- Develop and design intentional learning activities suitable for the appropriate environment and the learner
- Critically assess and evaluate resources for best practice in online learning
- Incorporate Universal Design for Learning (UDL) principles
One of my classes, Biology 067 (Provincial Biology) is slowly being shifted in to a blended model. This is partially due to class time being cut by two hours a week and partially so students can attend class less. Most of my students are busy adults. Often they work full time, have a family, volunteer and many many other things. By allowing them to take part of the course when they choose I believe I would reduce some of the stress they must face.
I had moved some of my lessons on-line, but I wasn’t very satisfied with them. They felt boring and under-utilizing the amazing, creative world that is on-line. I hadn’t, however, reflected on what the problem was, or how it could be fixed. OLTD 502 forced me to do so.
I had to take a close look at my lessons, see how I was applying (or not!) UDL, and change the lesson to best practices for student success. It took an extraordinarily long time. With practice, this time can be reduced, especially as the more a skill is practiced, the easier and more familiar it becomes. Educators recommend that practicing skills is a way to become an expert, that is one reason homework is assigned. Creating a lesson is no different.
Attached is a PDF of the lesson