Category LRNT 521

A key finding in our research is that digital learning environments support information delivery in multiple formats supporting accessibility for students with disabilities. Incorporating multiple means of representation is one of the three principles of Universal Design for Learning (UDL)…. Continue Reading →

The debate in unit 3 provided the opportunity to consider how design can create opportunities for addressing both subject and knowledge skills to create powerful learning encounters. When considering subject and knowledge integration over different subjects the challenges for faculty… Continue Reading →

At Cascadia this year the keynote, Brenna Clarke-Gray shared her Manifesto for the Future (2021). Brenna presented on the topics of creating care in education, the lack of care that became apparent in the shift to pandemic teaching and the morality… Continue Reading →

According to Cromier and Stewart (2019) being pro-social means bringing our values and high quality participation to the web. The question that arises for me is does that need to happen on all my channels? Which leads me to ask… Continue Reading →

Decision Making Network Lately, I have been preoccupied with surveillance and this is clear in my network choice. Later this month I am presenting to the education council at my institution about banning surveillance software for student assessments. I have… Continue Reading →

The interesting thing about Dave Cromier’s (2018) tension map is you can use the map to help show any two dimensions and how you are asking students to engage digitally with them and to what extent. You can use this… Continue Reading →

Adoption and adaptation of open education resources (OER) has been part of my teaching practice since 2017. In 2019 I took a step into an open education practice (OEP) in my microeconomics courses where students were asked the question; What… Continue Reading →