In the past, learning was primarily teacher-led. Today, digital technologies and UDL-informed instructional design have made self-directed learning a reality. How can we support learners in following their own paths but also empowering them to succeed independently, catering to their diverse needs and abilities?
Self-directed learning is unique in its
Flexibility
- Learners study at their own pace and schedule, making it easier to balance learning with other responsibilities.
- Learning can happen anytime and anywhere, providing greater convenience.
Autonomy
- Learners have control over their learning trajectory and determine the pace of learning.
Personalization
- Learners’ needs about progress and performance drive their learning experiences, preferences, and goals.
Implementing UDL principles of instructional design helps creating authentic learning experiences for different audiences.
1. Multiple means of engagement. To tap into learners’ interests, instructional design needs to offer appropriate challenges, and support motivation and keep learners engaged using real-world tasks and application.
2. Multiple means of representation. Presenting information and contents in different ways and digital formats (text or multimedia), and providing learners with the opportunities to demonstrate their learning in different ways (peer feedback, digital presentations in different formats) address diverse learners’ sensibilities and abilities (accommodating the wide range of emotional and cognitive differences among learners to create an inclusive and effective learning environment).
3. Multiple means of action and expression: to allow learners to demonstrate their knowledge and skills in different ways.
Practice:
Create a plan for self-directed learning in digital environment.
- Select a topic or skill to be learned and write one clear, achievable learning objective.
- Outline diverse resources (e.g., videos, articles, interactive tools) and varied learning activities (e.g., practice exercises, discussions) to support different means of engagement, representation, and expression. Encourage learners to share their results in various formats, such as written posts, videos, or infographics.
- Consider how learners in a self-directed learning environment could monitor their progress. Plan the types of feedback, which would effectively inform learners about their progress and the extent to which they have achieved the learning objectives. Develop strategies for learners to demonstrate their new skills, such as self-assessment checklists, reflection journals, or digital tracking tools.
Share your plan for self-directed learning by submitting it: use the form below. Add your message as a comment to this page.
Examples:
- Select a topic or skill to be learned and write a clear, achievable learning objective.
- Topic: Design web-pages and digital visualizations using Replit tool and HTML and CSS coding. Learning Objective: “By the end of this training, I will be able to design a web-page with visualizations using Replit tool and HTML and CSS coding.”
- Outline the resources and learning activities needed to learn and practice new skills.
- Complete an online course on CSS and HTML coding using Replit.
- Work on hands-on project designing a web page and creating visualizations.
- Share my designed web page with visualizations for peer feedback.
- Plan the types of feedback to inform the learning progress and determine the extent to which the goals have been achieved.
- Use quizzes and coding exercises with instant feedback in the online course.
- Implement automated code review tools to check the accuracy and efficiency of the code.
- Set up progress tracking dashboards to monitor completion of the project elements.
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Multiple means of representation are created by offering choices via customized learning formats, and ensuring content accessibility.
Customized Display of Information includes:
- Text, audio, and video formats: Providing content in multiple formats allows learners to choose the medium they prefer.
- Visual aids: Diagrams, charts, and images can help clarify complex concepts and make information more accessible.
- Interactive elements: Quizzes, simulations, and other interactive tools can engage learners and reinforce understanding.
Accessible Digital Content (WGAG guidelines) includes:
- Alternative text for images: Providing descriptive text for images and hyperlinks benefits all differently-abled learners and ensures that visually impaired learners can access the content.
- Captioning and transcripts: Providing captions and transcripts for audio and video content benefits all differently-abled learners and ensures that learners who are deaf or hard of hearing can access the content.
- Readable fonts and colors: Displaying contents in clear fonts and high-contrast colors ensures readability for all differently-abled learners.
Representation through Choice and Flexibility can increase motivation and engagement. This includes:
- Multiple pathways: Allowing learners to choose their own path through the material can make learning more personalized and engaging.
- Optional resources: Providing additional resources for learners who want to explore topics in more depth can foster curiosity and active learning.
- Flexible assessment options: Offering different ways for learners to demonstrate their knowledge and skills to accommodate diverse strengths and preferences.
By incorporating these principles of UDL-informed representation, educators can create a more inclusive and engaging digital learning environment that meets the needs of all learners.
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