Prompt 4: Consider the learning environment for your current design. What potential barriers can be reduced or eliminated to provide more pathways for learner success?
Creating an inclusive and effective learning environment for Alzheimer’s disease education involves identifying and mitigating potential barriers to ensure that every student may succeed. By offering several ways for representation, action, and engagement, we may improve our interactive learning resource by utilizing the ideas of Universal Design for Learning (UDL).
Identifying Potential Barriers
Multiple barriers could prevent learners from succeeding in our Alzheimer’s disease learning module. These include:
- Access to Technology: It is possible that some students lack the gadgets or reliable internet connections needed to fully engage in online activities.
- Diverse Learning Styles: Students have varying preferences when it comes to how they learn. For example, some may learn best with visual aids, while others may learn best through auditory or kinesthetic means.
- Cognitive Load: Since Alzheimer’s disease is a complicated subject, some students may find the amount of material to be too much to handle.
Strategies to Reduce Barriers
- Technology Access:
- Offline Resources: Provide learners access to downloadable resources they can view offline, like videos and PDF guides.
- Device Loan Programs: Collaborate with educational institutions to provide student loan schemes for devices.
- Multiple Means of Representation:
- Variety in Content Delivery: To accommodate various learning styles, combine text, videos, infographics, and interactive simulations. For instance, provide interactive brain maps and video case studies in addition to written descriptions of Alzheimer’s symptoms.
- Transcripts and Subtitles: Make sure all videos have transcripts and subtitles for students who cannot hear well or who prefer to read.
- Multiple Means of Action and Expression:
- Flexible Assessments: Allow students to demonstrate their understanding in various ways. Options could include infographics, video presentations, or written essays. This method respects personal preferences and strengths.
- Interactive Elements: Add interactive interactive quizzes and simulations where students can use what they have learned in practical scenarios to increase interest and retention.
- Reducing Cognitive Load:
- Chunking Information: Divide the material into digestible chunks, each concentrating on one specific aspect of Alzheimer’s disease. This can make learning more easier and less overwhelming.
- Scaffolding: Give organized assistance by using examples and step-by-step instructions. Reduce the amount of support progressively as students advance to promote independent learning.
- Enhancing Engagement:
- Discussion Forums: Provide online forums where students may communicate, exchange questions, and share their experiences. This may promote a feeling of support and community.
- Synchronous and Asynchronous Options: Provide learning activities that are both synchronous and asynchronous, allowing for self-paced learning. This flexibility accommodates different schedules and learning paces.
Conclusion
We can establish a more inclusive and effective learning environment by taking proactive measures to remove these possible barriers. By applying UDL principles, we make sure that all learners can access our instructional materials, which fosters a better awareness of Alzheimer’s disease and better equips individuals who will be providing care or working in the medical field.
References
Assignment #1: Learning Design Blueprint – GROUP F. https://techwizard.opened.ca/2024/06/03/assignment-1-learning-design-blueprint/
Inclusive Learning Design – EDCI 335. https://edtechuvic.ca/edci335/inclusive-learning-design/
Universal Design – EDCI 335. https://edtechuvic.ca/edci335/universal-design/
3 Responses to “Blog #3: Reducing Barriers in Learning Design for Alzheimer’s Disease Education”
I can relate to barriers such as access to technology, during the last pandemic, schools back home in Africa were completely shut down and learnings were completely grounded. Even though the school I taught was still elite and we tried to teach using YouTube, parents still complained of not having resources to buy enough data for their children to use. Just as you mentioned, educational institutions could come to students’ aid by providing students loans to access the devices, in developing countries where educational institutions are unable to, Governments might need to step in by helping institutions and learners.
Great post, Mohammed! You have clearly identified three potential barriers to learning and have provided creative solutions and strategies to reduce and eliminate these barriers. I specifically like your solution of providing offline resources. Not only does this benefit people who might have limited access to the Internet or technology, but it also benefits all learners. For example, everyone can interact with the resources in any environment that they work well in, as they don’t have to worry about being connected to the Internet. This may also benefit users who need to travel for any specific reason. They can access the resources and learn from anywhere. This solution and support benefits the entire group, and helps to create a more accessible, supportive, and inclusive learning environment!
Hi Mohammed!
Great 3rd blog post. The strategies to help reduce barriers were great examples and provided well developed approaches to combat these barriers in learning. They allow for teaching styles to be enhanced and show how there are multiple different ways to incorporate these strategies in reducing barriers. I liked the point regarding reducing cognitive load, as Alzheimer’s is a heavy content workload therefore utilizing these strategies can make it easier to learn and fully grasp the content information for all learning needs.