Blog #3: Designing for Inclusion

UDL framework

Universal Design for Learning (UDL) is an educational framework that aims to make course design accessible and effective for all types of learners. It emphasizes three key principles:

Multiple means of representation	Multiple means of expression	Multiple means of action
Students should be able to access knowledge in different ways, such as through text, visuals, and videos.	Learners should have various ways to demonstrate what they know, such as writing, presentations, or projects.	Students should be able to choose learning methods that motivate them, such as group collaboration or self-directed activities.

Overall, learning design should not be rigid but flexible enough to support different learning needs. From my own experience, mathematics courses often require a lot of mental effort from me. Many times, while the professor is already explaining the next question, I am still trying to understand the previous one. Unfortunately, most of my math classes are not recorded, so I often have to find videos online afterward to fill in the gaps. Through this experience, I’ve realized that every learner has a different background, pace, and ability, so a single teaching approach can never fit everyone.

That’s why I believe UDL is a meaningful framework, it helps educators design more inclusive and flexible learning experiences. In the next section, I will discuss my understanding of inclusive learning design in more detail.

Inclusive Learning Design

Inclusive learning design is very similar to UDL. It encourages educators to think about strategies that make the learning environment fair, welcoming, and supportive for all students. It also emphasizes that every learner should feel seen, respected, and included, with equal opportunities to participate.

Inclusive design is a crucial step in all types of design, not only in education but also in user experience and product design. I remember a group project in which our professor mentioned a common design problem known as the “fat-finger issue.” This refers to situations where interactive buttons or touch areas are designed too small, making them difficult to use for some people with different levels of finger dexterity.

This example led to another important concept: the false consensus effect. Designers often assume that others behave or think the same way they do, which results in designs that fail to be inclusive. I think this idea also applies perfectly to inclusive learning design. When creating a learning experience, designers should approach it from the learners’ perspective rather than solely from the instructor’s point of view.

For instance, when designing a math learning activity, designers should consider students’ diverse backgrounds and abilities, and provide clear explanations for each step, rather than assuming that all students already understand or are familiar with the content, to better accommodate different learning needs.

Since the false consensus effect is not a main topic in this course, I’ll share a short video for those who want to learn more about it:

I personally believe that during the design process, designers should constantly remind themselves, “You are not the user” or “You are not the learner.” This mindset helps designers continuously reflect on inclusivity and make decisions that better meet the needs of all learners.

Synchronous and Asynchronous Learning

Synchronous learning usually involves real-time interaction and immediate feedback, often through in-person classes or live online sessions. In contrast, asynchronous learning provides more flexibility by offering materials such as readings and videos that students can access at their own pace.

From my experience, asynchronous learning allows me to study according to my own rhythm and review learning materials whenever I need. However, I also realize that synchronous sessions are helpful for quickly addressing misunderstandings or questions during the learning process. Therefore, within the framework of inclusive learning design, combining both modes can help meet the needs of different students and allow everyone to learn in ways that best suit them.

At the same time, asynchronous learning can sometimes lead to lower efficiency, especially when course materials are disorganized or overly abundant, making it difficult for students to keep up. Thus, an effective online learning environment should be clear, consistent, and easy to navigate. For example, students should easily know where to submit assignments and understand the course objectives.

As discussed earlier in the UDL framework, learning content can be presented in multiple ways, such as written readings, visual resources, and video explanations. These varied forms make online learning more efficient, helping students stay focused on learning itself rather than spending time searching for materials.

Another challenge in online learning is maintaining interaction. In synchronous learning, students often participate in group activities, progress at a similar pace, and communicate more frequently with each other. This interaction helps them better understand the course content and build a sense of community. However, many learners have reported that they miss the spontaneous conversations and collaborations that are typical in a classroom setting, which are important for sustaining motivation in both online and offline learning (Akpen et al., 2024).

In asynchronous learning, students’ progress can vary widely. To address this, setting up periodic group discussions or peer review opportunities can help learners stay connected and engaged. These strategies not only encourage collaboration but also help students keep up with the course pace while feeling more included in the learning community.

References

Akpen, C. N., Asaolu, S., Atobatele, S., Okagbue, H., & Sampson, S. (2024). Impact of online learning on student’s performance and engagement: A systematic review. Discover Education, 3, 205. https://link.springer.com/article/10.1007/s44217-024-00253-0?