3 practices that will boost your online learning course

Universal Design for Learning (UDL) is more than just a tool or a list of a thousand. It is mentioned by name in the Each student succeeds Act (ESSA; 2016) and the Education of Persons with Disabilities Act (IDEA). UDL is a tool to help teachers achieve the goal of the law: to meet every child where they are and teach them where they belong.

This practice has to do with UDL in that you have to make your digital documents equally accessible to everyone. It can take a little more forethought with online learning as you suffer from color blindness, hearing loss, slow internet connection, and many other factors to consider.

To practice fairness and accessibility, you simply need to present your material in more than one way. This way your students can absorb the material in the way that is most beneficial to them.

Here are a few ways to turn it around:

  • Transcribe your videos and put the transcript below. Use voice-to-text as you record, then correct mistakes. Easy peasy!
  • Incorporate visuals into your online learning. Use mathematical equations and the word language. Use timelines when teaching history. Show diagrams as you teach science.
  • Accept mastery of knowledge in different ways. Equity and accessibility also mean ensuring that each student has a method enabling him to demonstrate his knowledge. Some students cannot type well for various reasons. You can let your students choose between giving a video response, taking a photo of an equation made on paper, or entering a written response.

When you teach in a classroom, your students emit specific visual cues when they don’t grasp the material. You cannot receive these signals in an online classroom. Therefore, you need to adapt to each other’s way of learning and present the material in as many ways as possible to reach each student.


In this article, we’ve outlined 3 ways to boost your online course. Do you know any tips to share? If so, leave them in the comment section below.

Source link


Comments are closed.