Activity Four ; Access and Equity, Diversity and Inclusivity

This is one explanation of universal design for learning (UDL) from the Center for Applied Special Technology (CAST), Wakefield, Massachusetts.  Universal Design for Learning is a set of principles for curriculum development that give all individuals equal opportunities to learn.
UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone, not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs.

In other words: multiple representation of content, multiple means of expression, and multiple options for engagement.  Behind this approach is the idea that individual brains receive and process information very differently, so instruction should be designed to accommodate those differences (www2.bakersfieldcollege.edu).

Through my exploration of this concept I understand the importance of designing (not adding to) the curriculum, course or programme with the students learning abilities,styles and cultures taken into consideration.  These multiple resources and multiple situations are used and adapted to meet the needs of the students.
The 'universal' part of this concept is that the product and services have been designed in such a way that they are adaptive and flexible enough to be accessed by all, universally.

An example of inclusive teaching

The example I have decided to use is of my current teaching practise, which has aspects of inclusiveness in it but could certainly be enhanced.
We offer two courses “Conference and Events” and “Industry Operation Research Project” in the School of Business through the Diploma of Applied Travel and Tourism, Level 5. This( 5 month intensive) programme has been designed to create ‘work ready’ students for the tourism industry.

How do I achieve this?

By providing an experiential environment which includes: 

•  Wikieducator (an internet based open platform) which develops open education and training resources. Course weblogs are contributed to by staff and students to facilitate learning and reflection of experiences

          http://wikieducator.org/Conference_and_Events

•  100 seat training restaurant (open to the public) for planning, designing and delivery of a themed dinner for “customers/delegates”
•  A co-operative learning environment where year one students from the School of Hospitality ‘supervise’ the tourism students in the restaurant. This provides the opportunity for the hospitality students to consolidate and reflect on their learning, while using themselves as role models
•  A dedicated classroom designed to facilitate team and individual learning through its design and layout

  By providing an experiential teaching/facilitating experience

• Students develop their co-operative capability – through ice breakers/games that are fun, non-threatening and group based. These promote growth and positive change in individuals
•  Team building (forming, storming, norming and performing) is learnt by students by forming a company, designing a logo, business cards and letterhead, then liaising with a ‘client’ to organise a three day conference
•  Students plan and prepare a ‘themed dinner’ for the final night of the conference
•  Students contribute towards the design and development of open education resources – which will be available internationally for further learning purposes through Wikieducator

 By providing opportunity to process learning through role play and work experience (making sense from what is learned)

•  Simulated and real work environments are created providing students with an opportunity to move from awareness, to knowledge, to action
•  Each individual brings to the course prior knowledge, strengths and weaknesses. These offer unlimited growth potential as the students learn to co-operate and develop their interpersonal-relationships
•  Good constructive criticism is emphasized and provided in a safe environment
•  I use key techniques of observation, listening, feedback and questioning to assist the students to  internalise their learning experience

  I encourage the students to positively manage stressful situations. The process that follows can lead to lasting change. Students are able to reflect on the successful delivery of the required learning outcomes: establish objectives for a conference, design of a branding image for a company, preparation of a conference portfolio (in accordance with clients requirements), investigate venue selection, process specific travel and accommodation requirements for conference and event delegates, design a themed dinner, generate a banquet event order. (In the form of a 10 minute presentation.)

Some issues for access and equity in classes 

The concept of the 'virtual' conference was hard for some of the students to grasp, so were not fully engaged in the process.

The course relied on group work and regular meetings, it was frustrating for the students when others failed to show up to meetings or did not produce the required work.

Students with english as a second language have difficulty understanding the technical industry jargon.
Peer review was used to encourage students to reflect on and review each individual in their group in regards to their contribution and work submitted.  Some students found it difficult to give constructive comments.
Not all students have access to a computer at home.


Definition of Access and Equity, Diversity and Inclusivity relevant to my professional context.

A safe environment where students have equal access to course materials, activities, interactions and assessments. Within an environment that fosters respectful behaviour, inclusive of different cultures. Able to accommodate different physical, psychological and learning abilities. 


Explain what my learners will need, to access the learning environment I plan to create.

My learners will need access to the internet and some background knowledge in orientating themselves through various programmes, e.g. e-mail, facebook, audio, online dictionary/thesaurus, blog.  This access is provided on campus, students are required to attend at fixed times but there is also opportunity for informal group sessions. They will need to be open to participating  and collaborating in setting ground rules, study groups,contributing and sharing experiences, formal speeches and reflecting on their experiences. 

References;

Gravel, J, Ralabate, P & Thomas, L. (2010).  Framework for access and equity retrieved fromhttp://www.slideshare.net/NCUDL/udl-a-framework-for-access-and-equity

National Center on Universal Design for Learning retrieved from http://www.udlcenter.org 

Center for applied Special Technology retrieved from http://www.cast.org/udl/

A Practical Reader in Universal Design for Learning (Rose & Meyer, Eds.; Harvard Education Press, 2006).

Activity Three; Investigating and describing examples of flexible learning.

For this activity I chose to interview a cookery lecturer/colleague in the hospitality department. We have collaborated and helped each other develop literacy and numeracy activities for our department's students and I have observed some of her flexible teaching techniques. 
My 8 yr old son had his teacher/parent interview a few weeks ago and as I sat in the classroom and took in the learning space it dawned on me that there was a very different style of teaching happening in this classroom.  It piqued my interest and I decided to interview my son's teacher.  The discussions that came out of these interviews have led me to understand that I am just seeing the tip of the iceberg in regards to the possibilities of flexible learning, and how if primary and secondary schools continue to develop in these areas then there will be a flow on effect to a greater extent in the tertiary system in the long run.  The Dimensions of flexibility grid (Collis and Moonen, 2004) formed the basis of the interviews, I will concentrate on instructional approach and resources, delivery and logistics to compare and contrast the 2 interviews.


My colleague is a lecturer on the certificate in basic cookery which is a 1 year full-time programme.  It is fixed in terms of start/finish dates and its criteria for entry is open.  Her over-riding philosophy when designing and teaching is that the students will learn by doing and by making mistakes.  The department has a commercial sector which incorporates a cafeteria, function department and coffee bar.  There is a fine dining restaurant which is open to the public and is run by the cookery and front of house students, under supervision. 

There are diagnostic tools used in the first few weeks to help the lecturers understand the learners; their abilities, learning styles and strengths/weaknesses.  The information from these assessments form the basis for the group set up, the lecturers understand the importance of analysing the group dimensions, using team building activities to strenghten the groups for working together in the kitchen.  However, Collis, B. & Moonen, J. (2001) argue, 'not all students need to work in groups, and not all students prefer social interaction as part of a learning experience.'  If the students course of study is towards a tourism/hospitality qualification surely the group interaction is beneficial to the students' overall social outcome, also working together as a team to produce a product or service is at the cornerstone of successful catering operations.

The students have access to course information through a number of forums, e.g. moodle, you-tube, on-line quizzes, class time.  The students have choices within the 'organisation of learning' where they can submit work in a variety of forms, through word processed, verbal or practical processes and have measurable assessment techniques in place to provide fair evaluations and feedback.

Contextualised teaching is used where possible, eggs are cracked open, smelt, whisked, cooked and examined to understand how they cook, when they have gone off and many other observations.  Videos on methods of cooking are used as teaching tools and downloaded onto moodle for the students to access at any time.
Reflection techniques are used continually to evaluate the effectiveness of the teaching, e.g. how well did it go? how can I improve? why didn't the student understand?

In comparison, the primary school classroom space has a major impact on the styles of learning that happen.  At the Otago Polytechnic there are limited choices surrounding the physical space that the students learn in, generic classrooms or kitchen/restaurant areas.  Rooms are used by many different courses and there is not the time to plan the lay out each time a class is in session.  In the primary school classroom there has been a year of planning how the spaces would be set out, based on recent research by Ewan McIntosh and his research into physical learning spaces http://www.slideshare.net/ewan.mcintosh/seven-spaces-of-technology-school-building-design. The children have tote trays for their personal belongings, the desks have gone and there are different areas set up for different styles of working, e.g. standing areas,bean bags, swivel chairs, cushions, calculator desks, quiet spaces, learning caves, round tables.
The spaces are well planned with a clear vision from the teacher and collaboration with the children, the children spend the first week on an orientation programme to help them navigate their way through the new structure, there is daily discussion about why the child chose this particular space for their work. 
The children have a class blog, they share experiences with other schools on skype.  They have virtual learning networks and computerised maths tutorials.

The key to the success of this learning space management is how well it is managed on a daily basis, the children are encouraged to make choices about how they learn and where they choose to learn and have many options available to them.  In terms of delivery and logistics, this is a huge learning curve for the teacher and the pupils and the success has been in the careful planning and implementation (instructional approach) and the children have adapted to the changes in an extremely positive way.

Summary;  Instructional approach and resources and delivery and logistics for my colleague are flexible in the range of resources that are utilised and the extent of her experience in using those resources to engage all the unique and varied learning styles within her class.  Casey, J. & Wilson, P. (2005)explain the "danger of projecting an inappropriate learner model onto prospective students......of an autonomous, self motivated, confident, information technology(IT) literate and financially comfortable student". Many of the students require additional assistance in navigating their way through the education system.
The key to the success of the flexible learning spaces in the primary school classroom is the clear instructional goal the teacher has, her collaboration with the children in the set up and her communication with like minded colleagues in the virtual world of twitter and learning networks.

References;


Casey, J., & Wilson, P. (2005).  A practical guide to providing flexible learning in further and higher education. Retrieved from http://www.enhancementthemes.ac.uk/docs/publications/flexible-delivery-a-practical-guide-to-providing-flexible-learning-in-further-and-higher-education.pdf

Collis, B., & Moonen, J. (2001).  Flexible learning in a digital world. Open and Distance Learning Series: Kogan Page Ltd.