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UDL Action & Expressions in Action - Coggle Diagram
UDL Action & Expressions in Action
UDSN elementary scientific notebook
Texthelp; EquatIO for math reading & writing
Microsoft Immersive Reader
Sonosent Audio Notetaker; Glean
Design Lessons
Start small & Iterate Fast
Consider scaling: system compatibility (chromebook, plug-in?); freemium as pricing strategy; framing of advocacy (accessibility vs inclusive classroom)
Design a solution to a problem, NOT features
Start with MISSION statement
Multi-dimensional Systems
School/District/National
Need to rethink & redefine the high-level goals of certain subject instruction & definition of grade-level proficiencies. -----> otherwise still need to teach to meet traditional goals (writing coherent sentences, follow procedures in solving algebra, write scientific notations.....)
Teacher & Classroom
Support/PD for teacher during integration of UDL & UDL technologies/tools is important
Consider limited access to technological infrastructures: need to provide alternatives/equivalents of low-tech/non-tech solutions
Student Variability
"students who would benefit the most are the ones most likely to access the tools". ---> think about how much of the support should be "optional", "adaptive", "suggested"
where is the boundaries of developing generalized support for all & specific support for some
Relevancy to my work
Co-design: I do a lot of work in co-design, and the product development discussion from a UDL lens again emphasizes the importance of involving users' voices and authentic experiences throughout the design process
MARACAS
CAST:
I'm interning for the MARACAS project at CAST. Challenges arise as we think about "how much of the support should be embedded in the digital system AND how much should be integrated into classroom practices and overall curriculum" --> I think this question is particularly important to consider for Edtech product designers because advocacy for "accessibility" should not "work in the basement" but reframed into the entire discussion on "inclusive classroom". An "accessibility" tool for eduaction should never stand alone by itself.
MARACAS develops reading support systems to be embedded in digital math learning workspaces. Another challenge arises as we think about "how might we keep a balance between providing support/scaffolding & optimizing productive struggles". This is relevant because all the solutions we are seeing this week aim to support learning in different ways, but I tend to remind myself to be critical in thinking how these supportive tools may have the potential of limiting productive struggles and reduce opportunities to develop executive functioning