Tag: udl

Accessing Education: Equity, Diversity, and Inclusion in Online Learning

group of people standing indoors
Photo by fauxels on Pexels.com

A recently published paper explores the challenges and opportunities for equity, diversity, and inclusion (EDI) in online and hybrid learning. The study found that online and hybrid learning both supports and presents challenges to EDI, and that pedagogy and course design must be considered as a first step in addressing some of the challenges to EDI.

The study also found that further student support is needed to facilitate equity, diversity, and inclusion in online learning.

Overall, the paper highlights the importance of addressing EDI in online and hybrid learning and offers several recommendations for doing so.

These recommendations include:

  • Prioritizing the implementation of policies that support equity, diversity, and inclusion.
  • Considering the principles of Universal Design for Learning (UDL) to ensure that course materials are accessible to all learners.
  • Providing training for instructors to use UDL principles to design and deliver courses that are inclusive and accessible to all learners.
  • Providing support for learners who face challenges related to access, such as those with learning differences and/or disabilities, or those who live in underserved, remote/rural communities.
  • Engaging with reconciliation, decolonization, and Indigenization as part of the pursuit of EDI goals.
UDL and Blended Learning: Thriving in Flexible Learning Landscapes
UDL and Blended Learning: Thriving in Flexible Learning Landscapes
  • Novak, Katie (Author)
  • English (Publication Language)
  • 232 Pages – 05/29/2021 (Publication Date) – Impress (Publisher)
$24.95 Amazon Prime
Buy on Amazon

The paper also highlights the need for further student support to facilitate equity, diversity, and inclusion in online learning, and encourages readers to engage with reconciliation, decolonization, and Indigenization as part of the pursuit of EDI goals.


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Beyond Homework: The Evolution of the Flipped Classroom

flexible man doing flip on street
Photo by Mary Taylor on Pexels.com

As the landscape of education continues to evolve in response to global disruptions and digital advancements, blended learning models have surged in popularity. Among these is the flipped classroom model, a strategy that leverages video instruction to mitigate potential obstacles that make it challenging for students to access information presented live. However, I often hear the question, “Can I use the flipped classroom if I don’t assign homework?”

Catlin Tucker

Catlin Tucker explores the evolution of the flipped classroom model and discusses its potential beyond traditional homework assignments. The author reflects on how the concept has transformed over the years and provides valuable insights into its current state.

Tucker emphasizes that the flipped classroom is no longer limited to a mere reversal of in-class and at-home activities. Instead, it has evolved into a more dynamic and interactive learning experience. The traditional model involved students watching video lectures at home and completing practice exercises in the classroom. However, Tucker suggests that educators can now take advantage of various digital tools and instructional strategies to enhance the flipped classroom approach.

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The Shift to Student-Led: Reimagining Classroom Workflows with UDL and Blended Learning
The Shift to Student-Led: Reimagining Classroom Workflows with UDL and Blended Learning
  • Tucker, Catlin R. (Author)
  • English (Publication Language)
  • 270 Pages – 11/09/2022 (Publication Date) – Impress (Publisher)
$15.77
Buy on Amazon

One key takeaway from the post is the importance of leveraging technology to make flipped learning more engaging and personalized. Tucker suggests incorporating interactive videos, online discussions, and collaborative projects to foster deeper student engagement. By diversifying the resources and activities, educators can create a more inclusive and interactive learning environment.

Another significant point highlighted by Tucker is the need for intentional planning and scaffolding in a flipped classroom. Educators should design clear guidelines and structures to support students in their independent learning endeavors. This involves providing explicit instructions, organizing content in manageable chunks, and offering continuous guidance throughout the process.

Tucker also explores the concept of differentiation within the flipped classroom. She suggests tailoring instructional materials and activities to meet the diverse needs of students. By providing a range of resources, teachers can support students with different learning styles and abilities, promoting an inclusive and equitable learning environment.

UDL and Blended Learning: Thriving in Flexible Learning Landscapes
UDL and Blended Learning: Thriving in Flexible Learning Landscapes
  • Amazon Kindle Edition
  • Novak, Katie (Author)
  • English (Publication Language)
  • 234 Pages – 05/28/2021 (Publication Date) – Impress (Publisher)
$9.97
Buy on Amazon

In conclusion, Catlin Tucker’s blog post emphasizes the evolution of the flipped classroom beyond its original concept of homework flipping. By embracing technology, intentional planning, and differentiation, educators can create a more engaging and student-centered learning experience. The flipped classroom has the potential to transform traditional teaching practices and foster deeper understanding and collaboration among students.

Link to the original blog post: Beyond Homework: Flipped Classroom


The Eclectic Educator is a free resource for everyone passionate about education and creativity. If you enjoy the content and want to support the newsletter, consider becoming a paid subscriber. Your support helps keep the insights and inspiration coming!