Unlike traditional direct instruction, interactive learning pays more attention to learner engagement in the course to achieve teaching goals. The instructor can enhance learners’ motivation in this way. But the question of how to fully use interactive learning resources to maximize learning efficiency and meet the needs of all learners is a thought-provoking issue.
Interactive learning focuses on learner engagement, so learning designers need to categorize the details to achieve a manageable state of the course. Learning designers can start with the areas of environment, materials, tasks, and assessment to increase learners’ proficiency and make interactive learning resources relevant to all learners’ needs.
In terms of the environment, the learning designer can design several questions in advance to ask students in class or in small groups for students to explore and answer. Besides, learners will be asked to list any uncertain ideas from both a group and individual perspective and then ask the instructor questions in class. The preparation of materials is also critical. Learning designers can upload information related to class knowledge in advance for students to preview. Making good use of technology, such as using the course recording function in class to help students digest after class, and opening a course forum for post-class Q&A. For students with higher needs, provide some after-class extension resources to enrich their knowledge. Learning designers can also get to know students by assigning tasks. Before the lesson, students can be given a reading task and an entry ticket to find out how familiar they are with the content they are about to learn. In class, a mini-test is given at the end of each lesson; after class, weekly assignments and phase quiz are combined and feedback are given at the end of the lesson to help students reflect on themselves. What’s more, assessment is also an important step in understanding the needs of learners. Students who have a good grasp of the knowledge can improve their knowledge through training and extended activities after class. For students who are weak in mastery, we can re-teach them and give them some basic questions to consolidate and then increase the difficulty to reach the level required by the teaching objectives. For those students who are still not good enough, we can have a personalized conversation to better understand the student’s needs and help them. Refining and implementing different measures to meet various demands.
Comment on Zhihao’s Post 3 – Inclusive & Differentiated Design
After reading your article, it really gave me something to think about. In learning, we can use as much technology as possible to break through the time and space barrier to achieve the purpose of common learning, such as using Google docs for group tasks. This is a very convenient learning resource, which can meet the needs of different people, different times, different locations of the office. What a great idea it is!
Link to Zhihao’s post:
Thank you for sharing many excellent ideas for meeting diverse learners’ needs. Considering a UDL lens, how would you create a welcoming environment for a student with a special accommodation request (e.g., deaf, blind, ADHD) who does not seem very engaged in the online course content and activities?