Examples of learning contexts:

Formal Classroom Setting

In a traditional classroom, students learn from an instructor which could be a professor or teacher. The learning context includes traditional learning supplies such as desks, whiteboards or projectors, and textbooks. Instruction may include slideshows, discussions, group work, and tests.

Online Learning

Online courses have gained popularity, especially with the advancement of technology and the recent global pandemic. Learners access information through websites and are taught through virtual classrooms. The learning context here includes a computer or device that enables the use of an internet connection and interactive learning tools.

Professional Development Workshops

Professionals that seek to enhance their skills or gain new knowledge often participate in workshops or meetings. These learning contexts may take place in a conference room, training facility, or online media platform. The focus is on specific skills relevant to the work, and the learning context may include presentations, activities, case studies, and networking

To make sure this interactive learning resource can inclusively meet the needs of all learners, it has adapted the learning approach of Universal Design. By analyzing potential limitations of our learning resource and adjusting to more inclusive and accessible practices, we are able to include a wide variety of people with diverse backgrounds and needs.

While designing this learning resource we kept at the forefront of our minds that “an inclusive design begins with the understanding that every person is a learner, and every learner has the right to pursue excellence and achievement” (Meyer, 2014). When applying the Universal Design of Learning (UDL) framework, our goal is to create a welcoming and inclusive space for learners that immediately sets them up for success. Learning something new can already feel like overcoming a barrier. By identifying barriers in advance instead of labeling the struggles of a learner, we can do our best to ensure that there is no barrier upon the embarkment of their learning journey. 

We thoroughly considered how we would incorporate multi-modal materials and resources to ensure that everyone is represented and set up for success in the modules. Since this resource is asynchronous, it is designed to reduce as many barriers as possible. Barriers to a learner’s success in this resource may include a lack of familiarity with module concepts and practices, limited access to diverse case studies, and having difficulty accessing technology and resources needed for this learning resource.

Barrier 1: Lack of familiarity with module concepts and practices

To reduce this barrier, we have provided a variety of preparatory materials on module concepts and practices to familiarize students with the relevant concepts. This includes providing materials with visual and auditory options, as well as supporting prior knowledge by providing timely support with necessary skills.

Barrier 2: Limited access to diverse case studies

By curating a diverse collection of case studies across all learning modules in the context of AI language models, we support learners in overcoming this barrier.

Barrier 3: Difficulty accessing technology and required materials

We provide a wide variety of resources, in each module, that learners can choose from. By providing these options, it removes barriers for those who are hearing impaired and for those with different learning preferences. When providing “multiple means of representation” (CAST, 2018), it is important to make sure that the resources are consistent and equivalent for each module to ensure that the learner does not miss out on content. Additionally, because our learning resource is reliant on current ChatGPT models it is all but likely that this learning resource will have to provide ongoing resources as this AI language modelling changes.

Additional adapted practices:

• Ongoing instructor support (providing guidance and scaffolding by breaking down process into smaller tasks or questions)

• Encourage peer discussions and group work (facilitating collaborative learning and the sharing of perspectives)

• Scheduling (creating an outlined schedule for learners who may require a due dates) 

• Recording lessons or group meetings (in the case a student cannot attend) 

• The co-construction of norms (providing explicit expectations however allowing the learners to have their own input)

• Voice and choice (making sure that it is a space where students’ voices are heard, that they can make change, and that they have options available to them)

Finally, since portions of this learning resource is designed within a constructivist approach, it is important to stress that all learners are included in creating knowledge. What we mean by this is that through individual and group interactions, discussions and projects, learners are able to create their own ways of learning through activities and ChatGPT. 

References

CAST (2018). Universal design for learning guidelines version 2.2 [graphic organizer]. Wakefield, MA

Jackling, Beverley. “Perceptions of the Learning Context and Learning Outcomes.” SpringerLink, 1 Jan. 1970, link.springer.com/referenceworkentry/10.1007/978-1-4419-1428-6_700.

Meyer, Anne, et al. Universal Design for Learning: Theory and Practice. CAST Professional Publishing, an Imprint of CAST, Inc., 2014, UDL Theory Practice, retrieved from: udltheorypractice.cast.org/

Watkins, Caren, et al. “Inclusive Design for Learning: Creating Flexible and Adaptable Content with Learners.” SNOW, 5 Nov. 2020, snow.idrc.ocadu.ca/articles/inclusive-design-for-learning-creating-flexible-and-adaptable-content-with-learners/#:~:text=Inclusive%20Design%20for%20Learning%20is,struggling%20students%20but%20all%20students.