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Enhancing Instructor Capacity Through the Redesign of Online Practicum Course Environments Using Universal Design for Learning
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Author(s): Jennifer Lock (University of Calgary, Canada), Carol Johnson (University of Melbourne, Australia), Noha Altowairiki (University of Calgary, Canada), Amy Burns (University of Calgary, Canada), Laurie Hill (St. Mary's University, Canada)and Christopher P. Ostrowski (University of Calgary, Canada)
Copyright: 2019
Pages: 20
Source title:
Handbook of Research on Blended Learning Pedagogies and Professional Development in Higher Education
Source Author(s)/Editor(s): Jared Keengwe (University of North Dakota, USA)
DOI: 10.4018/978-1-5225-5557-5.ch001
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Abstract
A current trend in practicum or field experience programs is online and blended learning approaches being implemented alongside traditional classroom experiences. Principles of Universal Design for Learning (UDL) should be integrated in the design of these online environments in order to better support learning needs of all students. Instructors must also have confidence and competence in designing and facilitating learning within technology-enabled environments. This chapter reports on research conducted using design-based research to support instructor capacity development within field experience in a Bachelor of Education program. Three strategies are identified and discussed to enhance instructor's capacity: scaffolded support, modeling UDL practice in the online environment, and coaching to foster developing capacity using UDL. The chapter concludes by reporting on a new study that emerged as a result of this work, along with recommendations for practice.
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