ELRC 7535 Advanced E-Learning Design & Development

Module 1: Analyzing Digital Learning Environments

This module, we critically analyzed digital learning spaces — both their possibilities and their barriers. We dug into what makes an environment equitable, accessible, and truly learner-centered.

Every great learning experience begins with knowing who—and what—we’re designing for. This assignment asked us to analyze a digital learning space of our choice, examining how it supports (or limits) effective, equitable, and learner-centered education. We used the week’s frameworks (e.g., CoI, UDL, learning theories) to ground your insights.

I chose Option 3, the video tour and reflection. I screen recorded and spoke over a peek into my own Google Classroom. I've been using Google Classroom since I started teaching 3 years ago now, its usefulness cannot be quantified. I go into detail about how the Google LMS ecosystem all goes hand in hand so well and supports each other during my presentation. The frameworks used to support my presentation are UDL & CoL. The assumptions & expectations I brought into this evaluation were that all educators in a major like ours are well versed into LMS's like Google Classroom, henceforth why I didn't really do a deep dive (along with not wanting to show the first & last names of my learners). From my first class at LSU Grad School I learned that I had been using Ed Tech to teach, I just didn't know that was what I was doing. My experience learning thru Ed Tech, teaching with Ed Tech, and just dealing with learners in general shaped my perception of what works in a digital environment. Teaching is something you learn by doing, whether you're using a chalkboard and chalk or a SmartBoard. You see what works, what doesn't, use what works, toss what doesn't. Every learner is different, and every class must be inclusive, so you'll eventually gain enough tools on your work belt to know what works for what situation.

References

CAST. (2018). Universal Design for Learning guidelines version 2.2. http://udlguidelines.cast.org

Molenda, M. (2003). In search of the elusive ADDIE model. Performance Improvement, 42(5), 34–36. https://doi.org/10.1002/pfi.4930420508

Branch, R. M. (2009). Instructional design: The ADDIE approach. Springer. https://doi.org/10.1007/978-0-387-09506-6

Allen Interactions. (2020). The SAM process explained. https://www.alleninteractions.com/sam-process

Wiggins, G., & McTighe, J. (2005). Understanding by design (Expanded 2nd ed.). ASCD.