Browsing by Author "Liu, Yang (Flora)"

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    It's Not Just a Book Club: A Novel Approach to Prepare Researchers for Practice
    (University of Calgary, 2015-06) da Rosa dos Santos, Luciano; Altowairiki, Noha; Johnson, Carol; Liu, Yang (Flora); Hill, Laurie; Lock, Jennifer; Werklund School of Education
    A diverse group of researchers faced the challenge of developing practical proficiency in using Universal Design for Learning (UDL). In order to address the problem, the group initiated a book club strategy to develop a common understanding of principles of UDL. Their book club supported collaborative and reflective discussions, which informed their practice. In this paper, we share our lived experiences with book club as a professional learning strategy. Out of this experience, three recommendations are offered: intentional selection of the book, shared facilitation in support of a community of practice, and fostering collaborative professional learning.
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    Moving Toward a Universal Design for Learning Mindset: A Case Study Transforming a Pre-Service Teacher Field
    (2015-05-13) Altowairiki, Noha; Johnson, Carol; Liu, Yang (Flora); da Rosa dos Santos, Luciano; Hill, Laurie; Lock, Jennifer
    Contemporary learning in higher education embraces an array of instructional strategies and approaches, including online and blended learning. Blended learning involves between 30-79 percent of the class occurring in an online environment (Allen & Seaman, 2013). As we design and develop online and blended learning environments, consideration needs to be given to the three principles of Universal Design for Learning (UDL): 1) “provide multiple means of engagement”; 2) “multiple means of representation”; and 3) “provide multiple means of action and expression” (p. 89). The integration of UDL principles in learning helps to facilitate motivation, persistence, self-regulation, personalization of learning, and learning community participation (Meyer et al., 2014). In this interactive session, we will share a UDL approach that conceptualized a framework for planning, implementing, and assessing a University of Calgary blended learning approach used for a pre-service teacher education field experience course. The participants of the session will engage in a discussion focused on the following questions: 1) What factors influence the shift of using UDL principles in designing online and blended learning; and 2) What key strategies support the implementation of UDL principles in online and blended learning environments (i.e., design, develop, and evaluate)? The aim of this session is to examine of how principles of UDL enhance learning for all students in online and blended environments.