Week 5 Blog

 K-12 online lesson alignment to the principles of UDL: the Khan Academy 

SUMMARY

The article begins with a discussion of the growing number of students and parents from all states opting for fully online or blended learning. (Smith & Harvey, 2014) With this article being written in 2014, I imagine that the numbers have only increased because of the effects of the COVID-19 pandemic. The authors go on to state that all types of learners are involved in this increase of numbers including students with disabilities and at-risk students. They also provide sources that suggest the potential of online learning to “transform student learning and outcomes through flexible content and instructional delivery” (Smith & Harvey, 2014, p.223). After defining the terminology describing accessibility in their study, the authors go on to introduce the Universal Design for learning (UDL), a broadly accepted framework. which offers “a general blueprint for considering how instructional goals, methods, materials (including technology) and assessments interact within the learning environment to support learning for all students” (Smith & Harvey, p.224).

After a thorough discussion of procedures such as how the sample lessons were selected, how the sample was built, and how the data was collected and examined, the authors discuss the data, itself, and its implications. Researchers used a UDL Scan Tool, an assessment completed by researchers in which they answered specific questions about a lesson after viewing it. I found that their use of skip logic in the UDL Scan Tool strengthened the quality of the tool because of increased thoroughness and specificity. Skip logic refers to the branching off of questions based on initial responses. The questions could be anywhere from 37 to 146 questions depending on the answers to specific questions (Smith & Harvey, 2014).

The results were clear across the board and indicated that among the three content areas observed and their subcategories, there was no significant correlation between The Kahn Academy and increased personalization of content, especially when examining accessibility to students with disabilities and at-risk students. As with most studies, the researchers indicate some limitations with one major being the studies inability to differentiate between the delivery method of the lesson and the actual content being taught. Additionally, the study did not include any additional information such as direct observation (screen recording of a student and what they do during the lesson) (Smith & Havey, 2014).

One major implication of this study is the fact that teachers and decision makers in school systems need effective tools to decide whether an online learning platform is accessible for students with disabilities and at-risk students, and, more broadly, students overall. Relying on company representation to provide important information about lesson delivery and ability to personalize content and differentiate instruction is not enough to make informed decisions about the quality of a product (Smith & Harvey, 2014).

Connections to my lesson: 

The most important connection that I made to my current lesson is the UDL Framework itself is the deficit in providing multiple means of representation of information. Some ideas I had to remedy this are adding additional visual representations of the rhythmic units discussed in my lessons. Also, adding a visual component to the aural example would be a powerful way for students to attach the aura listening example to a visual representation. Ideally, a kinesthetic representation of the content would be a good way to help certain learners as well, seeing as my lesson is designed to deliver synchronously. One section of the UDL Framework that I feel my lesson satisfies very well is “provides options for expressive skills and fluency” (225). My lesson provides students with opportunities to compose a rhythm and practice and perform the skills necessary to complete this final activity. 

Universal Design for Learning Website

Representation:

As discussed above, I could certainly provide more options for customizing the display of information. Callout boxes could be used to provide additional information and support to students of varying abilities. More meaningful use of font, color, background, and text size could help students of all abilities access material more easily. 

Action & Expression:

While I check off a very specific guideline on the list by providing music notation software. The Phil Tulga Counting tool could be daunting because of all of the additional notes available and how they favor the notes currently being used and explored in the lesson. For this reason, more in-person support may be needed for students with disabilities or at-risk students to ensure that they understand the parameters of the online tool-what they should and should use to complete their rhythmic composition in the end of the lesson. 

References

About universal design for learning. CAST. (2021, April 20). https://www.cast.org/impact/universal-design-for-learning-udl#.XGn5889Kho4. 

‌Smith, S. J., & Harvey, E. E. (2014). K-12 online lesson alignment to the principles of Universal Design for Learning: the Khan Academy. Open Learning, 29(3), 222-242.