Key points:
When we talk about learning methods, most of us hark back to the days when we were either referred to as audio or visual learners, and that would be the end of the discussion. However, as more and more research has gone into what methods work better for the individual learner, there is so much information out there to divulge, particularly with new techniques popping up as a result of improving technology.
One significant development is collaborative e-learning, which integrates social interactions among peers and teachers. These digital environments allow learners to gain new perspectives and engage in group problem solving. From podcasts, YouTube captions, personalized learning dashboards, and social annotation, teachers now have a variety of e-learning methods at their disposal.
But how does the concept of Universal Design Learning (UDL) fit into all this? Why is it so important now, and how can e-learning fulfill its requirements within the UDL framework? Let’s unravel these questions.
What are the fundamentals of UDL and why is it important?
First, let’s define UDL in its simplest terms. UDL is about creating inclusive learning environments by providing multiple pathways for engagement, representation, and expression.
- Engagement: This involves identifying what motivates and excites students about learning.
- Representation: This ensures that learners have the appropriate environment to learn, regardless of their background or abilities.
- Expression: This allows students to demonstrate their understanding in various ways, such as through drawing, writing, and more.
Applying UDL principles to e-learning design reduces the barriers to learning, improves learner engagement and satisfaction, and ultimately improves learner outcomes and performance. E-learning via web-based platforms has become so important in order to give teachers and students flexibility with educational resources and the ability to collaborate anywhere. With the integration of UDL into web-based platforms for teacher education, teachers can get a better understanding of how they can shape learning experiences to meet the students’ needs.
What types of e-learning are there? How can we shape them to fit UDL?
E-learning encompasses various forms, including synchronous and asynchronous online courses, social annotation, and digital resources like videos and interactive modules. Each type should offer UDL principles to create inclusive and accessible educational experiences.
It is super important to incorporate the three pillars of UDL into e-learning. Online courses can offer content in audio, text, and video formats, each with interactive elements like quizzes, virtual labs, and social annotation to enhance engagement and provide multiple ways for students to absorb the material. Additionally, these digital tools need to support the means of expression through written assignments, presentations, or discussions to make the learning environment as engaging as possible.
The clever integration of UDL into e-learning makes digital learning platforms effective for all learners, including those who might have disabilities or undiagnosed learning difficulties. This approach ensures inclusivity in any online educational setting.
Social annotation as an e-learning vehicle within UDL
Social annotation tools can improve reading comprehension and student interaction. Teachers can use them to allow students to make annotations that are shared with their peers, making them consider reading as a social element instead of something that is maybe individual and dull. As touched on in the previous section, a social annotation tool gives students an opportunity to express themselves in different ways as they can actually annotate with images, videos, and links to different sources. A student could genuinely find a useful YouTube explainer on a particular topic and post the link as an annotation for the class.
There have been various studies looking into the benefits of an e-learning method like social annotation, and a meta-analysis from the journal of The Internet and Higher Education found that social annotation contributes to “improved critical thinking, meta-cognitive skills, and reading comprehension.” The same study also concluded that it “promotes motivation for reading and contributes to higher frequency of positive emotions and lower frequency of negative emotions.”
We’ve already discussed a few ways teachers can use social annotation, but a couple of other interesting methods might involve syllabus searching, where students annotate important course details as a way to help build a sense of community where they are all working towards something at the same time. Another example could involve students being temporary experts on particular texts, where they split into groups and read a specific text before splitting into new groups and teaching the others about what they read with the annotations.
Final word
The integration of e-learning within the UDL framework is a good way to create deeper student interaction and understanding. A tool such as social annotation specifically can turn a solitary task into a shared experience, which can only improve the learning process. The various ways that e-learning platforms can create forms of content interaction mean that these learning experiences should be accessible to anyone, regardless of their background or ability.
