Category: Practice

Universal Design for Learning in Blackboard Courses

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The Universal Design for Learning Framework aims to optimise learning by acknowledging the diversity of needs and preferences of learners.

The core principles of UDL are designing for multiple means of engagement, representation, and action and expression. These are broken down into subcategories, considerations and suggestions.

Below you can find one suggestion for each principle, along with an example of how this could be implemented in a Blackboard course.

The WHY of learning – multiple means of engagement 

Example: ‘Offer feedback that emphasizes effort, improvement, and achieving a goal rather than on relative performance.’ (Consideration 8.5). 

The WHAT of learning – multiple means of representation 

Example: ‘Present key concepts beyond representation via text (e.g., an expository text or a math equation) with another or multiple formats (e.g., an illustration, dance/movement, diagram, table, model, video, comic strip, storyboard, photograph, animation, or physical or virtual manipulative).’ (Consideration 2.5). 

  • You can build complex resources with text, images, embedded videos and activities as well as quick knowledge check quizzes in Blackboard Documents.  

The HOW of learning – multiple means of action and expression 

Example: ‘The use of accessible materials and assistive and accessible technologies and tools strengthens opportunities for every learner to experience access, participation, and progress in the learning process.’ Consideration 4.2). 

Reflection

Take a look at the UDL Course Inventory created by Dr. Melissa Landers-Potts at the Center for Teaching and Learning at the University of Georgia. How well does your unit meet these principles? Are there any areas for improvement? 

It’s worth looking at the UDL guidelines when you are designing or reviewing your course or learning activities, to ensure a good learning experience for students.

References

Scaffolding in Online Learning

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Scaffolding
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Scaffolding has been widely applied as an effective educational strategy and has been shown to have a large and statistically significant effect on learning outcomes in online environments (Doo, Bonk, & Heo, 2020). As described by Jumaat and Tasir (2014, p.74): ‘In education, scaffolding has teachers instructing students in the early stages of learning, and gradually lessening their supports as the students gain mastery (Palinscar, 1986). This reduces difficulty of complex learning and at the same time, let the students focus on constructing knowledge and higher-order demands like thinking critically (Way & Rowe, 2008).’.

Scaffolding categories

It may be helpful to think about scaffolding through the four categories distinguished by Hannafin, Land, and Oliver (1999):

Conceptual scaffolding

Helping the student to identify essential themes and related knowledge. 

Example: When facilitating online discussion, instead of asking one broad question, you can provide prompts guiding students in formulating a comprehensive response. See the Blackboard Discussions guide.

Meta-cognitive scaffolding

Helping the student to monitor and reflect on the learning process. 

Example: Organise learning materials into smaller sections which build on each other. Make sure the progress tracking is turned on and explain to students how to use it to monitor their advancement through the content. 

Strategic scaffolding

Provides the student with alternative ways of completing a task. 

Example: Where possible, you may want to give students a choice of format in completing assessments and activities. Instead of writing an essay, could they meet the intended learning outcomes by creating a podcast, a video or a poster? 

Procedural scaffolding

Helping the student to use resources and tools for learning, such as providing an orientation to system functions and features. 

Example: You could consider creating a video tour of your unit introducing students to its structure, explaining what they can find in each section and how you expect them to use this space. You can use the Mosaic app to record and share it in your unit.

Reflection

Turn on the Student Preview and imagine you are entering your Blackboard unit for the first time as a student. What is your experience like? How scaffolded is it? Is there anything that could help you at each step?

References

  • Doo, M. Y., Bonk, C., & Heo, H. (2020). A Meta-Analysis of Scaffolding Effects in Online Learning in Higher Education. The International Review of Research in Open and Distributed Learning, 21(3), 60–80. https://doi.org/10.19173/irrodl.v21i3.4638 
  • Hannafin, Michael & Land, Susan & Oliver, Kevin. (1999). Open Learning Environments: Foundations, methods, and models. In Reigeluth, C., M. (Ed.), Instructional-design theories and models (Volume II). A New Paradigm of Instructional Theory (pp. 115-140). Lawrence Erlbaum Associates. 
  • Jumaat, Nurul & Tasir, Zaidatun. (2014). Instructional Scaffolding in Online Learning Environment: A Meta-analysis. Proceedings of the IEEE. 74-77. https://doi.org/10.1109/LaTiCE.2014.22 

Optimal Conditions for Student Engagement

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The Self-determination theory (SDT) is one of the most comprehensive and empirically supported theories of motivation. Past research indicated that SDT predicts a variety of learning outcomes, including performance, persistence, and course satisfaction (Deci & Ryan, 1985). The SDT-based strategies may apply to a variety of educational settings including online learning environments (Kuan-Chung & Syh-Jong, 2010).

In line with the SDT, when students’ basic psychological needs for autonomy, competence, and relatedness are met, they are more likely to internalise their motivation to learn and be more engaged in their studies. Below are some examples of how each of the components could be fostered in your Blackboard courses.

Autonomy 

‘I prompt students to research a certain idea to bring back to our synchronous class time. I have found that making students responsible for finding content that guides the discussion makes them highly invested.‘ (Forbes, 2020)

  • Use a Form or Discussion to ask students what they are hoping to get out of the module.
  • Make your asynchronous activities flexible e.g. if you ask students to write a blog post, let them choose the topic.
  • Where possible, offer multiple formats for completing assessments and activities.

Competence 

 ’A central notion is that students will only engage and personally value activities they can actually understand and master.‘ (Niemiec & Ryan, p. 139)

  • Provide students with a meaningful rationale for each learning activity. 
  • Use Blackboard functions such as progress tracking and release conditions to reinforce the perception of progression and avoid overwhelming students with a large number of activities presented to them at once. 
  • Keep your unit structure simple, easy to navigate and consistent. 
  • Explain how to navigate your module and give students a suggested timeframe for completing activities. 
  • Set clear expectations on how you will be communicating with students and how you expect them to communicate with you. 
  • Provide them with formative feedback which can be applied to their summative assessments. 

Relatedness 

‘Research has shown one of the greatest challenges for learning institutions and instructors when designing and implementing online courses is to provide a sense of community with constructive feedback and provide open forthcoming communications‘ (Boiling, et al., 2011, p. 123) 

  • Use Blackboard tools which facilitate collaboration such as Discussions. 
  • Use examples that your students can relate to. 
  • Link asynchronous online activities to live sessions. 
  • Create a short introduction welcome video to the unit. 
  • Be an active member of your unit’s online community, e.g., if you set up a Discussion, contribute to it.

How is autonomy, competence and relatedness fostered in your teaching? Could you implement any of the suggestions above?

References