Holding All The Leverage

Using Technology for Universal Design in Education

Introduction

We can all agree that education can benefit from technology if integrated correctly to enhance learning. In order to do this we must think about a universal design for learning, which reduces barriers for learning and supports students’ needs so that all learners have multiple means for engagement, producing a learning environment for everyone. “The benefit of UD is that products and environments are made more usable to a wider range of people,” (Morra & Reynolds, 2010).

In the Beginning

I have come across struggles with trying to construct universal learning through the use of technology, but the majority of the time I have encountered positivity. Some of the barriers I have come across were brought on through technology that was not user friendly or too advanced for the stage we were at in the course. Other times I just didn’t have the knowledge of using the technology which hindered the effect of using the technology, so I had to find a quick replacement which hindered the authenticity of learning.

Gaining Leverage

One of the courses I teach is called Arts & Entertainment Technologies (AET), where students use different technologies to learn various forms of art in order to produce entertainment. We cover a multitude of subjects such as video game design, podcasting, audio production, and mobile application designing. Using audio production as an example, I will explain how I leverage technology in the classroom for increased engagement to produce universal learning. In our audio production module, students are asked to choose a 60 second clip from a list of movies that are provided, along with a copy with no audio, where they will have to create sounds that effectively change the genre or theme of the movie. Once they are finished they must create a Google presentation discussing how they created their sounds and how their audio changes the theme of the film. Students also have the choice to work with a partner if they so choose.

Flipping the Classroom

This course is designed in a way that keeps the majority of class time free for active learning through activities that involve higher order thinking, where I am more of a facilitator of content, which requires necessary information to be learned outside of class. During this time I am able to discuss the work and hold class discussions, as well as providing examples of how to use technologies designed for use in this topic. Students will then have time for open discussion and gaining valuable hands-on experience with creating sound effects and music.

Digital Learning Spaces

All work is placed in the students’ google drive where they are able to share their work. Each module is assigned in Canvas, where we have capabilities for digital learning spaces that provide all instructional material, videos, and examples. There is even a page for what I call “rabbit holes” where students can place extra resources that pertain to content being covered.

Technologies

For the audio production module, we use a variety of technologies. For example, if someone wants to create an original sound, recording devices are available. For producing our original audio the students are able to use the classroom computers where they have access to Adobe software, or they can use the provided cloud based website BandLab. This website offers multiple ways to collaborate with partners, as well as a social media platform for those that would like to share their creations. Students have the ability to use all that Google has to offer, and projects are submitted through Canvas and presented on the classroom smartboard.

Feedback

Using a flipped classroom model also allows me to spend time with each group or individual for weekly check-ins where I see where they are, answer any questions they have that have not been already answered, and look over their work to provide feedback on where they are at as well as where they are headed.

Questions for Planning

1. How can I improve communication?

2. How can I enhance collaboration?

3. What can I do to foster class discussion?

4. What technologies will enable student learning?

Works Cited

Morra, T., & Reynolds, J. (2010). Universal design for learning: Application for technology-enhanced learning. Inquiry: The Journal of the Virginia Community Colleges, 15(1), 5.