Module 2 2 Instructional Design Social Activism in HE final

Uploaded by aedt3140u on 28.08.2012

Hi students and welcome
to another module on Instructional Design.
Now that you have learned all about the history of instructional design,
as well as had a brief introduction to the nine universal design principles,
we will now explore philosophically, if the word universal
is really being inclusive to all types of learners or not.
In this sense, we will examine instructional design
through a multicultural, social justice lens.
Secondly, as we begin designing our case study narrative
in an instructionally appropriate and functional way,
it is important we begin to reflect on the best and worse courses we took,
and why they were the best or what made them the worst courses.
I am sure we will see some common patterns
as we explore best-case and worse-case scenarios.
We will also discuss the role of the teacher
in producing these exceptional or bad instructional environments.
Analysis Questions.
As we commence this module, I would like you to reflect
on the concepts we discussed in the previous module
on social justice and equity.
This module provides history and context
to the role social activism played in higher education
and asks you to reflect on the following questions.
One, why do you think social activism existed in higher education?
As well, we will explore what is meant by,
quote, "universal," unquote, in the term universal design.
I would also like you to reflect on your own experiences in learning
and focus on the best course you have taken
and what the teacher did
that made you feel included and welcomed
in his or her design of the course instruction.
History of Social Activism in Higher Education.
It is important to remember that university studies
in North America and Europe were originally designed for white,
able-bodied, heterosexual, Christian, and male,
and only through social activism did this demographic slowly evolve
to include people of colour, women,
and people with disabilities in higher education.
Definition of Universal Design for Learning.
In designing education and being inclusive to all learners,
universal design for learning was developed by
the Center for Applied Special Technology, 2001,
CAST as they refer to themselves, which they defined as, quote,
“a new paradigm for teaching, learning, and assessment,
drawing on new brain research and new media technologies
to respond to individual learner differences." Unquote.
Is universal design really universal?
In this slide, we will attempt to critique the word "universal"
and what could be its intended meaning.
According to the Online Free Dictionary, the word universal means,
quote, "Including, relating to, or affecting all members
of the class or group under consideration."
Thus, if we examine the word closely,
it does not mean one optimal solution for everyone.
Instead, the Center for Applied Special Technology, CAST, 2001,
points to the importance of drawing on the unique nature of each learner
and the need to accommodate differences.
It also focuses on the importance of creating learning experiences
that suit the learner and maximize his or her ability to progress.
Universal Instructional Design Techniques.
Thus, universal instructional design techniques include the instructor,
one, posting syllabi and reading lists on the Web
so that it is accessible to all.
Two, being flexible and open to various options for assignment submission
and assessment of all students.
For example, having multiple exam formats,
flexibility in time and location, flexibility in presentation of ideas.
Three, providing supplemental materials in multiple formats,
such as oral lectures with overhead projection of “key point" outlines,
study guides and prepared notes.
Thus, in making instruction and courses truly universal,
instructors should use these
universal instructional design techniques.
Universal Instructional Design
and Multicultural Social Justice Education.
In this slide,
we will examine the mismatch between students' cultures
and the content of the curriculum.
In most schools of thought,
learning does not begin with what the learners bring into the classroom,
but what is classified as authoritative knowledge.
It is knowledge codified and passed down through the ages
in the form of expert knowledge.
Students, no matter what their cultural upbringing in, is,
are taught in each school of thought,
what these ideas are and who contributed them.
Many times, this knowledge overemphasizes
European and European American history, arts and values.
Is a European perspective necessary?
Of course, there were some brilliant minds
in European history undoubtedly.
However, in making the instruction meaningful to the learner,
we must be inclusive to student culture, religious
and life history perspectives of the learner
in order to really capitalize on this learning.
As educators, we must be inclusive
to new combinations of old and new ideas,
and focus on postmodernism.
Without a doubt, high-stat- high-status knowledge can open doors
to otherwise unavailable life options for students.
However, students will draw meaningful connections to these ideas
when they are related to their own lives and experiences.
Otherwise, as Nieto, 1999, puts it, quote,
"Rather than ‘going elsewhere,' students’, students’ learning
often goes nowhere." Page 194.
Thus, we, we as educators and educational specialists
must make every attempt to not let it happen.
Synthesis Questions.
As we end off this module,
I would like you to reflect on your opinion of social activism
and if it was needed in higher education.
Explain why or why not in your opinion.
Secondly, what do you think of the word “universal”
for universal instructional design and universal design for learning?
Is it inclusive enough or is there a better word?
Finally, what techniques should faculty employ
in designing instruction that is accessible for all?
Think of a course you took that closely matched your needs?
What about the course and teacher was effective?