclusive education. Open educational resources are free, openly licensed materials that learners can share, use, and adapt on. OER allows students to access high-quality educational resources online for free, and with educators and learners worldwide.
Cost reduction: OERs are free of cost to learners and teachers, addressing issues of affordability in education.
Adaptability: OER can be used in different learning environment to meet needs of various learners.
Global access and community engagement: allows learners and teachers to share high-quality educational materials and learn from different perspectives.
Customizability and Continuous Improvement: OER materials can be edited, adapted, and modified to fit different educational needs.
One of the barriers to accessing higher education is the cost, these effects are felt by learners all over the world. For example, in China, the average cost of university education is equal to an individual’s annual income, meaning many individuals can not afford higher education. While, on average, university and college students in the USA spend about $1300 on textbooks each year (Kanwar & Mishra, 2019). These financial burdens demonstrate the limits in accessible learning individual’s feel all around the globe.
In many African countries, educational funding is scarce, and the lack of affordable textbooks and resources has led to a decline in literacy rates (Kanwar & Mishra, 2019). OER provides a solution to this by offering educational material such as free textbooks that can be accessed worldwide. By utilizing OER in these classrooms, literacy scores can be improved, and all learners can have equal access to educational materials
In 2019 UNESCO introduced a global policy framework that encouraged governments and institutions to utilize OER in education. The main goals are to make education more affordable, accessible, and inclusive. Based on reports from the Commonwealth of Learning, the following are some of the most impactful trends in OER.
Canada: The government has introduced websites like the BCcampus open textbook, that provides free high-quality textbooks, quizzes, and journals for higher education students.
China has begun to integrate OER into national education, recognizing the burden of high educational costs placed on families.
Africa: Educational Organizations are working to provide more culturally relevant OER resources.
It’s been highlighted that many learners, especially in Asian cultures, are unable to access OER due to language barriers.
China and India are developing OER materials in multiple Asian languages to support learners needs.
African countries are also expanding OER to reflect diverse languages and cultures in the continent. This will ensure greater cultural sensitivity in education and steer away from a western-centered approach to learning.
Digital divide: Not all students have reliable internet or technology access that’s needed to use OER.
Language and cultural barriers: The majority of OER are published in English and written by western individuals, limiting access to non-English speakers.
Opportunity:
More government support and funding: Increased investment into OER has been shown to help reduce higher education costs by 30% (Kanwar & Mishra, 2019).
Global knowledge sharing: OER promotes collaboration and diverse perspective taking. OER allows users from all over the world to create, modify, and share learning materials.
Lifelong learning: OER supports lifelong learning, making it easier for individuals to have access to educational material at any point in their lives, regardless of whether they are currently in school or not.
Understanding Creative Commons Licensing: Responsible Sharing in Open Education:
Creative Commons (CC) licensing is essential for the success of (OER). It provides clear guidelines for using, modifying, and sharing educational materials legally and ethically. Without these licenses, sharing educational resources could be illegal and unethical, limiting opportunities for knowledge sharing.
There are 6 creative common licensing ranging from least strict to most strict rules:
Individuals are able to modify, adapt, and share work but any new work must publish under the same license. Proper credit to the original creator is also required.
This licensing has the least amount of freedom in terms to adapting work. Individuals can share material but not adapt or modify it.
Content can be shared and used for NON-commercial purposes only and proper credit must be given
Examples of Creative Commons licensing in my own work:
Blog Posts: I often use CC-BY licensed images to enhance my work and give credit to the original creator.
Research and Presentations: When writing research papers or creating presentations, I try to include information from research articles, textbooks, and journals that are CC-BT or CC-BY-NC licensed.
Teaching: In a teaching position, I could adapt CC-BY-NC-SA math worksheets to fit the needs of my class, then publish under the same license and share them with my students for non-commercial purposes.
As an educator, I would include aspects of open pedagogy in my teaching to create a more inclusive and accessible learning environment. I have personally benefited from collaborative learning. Group projects and discussion posts, for instance, have exposed me to diverse perspectives and counterarguments increasing my understanding of these topics. I would include collaborative work such as group assignments that allow students to create a presentation on an OER platform that is shared beyond the classroom. Learners from all over the world will be able to access and adapt their work, promoting the use of open products and global knowledge sharing. I would also utilize open educational resources such as free textbooks to ensure all students have equal access to materials regardless of their financial background.
In regards to transparency, I would incorporate key aspects of open pedagogy, such as open reflection. Throughout the semester, I would encourage students to fill out course experience surveys to report on what they felt went well in the course and what could be improved. These reflections will allow me to change areas of my teaching and course design to improve accessibility. I would openly share this information so other educators can learn about teaching strategies and engagement material that are effective.
McGreal, R. (2017). Special report on the role of open educational resources in supporting the sustainable development goal 4: Quality education challenges and opportunities. International Review of Research in Open and Distributed Learning, 18(7), 292–305. https://files.eric.ed.gov/fulltext/EJ1163203.pdf
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?
My name is Atalaya Anzer (she/her), and I am excited to be part of EDCI-339 this semester. I am currently in my 4th and last year at UVic, and I will be graduating with a BA in psychology and a minor in education. I plan to work in an educational setting as a teacher or counsellor in the near future, so I am excited to explore the principles of open and distributed education. – Check out the welcome page for more information about myself.
Distributed Learning:
Distributed education is a dynamic and flexible learning model that supports teaching through multiple technological formats (Hotchins, 2025). It differs from traditional learning because it does not require the students or teachers to be physically present in a classroom. For example, Learning Management Systems (LMS) like Brightspace allow students to access and engage with course material online, creating a central platform for students and teachers.
Distributed learning in institutions has modernized education and promoted learning that is accessible, flexible, and inclusive. It removes barriers by allowing learners who have challenging schedules or geographical restrictions to have equal access to quality education (Hotchins, 2025). For example, a university student who works full time or an adolescent who lives in a rural area can engage with the learning material online at their convenience. Distributed learning also accommodates diverse learning styles by offering resources and class material that learners can revisit at their own pace, enabling them to work in a way to suit their own preferences (Iniesto & Bossu, 2023).
Open Education:
Open education is similar to distributed education as it removes restrictions such as time constraints and location. However, it also has an additional aspect of removing costs by allowing individuals to have access to online information and resources freely (Hotchin, 2025). This involves making educational materials, like textbooks, journals, and online courses, universally accessible without cost.
Open education significantly contributes to creating a more inclusive and equitable learning environment. By removing the financial limitations placed on education, it ensures individuals from all socioeconomic backgrounds are able to access high-quality learning materials (Kumar, 2019). For example, a student who can not afford a required textbook or university class can access the same information online without additional cost through open educational resources (OERs). Open education utilizes multiple platforms such as YouTube, Khan Academy, and Duolingo, where individuals can further improve their knowledge, studying skills, or even learn a new language on their own. This can help families who can’t afford tutors to ensure their children have access to the resources they need to succeed academically. According to research from the United Nations, approximately 265 million children worldwide are lacking basic elementary education (Kumar, 2019). Open education helps to bridge the gap of economic disparity in education by helping students access free learning resources.
The 4 main modes of learning are face-to-face, online, blended, and hybrid. Face-to-face education involves traditional classroom learning, where students and teachers interact in person. This form of learning promotes engagement through discussion and immediate feedback. Online learning can be synchronous, involving real-time interactions through platforms like Zoom, or asynchronous, self-paced learning using pre-recorded videos with no meeting times. Synchronous learning promotes real-time engagement between students and teachers, while asynchronous learning offers flexibility for students to learn at their own pace (Hrastinski, 2008). However, both forms of online learning can be detrimental to student engagement if they lack direct interaction or self-regulation to learn on their own time.
Blended learning is a mix of face-to-face and online learning with set meeting times in person and online. Hybrid learning is a form of education similar to blended learning, but students have the autonomy in choosing when they would like to attend in-person or online sessions (Hotchins, 2025). Both learning modes offer a balance between structured in-person sessions and flexible online learning. Once again, it is important to note that self-motivation is important in any form of online learning, so students must be organized to engage with and learn from the material.
I personally prefer blended learning because it provides a balanced approach between the structure of face-to-face interactions and the flexibility of online learning. I appreciate the online aspect because I have a busy schedule outside of school, enabling me to learn and complete assignments at my own time. On the other hand, I also enjoy face-to-face learning because it encourages me to build team work skills, collaborate with others, and ask questions in person,. Although I haven’t taken a blended class yet, I believe the combination of in-person support and online flexibility would work well for my learning style.
Digital literacy is the ability to effectively utilize technology to share information and acquire knowledge. Its an critical skill for distributed learning and open education that facilitates the use of online material and collaboration tools (Hotchtins, 2025). Teachers must develop digital literacy skills such as information literacy to decipher fake and real news, technical proficiency to utilize learning management systems, and ethical usage to maintain digital privacy, to name a few (Hotchins, 2025). All aspects of online learning, from meetings to class websites and the information shared, rely on these skills. In my own education journey, digital literacy has been a central aspect. For example, I rely on my digital literacy skills to engage in online discussions, research, cite information, and submit assignments.
Digital Identity:
I manage my digital identity by separating personal and professional identities and being intentional about what content I post. For my personal identity online, I use private social media accounts and only let people I know follow me as an added safety precaution. I use social media as a way to share photos I have taken and communicate with friends and family all over the world, making it an important aspect of my social life and well-being. For my professional identity, I have a LinkedIn account where I highlight my educational achievements and experiences. I utilize it to connect with individuals in the same field to gain advice and exchange ideas.
References
Iniesto, F., & Bossu, C. (2023). Equity, diversity, and inclusion in open education: A systematic literature review. Distance Education, 44(4), 694–711. https://doi.org/10.1080/01587919.2023.2267472
Kumar, S. Influence of open educational resources on educational practices in the Global South. Nat Hum Behav3, 540–541 (2019). https://doi.org/10.1038/s41562-019-0624-4
Hotchins, J. (2025, January). Module One: Introduction to distributed and open learning [PowerPoint slides]. Department of Curriculum and Instruction, University of Victoria.
Hello! My name is Atalaya Anzer (she/her), I am a 4th year undergraduate student. I was born and raised in North Vancouver, B.C. and I’ve lived in Victoria for the past 4 years. Some of my favourite hobbies include hiking, cooking, travelling, and spending time outdoors,
I will be graduating with a BA in psychology and minor in education this spring. I’m excited to graduate and see what the future has in store however, it’s bittersweet because I have enjoyed my time at UVic immensely!
After graduation I plan to work in an educational setting as a teacher or counselor. I am currently doing a practicum in grade 4/5 classroom here in Victoria I have been having an amazing time learning from the teacher and students. I am eager to learn more about online and distributed learning because it is essential in today’s digital generation.
See below for photos I took of recent travel destinations!
