I liked how you grounded your discussion of inclusive learning design in your lived experience. The connection you made between seeing oneself represented in learning and developing confidence and motivation was well resonated. Additionally, the way you linked this to Microsoft’s Inclusive Design principles added a practical layer that educators could immediately apply. I liked your insight that inclusive design is not about making one version that fits everyone, rather, designing diverse pathways for participation.
I worry that some readers might not immediately grasp how your ideas could look in everyday classroom practice. I wonder if you could expand with a short example.
Your blog layout and visuals were polished and professional. I liked how the tables and embedded media supported readability.
I enjoyed how your post intertwined the UDL framework with inclusive learning design and real classroom practice. Your example about the “find a wolf or find a salmon” activity from your experience illustrated the idea of using diversity as a resource rather than a challenge. It shows how inclusivity can be lived out in daily teaching, not just planned on paper. I also appreciated how you connected Keller’s ARCS model to online learning environments.
I worry that readers new to UDL might miss how these ideas tie back to assessment design, since that is where barriers often reappear. I wonder if you could expand on how multiple means of action and expression could look in both synchronous and asynchronous settings.
Your blog layout was visually inviting and well-organized; the inclusion of your own photos added authenticity.
I liked how your post use real-world examples to connect Universal Design for Learning and Inclusive Learning Design. The part where you discussed how captions on lecture recordings can benefit all learners captured the core of inclusive design. Additionally, I liked your discussion of neurodivergent learning differences and how you highlighted both the challenges and the importance of exposing those differences. The example of the sensory room from the Edutopia video was a strong illustration of what inclusion looks like in practice.
I wonder if you could expand more on how educators might balance flexibility with maintaining academic discipline. For example, how might instructors ensure that multiple means of representation and engagement still align with shared learning goals? Exploring this tension could deepen your already strong argument that inclusion is a mindset, not a checklist.
Your blog was clearly organized and visually engaging. The use of tables and visuals made complex ideas about UDL and neurodiversity very approachable.
I really liked how you explained the difference between Bloom’s Taxonomy and the SOLO Taxonomy. It made the contrast between focusing on types of knowledge versus depth of understanding very clear. Your reflection on shifting from “term regurgitation” to deeper, inquiry-based learning also resonated with me. Additionally, I appreciated your example of using problem-based learning in psychopathology case studies. The step-by-step process you described shows how inquiry and reflection naturally reinforce each other.
I wonder if you could expand a bit more on how instructors might help students make that same shift from surface to deep learning. For instance, could aligning assessments with higher SOLO levels encourage students to think more critically? Exploring that connection might strengthen your already insightful discussion about motivation and metacognition.
Overall, your post did a great job connecting theory with authentic learning experiences.
I enjoyed reading your reflections, particularly, the connections you made between Backward Design and your game project for CSC 299. Your example of restarting after defining your outcomes clearly demonstrates how goal-oriented planning can turn frustration into motivation. I also appreciated how you tied Design Thinking to empathy and iteration in your work on the Saanich Peninsula Stroke Recovery Association website. The way you described feedback as an opportunity for growth rather than failure really aligns with the iterative spirit of design learning.
I wonder if you could expand a bit more on how these design principles might connect to teaching or learning environments. Overall, your post was thoughtful and clearly grounded in experience.
Educators must design learning experiences that consider diverse learners, contexts, and abilities. Universal Design for Learning (UDL) and inclusive learning design create more equitable and effective online learning environments.
UDL is the idea of offering multiple means of engagement, representation, and expression to meet the needs of all learners, instead of a single path. For example, students may prefer visual explanations, such as flowcharts and diagrams, where other students may learn better by reading and writing. UDL allows students to access materials in different formats, which supports the previously mentioned diversity. Educators can reduce barriers by predicting learner variability.
Inclusive Learning Design
Inclusive design is about guaranteeing that every learner feels seen, supported, and valued. Classrooms that represent different opinions and knowledge lead to better learning. For instance, inclusive teams produce finer products because different perspectives catch weak points early on in the project.
Educators can promote inclusion by:
Using diverse examples and case studies that reflect multiple cultures and perspectives.
Promoting collaborative projects where the background of each student contributes to the group’s understanding.
Providing flexible assessment options so students can show their learning in ways that suit their strengths.
These strategies create a sense of belonging that motivates students to connect deeply with content. More on diversity and inclusive teaching at University of Delaware.
Synchronous and Asynchronous
Both synchronous and asynchronous activities fit with inclusive design. Synchronous sessions inspire collaboration and real-time feedback, which helps build community with each student. On the other hand, asynchronous components allow flexibility for students who may have different schedules or live in different time zones. A balanced design would include the option for students to choose how they participate in the class. For example, I find it very useful when I am able to watch pre-recorded lectures on my own time, but also join the actual lecture in case I want to ask questions and receive instant feedback. This flexibility supports accessibility and commitment.
Effective online education depends on clarity, alignment, and accessibility. Frameworks like UDL ensure that learning outcomes, activities, and assessments align meaningfully, so students always know what they are working toward.
Some key principles include:
Clear structure: Modules should have consistent navigation and easy-to-follow organization.
Accessible content: Use readable fonts, alternative text for images, and transcripts for videos.
Interactive design: Embed quizzes into learning sections, simulations for learners to experiment with.
Online learning becomes more functional and motivating when these principles are in place.
Interaction and Presence
Interaction and presence can turn online learning from feeling isolating to engaging. Similar with a development team, success stems from good communication and feedback loops. There are three main layers of interaction which are as follows: student-content, student-student, and student-instructor. Student-content interaction allows students to experiment and learn by doing. Next, student-student interaction helps learners share insights and problem-solving strategies. Finally, student-instructor interaction make learning feel human and responsive. These levels of presence raise engagement, motivation, and inclusion, promoting that every student feels part of the learning community.
Designing inclusive and engaging online learning experiences requires understanding, adaptability and continuous improvement. Structures such as UDL and strategies for inclusive design remind educators that equity is built into design and not added after the fact.
I enjoyed reading your blog post. I liked how you connected both school and life experiences to your learning journey. I found your comparison between learning in fitness and academics effective, it made the role of confidence in the ARCS model relatable.
I worry that the section on prior knowledge could go even deeper. I wonder if you could give an example of a university course where your tech familiarity helped you with the course material.
I also like that you included a personal photo, it makes your post feel welcoming. I wonder if adding one or two more images would help break up the text a bit more.
I enjoyed reading your blog post, Simon. It has a great balance of personal experiences and theory. I liked your description of the “Concept Book,” which is a creative way to process lecture material.
I worry that parts of your section on prior knowledge focus more on telling the story of the pandemic rather than tying it back to your current learning. I wonder if you could expand a bit more on how the hybrid experiences connect to your strategies today, maybe with a concrete example of a university course where those skills really helped.
I also like how your blog is structured with clear headings. I wonder if adding a couple of visuals, like a sample page from your “Concept Book” or a diagram, could make it even more interesting for readers.
I enjoyed reading your blog post. I liked the “tree of knowledge” metaphor for how you connect new information to what you already know. The image helps make your learning process easy to understand and memorable. I also found your example about studying CSC 320 with a group on Saturdays very interesting.
I worry that some sections, such as the ARCS model part, read more like a list than your personal reflection. I wonder if you could integrate another example from your own experience to make the points feel as personal as your story about React.
I also like how your post is organized with clear headings, making it easier to follow. I wonder if adding media, such as Youtube videos, could make it even more interesting.
As the name implies, Backward Design and UbD focus on the idea of starting with the end goal in mind. The following video explains Backward Design in more detail.
This concept is relatable to the programming side of my academic journey, because usually you want to understand the requirements of a program before writing a single line of code. Similarly in learning, having clear outcomes ensures that activities, resources, and assessments all serve a purpose. For example, when I was learning the C# programming language for the first time, I found tutorials that explicitly stated the final goal, such as creating a video game, much more motivating. Knowing what the language could create allowed me to see the power that C# had. Additionally, I could observe how the bigger picture was created with each smaller concept, and I could see my progress towards a meaningful outcome.
Often when creating software, you need to understand the users’ needs through empathy, prototyping, and iteration, demonstrating how Design Thinking connects with the Software Engineering field. However, when this concept is applied to learning design, the structure shifts towards creating experiences that work for learners and away from simply information delivery.
Learning Outcomes and Bloom’s / SOLO Taxonomies
For me, levels of learning are understood more with Bloom’s taxonomy and its use of action-oriented verbs, which make learning outcomes more direct and concrete. For instance, a weak outcome might be: “Students will understand matrix algebra.” A stronger outcome that aligns with Bloom’s higher levels, would be: “Students will be able to solve complex problems with matrix algebra techniques.”
The stronger outcome is more clear for what is expected of the learners after they complete the course and that the right skills can be measured in the assessments. Overall, clear outcomes encourage students to continue mastering course material instead of superficial memorization, which students may forget shortly after.
You can watch the following video if you want to learn more about writing strong learning outcomes.
During my academics so far, I have experienced both surface and deep learning. For example, a common experience I have which relates to surface learning is memorizing formulas before an exam. This strategy has helped me with exams, but many of these past known formulas have since faded from memory. Alternatively, most of my deep learning experiences incorporate the use of a final project instead of a final exam. This design allows students to grasp a greater understanding of course content through applying knowledge, solving problems, and reflecting on conclusions. Refer to the infographic for more detail on the difference between deep and surface learning. Essentially, good learning design highlights doing over passive intake of course material.
Inquiry and Project-Based Learning
Project-Based Learning relates to real-world situations where multiple solutions are possible, not just a single correct answer. This statement encapsulates the main reason why I learn best through Project-Based Learning. It allows you to figure out your own solution to a problem through experimentation, effectively providing more value in the long run. For example, contributing to an open-source project exposed me to real issues, collaboration, and decision-making, which were more valuable learning experiences than solving isolated textbook problems.
Overall, thoughtful learning design requires clear outcomes, empathizing with learners, outlining on solutions, and connecting tasks to meaningful goals. When these principles align, learning becomes transformative.
