Hello, and thank you to all who have been completing all of the module activities as we move our way through the course. It has been great to connect with some PodGroups, and see you begin to work on the Learning Design Blueprint assignment. Please ensure that you have reviewed the rubric and that all PodGroup members know/do their tasks moving forward.

 

Here is the schedule for each module

  • Module 1: September 3 to September 16 (2 weeks)
  • Module 2: September 17 to September 29 (2 weeks)
  • Module 3: October 1 to October 14 (2 weeks)
  • Module 4: October 15 to October 28 (2 weeks)
  • Module 5: October 29 to November 18 (3 weeks)
  • Module 6: November 19 to December 3 (2 weeks)

 

As we continue our learning journey together, I want to ensure everyone knows I am available and eager to support you if you have any questions, comments, or concerns. Please contact me on Mattermost, and we can meet (over email, phone, zoom, etc.) to discuss how I can support you or your PodGroup in the course.

 

Reminder: Your Learning Design Blueprint (this assignment is completed in your PodGroups) is due on Friday, October 10th at 11:59 p.m. (PST). Please ensure that you connect with your PodGroup members quickly and efficiently, as I can provide more support sooner rather than later.

 

I will also be available on Zoom on Monday, October 6th from 4:00 – 5:00 p.m. for optional drop-in office hours. This is a chance to ask questions, get support, or check in. If this time doesn’t work for you, you are always welcome to book a meeting, phone call, or text with me throughout the semester.

 

If you have any issues connecting with your Pod Group or others doing their group tasks, please let me know ASAP.

 

If you have any questions, comments, or concerns, please let me know on Mattermost. I am more than happy to connect with your group and provide some direction if you are stumped.

Module Three Topics

 

Designing for inclusion and engagement means creating learning experiences that work for all students, not just a select few. This requires intentional choices that anticipate learner variability, foster belonging, and support motivation. In this module, we explore frameworks and strategies that help educators design environments where diverse learners can engage meaningfully and achieve success.

 

Universal Design for Learning

 

Universal Design for Learning (UDL) is a framework that emphasizes planning for variability. It highlights three guiding principles: providing multiple means of representation, multiple means of action and expression, and multiple means of engagement. Rather than responding to challenges once they appear, UDL encourages designers to anticipate barriers and design learning environments that allow learners to access content and demonstrate understanding in different ways. This approach recognizes that what is essential for some learners often benefits all learners.

 

Inclusive Learning Design

 

Inclusive design goes beyond accessibility by addressing social, cultural, and relational dimensions of education. It requires asking whose voices are represented, whether materials reflect diverse perspectives, and how learners experience belonging. Scaffolding plays a key role in this process. Just as a GPS offers routes and timely prompts to guide travellers, educators can provide supports such as step-by-step instructions or vocabulary tools to help learners progress. These scaffolds are gradually reduced as learners develop independence and confidence.

 

Designing for Diverse Learners

 

The idea of an “average learner” is misleading because every student brings unique strengths, challenges, and contexts. Designing for diversity involves creating multiple pathways for success while maintaining high expectations for all. Some learners may need additional supports at the beginning of a task, while others may benefit from opportunities to extend their knowledge. Inclusive design shifts the focus from perceived learner deficits to the barriers present in the learning environment and seeks to remove those barriers so that all learners can participate fully.

 

Student Motivation and Engagement

 

Motivation is central to learning and is influenced by factors such as relevance, autonomy, and social connection. Learners are more likely to engage deeply when they see personal value in their work, when they have meaningful choices, and when collaboration is encouraged. Instruction that provides authentic tasks, clear feedback, and opportunities to connect new ideas to prior knowledge supports both surface understanding and deeper learning. Attention is also a critical factor. Designs that break content into manageable parts and offer variety help learners sustain focus and energy.

 

Synchronous and Asynchronous Learning

 

Synchronous time supports connection, immediacy, and shared momentum. It works best when it has a clear purpose such as community building, coaching, or resolving misconceptions. Asynchronous work supports access, reflection, and flexible pacing. It is ideal for content exploration, practice, and thoughtful discussion. Effective designs combine both. Offer recordings and summaries for any live session, set norms that protect privacy and inclusion, and provide alternate pathways so learners who cannot attend in real time can still meet outcomes.

Readings/Videos/Podcasts

Read this hidden paragraph once you watch the video above (click on this sentence) This classic “selective attention test” demonstrates attention variability within our population. Did you spot the gorilla? If this was not your first time viewing this video, you will have known to watch for it. Some first time viewers spot the gorilla right away while others are so intent on following the task that they are unaware of the gorilla. One reason we mention this video here is that it illustrates how easy it is to completely overlook something we are not looking for. If we are not intentional about looking for barriers to participation, we will not see them. This video also has implications for all tasks requiring attention. How would your attention vary if you had to watch the ball being passed for 5 minutes? 50 minutes? Attention and engagement variables are important considerations in your learning design. How can you break your tasks into manageable sizes that work well for your learners?

Tasks/Activities: You are expected to complete all the tasks below by Tuesday, October 14th (unless otherwise specified).

Watch the Module 3 video. There is a reflection prompt included in the video that you will need to complete as part of your Community Contributions assignment, so please watch carefully and take note of the prompt when it appears. Your reflection can just be typed into the Community Contributions dropbox on Brightspace. It does not need to be posted to your blog. 30 minutes (approximately) Please note: these reflections must be completed during the module (cannot be submitted late).
Meet with your PodGroup and continue working on your Learning Design Blueprint Assignment. This is a friendly reminder that this assignment is due on Friday, October 10th at 11:59 pm. Please submit this to Brightspace as a PDF along with your Peer Evaluation Forms. Depends…(I would recommend at least an hour meeting)
Submit your Learning Design Blueprint assignment as a PDF in Brightspace. This is due by Friday, October 10th at 11:59 p.m. PST. It depends on the work you have been doing over the past couple of modules.
Submit your Peer Evaluation Form for this past PodGroup assignment. This will be submitted in the same dropbox on Brightspace as your Social Media Platform Comparison assignment. If you do not submit a Peer Evaluation Form, 1 mark will be deducted from your overall assessment. 5-10 minutes (approximately)
Blog Post #3: For your third blog post in EDCI 335, I would like you to reflect on the ideas introduced in Module 3. You do not need to respond to every prompt directly, but by the end of your post you should demonstrate an understanding of each of the topics listed below. Please use examples and connections to practice where possible. – Universal Design for Learning (UDL): How does UDL help us design with learner variability in mind, and why is it important for reducing barriers to learning? – Inclusive Learning Design: What strategies can educators use to ensure that learning environments support equity, belonging, and representation for all learners? – Synchronous and Asynchronous Learning: In what ways can synchronous and asynchronous activities each support engagement, and how might a balance between the two promote inclusion? – Principles of Effective Online Education: What characteristics make an online learning experience effective, and how do frameworks like UDL support alignment, clarity, and accessibility? – Interaction and Presence: How can student–content, student–student, and student–instructor interactions be fostered in online learning, and why are they important for engagement and inclusion?
Submit your Blog Post #3 URL to Brightspace

If you have any troubles with the content of this module, please connect with me, and we can find ways to troubleshoot together! I am always more than happy to help support your learning as we continue our learning through our EDCI 335 course.