How will your interactive learning resource specifically ensure that the needs of all learners can be met?
My group’s interactive learning resource ensures that the needs of all students, regardless of background or ability, are included in the learning process. Our resources allow learners who only have a mobile plan with a data plan to access our lectures and interactive activities. EdPuzzle offers a Diversity and Inclusion course that teaches educators how to engage all students using their website to create interactive video lessons (EdPuzzle, n.d.). In this course, educators learn how to support English language learners, and special education, and how to integrate culturally responsive teaching (EdPuzzle, n.d.). An effective teaching method for students with hearing loss is using visual materials in the classroom (Khalid, 2020). For example, Khalid (2020) mentions that visual material, such as diagrams, charts, posters, computer presentations, and graphs, has been found to increase students motivation to learn. EdPuzzle integrates this visual aspect into teaching, and subtitles can be added for learners who have hearing loss. Depending on who we are teaching, we can accommodate the lectures to meet the needs of all learners. In addition, using YouTube videos to teach will help students who are busy outside of class keep track of the lectures. This is an excellent way to involve all learners who may prefer learning at their own pace outside of class.
How can you adjust your planned learning activities to meet the needs of your learners if an unexpected event occurs?
Students will be offered support in and out of the classroom if an unexpected event occurs, such as the pandemic. Since all interactive lessons and activities are offered online, students can access them on any digital device anywhere in the world. However, we want to ensure that inclusive learning is integrated into these accessible education tools for students with learning disabilities. A study by Parmigiani et al. (2021) found that a significant obstacle for students with special needs is the lack of physical contact. A way to overcome this obstacle is by reducing social distance by mimicking proximity through a social presence in online education (Perry & Edwards, 2009). Planned teaching strategies like discussions and activities encourage students to participate with their peers (Parmigiani et al., 2021). Our group includes Kahoot and Google Forms, both interactive learning activities. Kahoot and Google Forms provide a collaborative approach to learning where the whole classroom can answer questions at the same time. In addition, our group will include in-person and online training for educators to learn depending on what unexpected event occurs.
References
Alasim, K. (2020). Inclusion programmes for students who are deaf and hard of hearing in Saudi Arabia: Issues and recommendations. International Journal of Disability, Development and Education. 67(6), 571-591. https://doi.org/10.1080/1034912X.2019.1628184
Edpuzzle. (n.d.). Edpuzzle diversity and inclusion. Edpuzzle. https://learn.edpuzzle.com/diversity-and-inclusion?hsLang=en
Parmigiani, D., Benigno, V., Giusto, M., Silvaggio, C., & Sperandio, S. (2021). E-inclusion: Online special education in Italy during the Covid-19 pandemic. Technology, Pedagogy and Education, 30(1), 111-124. https://doi.org/10.1080/1475939X.2020.1856714
Perry, B., & Edwards, M. (2009). Creating a culture or community in the online classroom using artistic pedagogical technologies. In T. Anderson & G. Veletsianos (Eds.), Emerging Technologies in Distance Learning (109-142). Athabasca University Press. https://www.aupress.ca/app/uploads/120177_99Z_Veletsianos_2010-Emerging_Technologies_in_Distance_Education.pdf