{"id":186,"date":"2021-09-24T17:43:43","date_gmt":"2021-09-24T21:43:43","guid":{"rendered":"https:\/\/pressbooks.bccampus.ca\/jibcudl\/?post_type=chapter&p=186"},"modified":"2022-02-10T13:09:37","modified_gmt":"2022-02-10T18:09:37","slug":"section-3-1-udl-strategies-for-blended-and-online-learning","status":"publish","type":"chapter","link":"https:\/\/pressbooks.bccampus.ca\/jibcudl\/chapter\/section-3-1-udl-strategies-for-blended-and-online-learning\/","title":{"raw":"Section 3.1: UDL Strategies for Blended and Online Learning","rendered":"Section 3.1: UDL Strategies for Blended and Online Learning"},"content":{"raw":"Here is the list of strategies for blended and online learning adapted from teaching resources at Oakland University.\r\n

Engagement<\/h1>\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n
1. Build in opportunities for learners to provide their input on how tasks are designed.<\/strong>\r\n\r\n <\/td>\r\n\r\n
    \r\n \t
  • Create space (e.g. survey or poll) for periodic, informal feedback during synchronous or asynchronous learning.<\/li>\r\n \t
  • Let students decide whether certain tasks (e.g. group discussions) will occur online or offline.<\/li>\r\n<\/ul>\r\n<\/td>\r\n<\/tr>\r\n
2. Integrate learners\u2019 experiences, identities, backgrounds and cultures.<\/strong><\/td>\r\n\r\n
    \r\n \t
  • In example scenarios or problems, use a variety of names, settings, or cultural references.<\/li>\r\n \t
  • Design assignments or activities in a variety of social, professional or cultural contexts.<\/li>\r\n<\/ul>\r\n<\/td>\r\n<\/tr>\r\n
3. Build activities that ask learners to engage with the real world.<\/strong><\/td>\r\n\r\n
    \r\n \t
  • Ask students to interview a community leader or attend public events (e.g. court proceedings) in an online course.<\/li>\r\n \t
  • Ask students to identify the potential real-world audiences or applications they see in their work.<\/li>\r\n<\/ul>\r\n<\/td>\r\n<\/tr>\r\n
4. Divide long-term course or assignment goals into smaller short-term objectives.<\/strong><\/td>\r\n\r\n
    \r\n \t
  • Break final projects into a few stages over the semester with diminishing support from the instructor.<\/li>\r\n \t
  • Ask students to create a manageable timeline for their projects.<\/li>\r\n<\/ul>\r\n<\/td>\r\n<\/tr>\r\n
5. Require learners to reframe course objectives and set their goals<\/strong><\/td>\r\n\r\n
    \r\n \t
  • Set up an online journal where students could create their learning goals based on the course description and objectives.<\/li>\r\n \t
  • During and at the end of the course, ask students to reflect (in writing, in discussion, or video) on their progress, strategies, and goals.<\/li>\r\n<\/ul>\r\n<\/td>\r\n<\/tr>\r\n
6. Construct linked tasks with varying degrees of difficulty that require learners to work toward similar learning outcomes.<\/strong><\/td>\r\n\r\n
    \r\n \t
  • Build small (e.g. activities) and large (e.g. papers, exams) tasks that address course outcomes.<\/li>\r\n \t
  • Provide different levels of difficulty with the same assignment.<\/li>\r\n \t
  • Offer optional challenges and provide relevant incentives (e.g. extra credit).<\/li>\r\n<\/ul>\r\n<\/td>\r\n<\/tr>\r\n
7. Provide opportunities for frequent and timely feedback<\/strong><\/td>\r\n\r\n
    \r\n \t
  • Provide feedback using rubrics - this may expedite assessment while clearly indicating students\u2019 progress.<\/li>\r\n \t
  • Stagger assignments' due dates if possible to reduce feedback load.<\/li>\r\n \t
  • Pair students to provide formative peer feedback based on a rubric or task guidelines.<\/li>\r\n<\/ul>\r\n<\/td>\r\n<\/tr>\r\n
8. Give learners resources to help them cope with \u201csubject phobias.\u201d<\/strong>\r\n\r\n <\/td>\r\n\r\n
    \r\n \t
  • Share support resources such as writing center, library help, and online resources.<\/li>\r\n \t
  • Emphasize a growth mindset, replacing \u201cI\u2019m not good at X\u201d with \u201cI\u2019m still learning about X.\u201d<\/li>\r\n \t
  • Share concrete, discipline-specific examples of how past students have coped with challenging learning situations or experiences.<\/li>\r\n<\/ul>\r\n<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n

    Representation<\/h1>\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n
    1. Pre-teach key vocabularies or concepts<\/strong><\/td>\r\n\r\n
      \r\n \t
    • Design interactive key words exercise at the beginning of each unit or module.<\/li>\r\n \t
    • Offer a searchable glossary of key terms.<\/li>\r\n \t
    • Link to online resources where students can find definitions of key terms.<\/li>\r\n<\/ul>\r\n<\/td>\r\n<\/tr>\r\n
    2. Support learners in accessing and using multiple representations of the same information.<\/strong><\/td>\r\n\r\n
      \r\n \t
    • Use a variety of representations to demonstrate a complex concept (e.g. map, video, graphics, stories).<\/li>\r\n \t
    • Provide links to resources that address the same ideas for varying levels of learners.<\/li>\r\n<\/ul>\r\n<\/td>\r\n<\/tr>\r\n
    3. Give learners videos or animations with control in sound and speed<\/strong><\/td>\r\n\r\n
      \r\n \t
    • Record welcome videos via Kaltura.<\/li>\r\n \t
    • Record live lectures and send students the link for review.<\/li>\r\n \t
    • Ask students to find and share helpful online resources.<\/li>\r\n<\/ul>\r\n<\/td>\r\n<\/tr>\r\n
    4. Provide transcripts for video clips.<\/strong>\r\n\r\n\u00a0<\/strong><\/td>\r\n\r\n
      \r\n \t
    • Transcribe videos when possible; review automatically-generated transcripts and correct errors.<\/li>\r\n \t
    • Upload PDF transcripts for videos when possible.<\/li>\r\n<\/ul>\r\n<\/td>\r\n<\/tr>\r\n
    5. Map the relationships between important components or ideas.<\/strong>\r\n\r\n <\/td>\r\n\r\n
      \r\n \t
    • Use a concept map to highlight relationships between course ideas.<\/li>\r\n \t
    • Provide short videos that emphasize or highlight relationships between course concepts, especially when introducing new ideas.<\/li>\r\n \t
    • Have students connect key ideas or themes in discussion forums.<\/li>\r\n<\/ul>\r\n<\/td>\r\n<\/tr>\r\n
    6. Chunk information into smaller pieces to help learners process information<\/strong><\/td>\r\n\r\n
      \r\n \t
    • Use dividers to break online course content into shorter pieces.<\/li>\r\n \t
    • Release course modules adaptively to prevent information overload.<\/li>\r\n<\/ul>\r\n<\/td>\r\n<\/tr>\r\n
    7. Provide a high-level checklist for content, activities, and assignments<\/strong>\r\n\r\n <\/td>\r\n\r\n
      \r\n \t
    • Design checklist so students can easily map the course structure for the day or the week.<\/li>\r\n \t
    • Assign a group each week to create a checklist for the class.<\/li>\r\n<\/ul>\r\n<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n

      Action & Expression<\/h1>\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n
      1. Build opportunities for learners to demonstrate their knowledge in different formats.<\/strong>\r\n\r\n <\/td>\r\n\r\n
        \r\n \t
      • Create tasks that can be done entirely or partly in writing or through presentation (e.g. online or video presentations).<\/li>\r\n \t
      • When appropriate, ask students to come up with ideas on how they want to demonstrate their learning.<\/li>\r\n<\/ul>\r\n<\/td>\r\n<\/tr>\r\n
      2. Provide learners with examples of ways to solve problems with real-life and\/or academic examples.<\/strong><\/td>\r\n\r\n
        \r\n \t
      • Offer instances of disciplinary knowledge being used to solve real issues.<\/li>\r\n \t
      • Pose problems and ask learners to identify ways that others have solved them.<\/li>\r\n \t
      • Ask students to write or speak about how they might apply knowledge in the real work.<\/li>\r\n<\/ul>\r\n <\/td>\r\n<\/tr>\r\n
      3. Give feedback in different formats (audio, video, written).<\/strong>\r\n\r\n <\/td>\r\n\r\n
      4. Provide samples that learners can refer to for content organization and assignment<\/strong><\/td>\r\n\r\n
        \r\n \t
      • Design templates for content organization and assignments.<\/li>\r\n \t
      • Share student work samples (with permission) to illustrate course outcomes.<\/li>\r\n<\/ul>\r\n<\/td>\r\n<\/tr>\r\n
      6. Pose questions for learners to reflect and self-monitor progress.<\/strong>\r\n\r\n <\/td>\r\n\r\n
        \r\n \t
      • Ask students to reflect on their learning at the end of each class.<\/li>\r\n \t
      • At key points, prompt students to consider how they have met course outcomes.<\/li>\r\n \t
      • Create a task that asks students to regularly reflect on their learning, such as a reflection journal.<\/li>\r\n<\/ul>\r\n<\/td>\r\n<\/tr>\r\n
      7. Wrap up courses with activities or interactive assessments<\/strong><\/td>\r\n\r\n
        \r\n \t
      • Have students to summarize key take-aways and share with each other.<\/li>\r\n \t
      • Create low-stake short quizzes as a way to summarize key concepts and assess learning.<\/li>\r\n<\/ul>\r\n<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>","rendered":"

        Here is the list of strategies for blended and online learning adapted from teaching resources at Oakland University.<\/p>\n

        Engagement<\/h1>\n\n\n\n\n\n\n\n\n\n\n
        1. Build in opportunities for learners to provide their input on how tasks are designed.<\/strong><\/p>\n

         <\/td>\n

        		\n
          \n
        • Create space (e.g. survey or poll) for periodic, informal feedback during synchronous or asynchronous learning.<\/li>\n
        • Let students decide whether certain tasks (e.g. group discussions) will occur online or offline.<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
        2. Integrate learners\u2019 experiences, identities, backgrounds and cultures.<\/strong><\/td>\n\n
          \n
        • In example scenarios or problems, use a variety of names, settings, or cultural references.<\/li>\n
        • Design assignments or activities in a variety of social, professional or cultural contexts.<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
        3. Build activities that ask learners to engage with the real world.<\/strong><\/td>\n\n
          \n
        • Ask students to interview a community leader or attend public events (e.g. court proceedings) in an online course.<\/li>\n
        • Ask students to identify the potential real-world audiences or applications they see in their work.<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
        4. Divide long-term course or assignment goals into smaller short-term objectives.<\/strong><\/td>\n\n
          \n
        • Break final projects into a few stages over the semester with diminishing support from the instructor.<\/li>\n
        • Ask students to create a manageable timeline for their projects.<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
        5. Require learners to reframe course objectives and set their goals<\/strong><\/td>\n\n
          \n
        • Set up an online journal where students could create their learning goals based on the course description and objectives.<\/li>\n
        • During and at the end of the course, ask students to reflect (in writing, in discussion, or video) on their progress, strategies, and goals.<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
        6. Construct linked tasks with varying degrees of difficulty that require learners to work toward similar learning outcomes.<\/strong><\/td>\n\n
          \n
        • Build small (e.g. activities) and large (e.g. papers, exams) tasks that address course outcomes.<\/li>\n
        • Provide different levels of difficulty with the same assignment.<\/li>\n
        • Offer optional challenges and provide relevant incentives (e.g. extra credit).<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
        7. Provide opportunities for frequent and timely feedback<\/strong><\/td>\n\n
          \n
        • Provide feedback using rubrics – this may expedite assessment while clearly indicating students\u2019 progress.<\/li>\n
        • Stagger assignments’ due dates if possible to reduce feedback load.<\/li>\n
        • Pair students to provide formative peer feedback based on a rubric or task guidelines.<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
        8. Give learners resources to help them cope with \u201csubject phobias.\u201d<\/strong><\/p>\n

         <\/td>\n

        		\n
          \n
        • Share support resources such as writing center, library help, and online resources.<\/li>\n
        • Emphasize a growth mindset, replacing \u201cI\u2019m not good at X\u201d with \u201cI\u2019m still learning about X.\u201d<\/li>\n
        • Share concrete, discipline-specific examples of how past students have coped with challenging learning situations or experiences.<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

          Representation<\/h1>\n\n\n\n\n\n\n\n\n\n
          1. Pre-teach key vocabularies or concepts<\/strong><\/td>\n\n
            \n
          • Design interactive key words exercise at the beginning of each unit or module.<\/li>\n
          • Offer a searchable glossary of key terms.<\/li>\n
          • Link to online resources where students can find definitions of key terms.<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
          2. Support learners in accessing and using multiple representations of the same information.<\/strong><\/td>\n\n
            \n
          • Use a variety of representations to demonstrate a complex concept (e.g. map, video, graphics, stories).<\/li>\n
          • Provide links to resources that address the same ideas for varying levels of learners.<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
          3. Give learners videos or animations with control in sound and speed<\/strong><\/td>\n\n
            \n
          • Record welcome videos via Kaltura.<\/li>\n
          • Record live lectures and send students the link for review.<\/li>\n
          • Ask students to find and share helpful online resources.<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
          4. Provide transcripts for video clips.<\/strong><\/p>\n

          \u00a0<\/strong><\/td>\n

          		\n
            \n
          • Transcribe videos when possible; review automatically-generated transcripts and correct errors.<\/li>\n
          • Upload PDF transcripts for videos when possible.<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
          5. Map the relationships between important components or ideas.<\/strong><\/p>\n

           <\/td>\n

          		\n
            \n
          • Use a concept map to highlight relationships between course ideas.<\/li>\n
          • Provide short videos that emphasize or highlight relationships between course concepts, especially when introducing new ideas.<\/li>\n
          • Have students connect key ideas or themes in discussion forums.<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
          6. Chunk information into smaller pieces to help learners process information<\/strong><\/td>\n\n
            \n
          • Use dividers to break online course content into shorter pieces.<\/li>\n
          • Release course modules adaptively to prevent information overload.<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
          7. Provide a high-level checklist for content, activities, and assignments<\/strong><\/p>\n

           <\/td>\n

          		\n
            \n
          • Design checklist so students can easily map the course structure for the day or the week.<\/li>\n
          • Assign a group each week to create a checklist for the class.<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

            Action & Expression<\/h1>\n\n\n\n\n\n\n\n\n
            1. Build opportunities for learners to demonstrate their knowledge in different formats.<\/strong><\/p>\n

             <\/td>\n

            		\n
              \n
            • Create tasks that can be done entirely or partly in writing or through presentation (e.g. online or video presentations).<\/li>\n
            • When appropriate, ask students to come up with ideas on how they want to demonstrate their learning.<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
            2. Provide learners with examples of ways to solve problems with real-life and\/or academic examples.<\/strong><\/td>\n\n
              \n
            • Offer instances of disciplinary knowledge being used to solve real issues.<\/li>\n
            • Pose problems and ask learners to identify ways that others have solved them.<\/li>\n
            • Ask students to write or speak about how they might apply knowledge in the real work.<\/li>\n<\/ul>\n

               <\/td>\n<\/tr>\n

            3. Give feedback in different formats (audio, video, written).<\/strong><\/p>\n

             <\/td>\n

            		\n
            4. Provide samples that learners can refer to for content organization and assignment<\/strong><\/td>\n\n
              \n
            • Design templates for content organization and assignments.<\/li>\n
            • Share student work samples (with permission) to illustrate course outcomes.<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
            6. Pose questions for learners to reflect and self-monitor progress.<\/strong><\/p>\n

             <\/td>\n

            		\n
              \n
            • Ask students to reflect on their learning at the end of each class.<\/li>\n
            • At key points, prompt students to consider how they have met course outcomes.<\/li>\n
            • Create a task that asks students to regularly reflect on their learning, such as a reflection journal.<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
            7. Wrap up courses with activities or interactive assessments<\/strong><\/td>\n\n
              \n
            • Have students to summarize key take-aways and share with each other.<\/li>\n
            • Create low-stake short quizzes as a way to summarize key concepts and assess learning.<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n","protected":false},"author":940,"menu_order":11,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-186","chapter","type-chapter","status-publish","hentry"],"part":24,"_links":{"self":[{"href":"https:\/\/pressbooks.bccampus.ca\/jibcudl\/wp-json\/pressbooks\/v2\/chapters\/186","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.bccampus.ca\/jibcudl\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.bccampus.ca\/jibcudl\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/jibcudl\/wp-json\/wp\/v2\/users\/940"}],"version-history":[{"count":2,"href":"https:\/\/pressbooks.bccampus.ca\/jibcudl\/wp-json\/pressbooks\/v2\/chapters\/186\/revisions"}],"predecessor-version":[{"id":349,"href":"https:\/\/pressbooks.bccampus.ca\/jibcudl\/wp-json\/pressbooks\/v2\/chapters\/186\/revisions\/349"}],"part":[{"href":"https:\/\/pressbooks.bccampus.ca\/jibcudl\/wp-json\/pressbooks\/v2\/parts\/24"}],"metadata":[{"href":"https:\/\/pressbooks.bccampus.ca\/jibcudl\/wp-json\/pressbooks\/v2\/chapters\/186\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.bccampus.ca\/jibcudl\/wp-json\/wp\/v2\/media?parent=186"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/jibcudl\/wp-json\/pressbooks\/v2\/chapter-type?post=186"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/jibcudl\/wp-json\/wp\/v2\/contributor?post=186"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/jibcudl\/wp-json\/wp\/v2\/license?post=186"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}