Transcript
00:00:00 Amalie
I explained it to them three times.
00:00:04 Amalie
I don't know what more they want from me.
00:00:07 Camie
I can tell you what they.
00:00:07 Camie
Want from you. Well, let me explain.
00:00:09 Camie
It to you. It's UDL!
00:00:11 Camie
Welcome to the pedagogy toolkit. In this episode, Amy and Cami discussed Universal Design for learning or udl.
00:00:19 Camie
Following UDL helps make your course more accessible to students and allows them to interact fully with the course material, more access and more interaction means more learning and more support for your students.
00:00:51 Camie
So think about when someone is explaining something to you, they describe it and it kind of makes sense. I mean you get it and you know what they're talking about, but then they draw a diagram or a flow chart on a napkin, and it makes more sense and you totally get it.
00:01:08 Camie
But then you watch an action and wow, it makes sense. You have auditory, visual and experiential. This is U, DL and for me this brings to mind. Actually every time I have to explain my family tree to someone.
00:01:25 Camie
Because I always have to draw it. OK? And this is always preceded by them coming to a family event with me, so they know who.
00:01:35 Camie
People are right.
00:01:37 Camie
What does it bring to mind for you?
00:01:38 Amalie
for me? I always think so. Every year. There's this one day that my Facebook memories pop up a picture of a napkin. Actually, where I drew a diagram of the offside rule in soccer.
00:01:56 Amalie
I love soccer. I watch it all the time. My husband is not a sport person. He's like you're watching your sport ball again. Go, sport. I don't know. It's it's not his. His jam, so.
00:02:07 Amalie
Occasionally, he'll start watching with me and he's he goes. I don't understand what that call was. I don't understand. And it was the offside rule. And so I.
00:02:13 Amalie
Explained it to him. It's you know this, you've got your defenders here and your furthest offensive player can't be. So I'm explaining it and he's like, yeah, I I guess I get it, but I don't really get it. So anyway, and moves on.
00:02:28 Amalie
So I took out a little napkin and I was like, no, I'm gonna. I'm gonna show you. And so I drew it. There's little X's and O's and little dotted lines for where the players are going. And he's like, OK, I think I see what you're saying sort of. And then.
00:02:44 Amalie
He started actually watching the games with me and seeing what was happening as it was happening and I could talk him through it while he's watching it. Seeing it all happen and then.
00:02:54 Amalie
He's like ohh I.
00:02:55 Amalie
Get it? I get it now. And so my next step is to get him in the yard with a soccer ball and some of the neighbor kids.
00:03:03 Amalie
And then he can truly experience it and know.
00:03:07 Amalie
But that right there is.
00:03:09 Amalie
Universal design for learning that is.
00:03:13 Amalie
Teaching the same concept in a variety of different modalities so that your learner gets a better grasp of sort of a 360 view of what they need.
00:03:21 Camie
To know exactly.
00:03:24 Camie
Universal design for learning is an approach that helps eliminate learning barriers that can cause unequal access to opportunities for students.
00:03:36 Camie
Using those multiple modalities, having that same information presented in different ways really help students students overcome the barriers and.
00:03:48 Camie
It's considers all of the needs and abilities of all learners in your classroom.
00:03:55 Amalie
So often when people think about universal design, they think about accessibility.
00:03:59 Camie
Yeah, and accessibility is so important. You and I. The other day you were talking about that mean that your friend sent you.
00:04:10 Camie
And it was.
00:04:11 Camie
Really great, because I feel like when we talk.
00:04:13 Camie
About accessibility or UDL.
00:04:16 Camie
A lot of times.
00:04:17 Camie
We won. Think UDL is just accessibility and it is not which we will explain further but accessibility also goes further than just let's make sure we have transcripts in our videos.
00:04:31 Amalie
Right the the.
00:04:33 Amalie
Image that Camie is talking about is a little is a picture of sort of all the different ways that.
00:04:40 Amalie
People might need additional support with something and not even thinking of it as additional support. These are all the way we learn is sort of on a spectrum and everybody's learning things in different ways and in different contexts and in different spaces and need different.
00:04:54 Amalie
Modalities at every point, accessibility is really important, but we forget that every student at every level needs some sort of accommodation.
00:05:04 Camie
Right. And sometimes that's just because your working parent and you have 1000 things going on and you really need, you know some time flexibility or you need to be able to you need those transcripts on the videos.
00:05:21 Camie
Not necessarily, because you're hearing impaired.
00:05:25 Camie
But because.
00:05:27 Camie
You don't have time or the space to actually listen, and so it's a different kind of accessibility. Both are very important and UDL.
00:05:39 Camie
Encompasses both, but is not defined as just accessibility, so URL goes beyond that accessibility piece because it talks about and thinks through the why the what and the how on engagement representation and acts.
00:05:59 Camie
Then you may see action, sometimes called expression, when people.
00:06:05 Amalie
Talk about udl as well.
00:06:06 Amalie
So can you talk to me a little more about what engagement will encompass in?
00:06:11 Camie
Universal design? Yeah, absolutely. So we think through kind of engagement as.
00:06:20 Camie
How students are engaging with the course and learning material in general?
00:06:26 Camie
This is not just our students showing up.
00:06:30 Camie
Right. But it's rather our.
00:06:32 Camie
Students engaging with this in a.
00:06:35 Camie
Meaningful way that is useful.
00:06:37 Amalie
To progress their learning is their motivation behind what they are doing right?
00:06:43 Camie
Is their motivation also, why are they engaging?
00:06:47 Camie
What are they engaging with and how are they engaging? So you think through like each section really matters. Sure. You know in online courses this is especially important.
00:06:58 Camie
Because if you're asynchronous.
00:07:02 Camie
Really, this is the students interaction with the course. Other than emailing you, which may happen sometimes too, it's.
00:07:11 Camie
Are they interacting with the materials you've put in to help prepare them? For those you know, whether it's that you're discussion board or whether you have a?
00:07:18 Camie
Different activity for students or, you know, a paper project, whatever it is that they've got to do that action, you want them to be able to engage with things.
00:07:31 Camie
Prior to that and you.
00:07:34 Camie
Accessible and open to every single student in a way that is meaningful to them that is representative of their needs.
00:07:47 Camie
Representative of the identities.
00:07:49 Camie
Of your students in the classroom.
00:07:52 Camie
So that they're able to fully engage with that material and understand it, you know, you talked earlier about multiple modalities, the same info.
00:08:03 Camie
Information. So when you have the information presented in multiple ways, students are able to better engage, they get that topic. You know that knowledge that you're wanting them to get from a different perspective because of that sometimes.
00:08:17 Camie
When I think.
00:08:18 Amalie
The the engagement, that's where the line between there's there's being present.
00:08:24 Amalie
And then there's engaging.
00:08:26 Amalie
And those are. I had a conversation the other day where.
00:08:30 Amalie
I was making the point that conversation is give and take. Talking is not necessarily conversation, right, that there's a difference and the other person I was talking to kept saying, but I have a conversation with someone. If I go ask them for directions. No, you're asking a question. You're having a dialogue or you're having a you're talking.
00:08:46
Every dialog.
00:08:50 Amalie
To them.
00:08:51 Amalie
You are soliciting information, but you are not having a give and take of information and that's, I think, similarly, your students can come and sit in your class or open up your your course online.
00:09:04 Amalie
And they can see it and they can be there. But are they? Is there a give and take with that information? Are they bringing what they know to the plate? Are they taking from it what you're giving them? Exactly and that's.
00:09:17 Camie
What you're wanting to see with that engagement piece and why?
00:09:21 Camie
You want to bring in multiple modalities. Why you want to get to know who your students are at the beginning of the semester or term.
00:09:32 Camie
So that you can meet those needs so that you can present information to them.
00:09:32
For the.
00:09:36 Camie
In a way that they.
00:09:37 Camie
Are able and excited to engage.
00:09:42 Amalie
With and when we talk about modalities, it's probably good to make the point that most of us have been told, oh, I'm a visual learner or I'm an auditory learner. I'm a kinesthetic learner. I'm a this kind of.
00:09:54 Amalie
Learner, I'm a that kind of we.
00:09:55 Amalie
Are all all of those kinds of learners?
00:09:57 Camie
Yes, the the.
00:10:00 Camie
Idea that we are only one type of learner is really not true. All of us learn in all of these ways, and the more access that we can get to different ways, the more we learn about that topic. Just like all we was talking about with explaining.
00:10:19 Camie
Offsides to her husband. You know when she explained it to him verbally. And then she drew it on the napkin and he saw it kind of flat and then he.
00:10:33 Camie
Went, you know, and watched the soccer game and saw how they were doing it and so.
00:10:40 Camie
The last thing that Amalie said was that she, you know, her next step is to get him.
00:10:45 Camie
Out of the.
00:10:45 Camie
Yard the soccer ball.
00:10:46 Camie
That he can actionably have the experience.
00:10:53 Camie
Of of offsides, of knowing what that feels like on a.
00:10:55 Amalie
Field thing to point out too is that each one of those isolated doesn't do enough.
00:11:02 Amalie
Right. Because just what cause he started off just watching it with me and going, why are why did they blow the whistle there? And so it wasn't just seeing, it wasn't enough.
00:11:12 Amalie
But if I had just handed him the picture without any explanation, that wouldn't have been enough.
00:11:18 Amalie
Just explaining it wasn't none of those things all together are all together. They are enough separately. They are not the.
00:11:26 Camie
Right. And if you threw him out in the yard with a soccer ball?
00:11:28 Camie
In the.
00:11:29 Camie
That's still wouldn't it wouldn't be enough, cause you still wouldn't know what.
00:11:32 Camie
Was going on.
00:11:33 Amalie
That's well and there's a there was a a writer and Julie Dirkson who talks in one of her books. She I think it was teaching Julie Dirks.
00:11:42
Look that up.
00:11:44 Amalie
And put a link to it in the show notes because it's fantastic.
00:11:49 Amalie
She talks about how everyone is a visual learner.
00:11:53 Amalie
And if you aren't using visual.
00:11:57 Amalie
Tools. You are leaving things on the table. You are. You're not taking advantage of another way that your students could learn something or learn another part of something or learn another aspect of something.
00:12:10 Camie
I'm a huge fan of graphics.
00:12:14 Camie
You know, illustrations all of that, because for me, when I see it, you know it, it comes to life.
00:12:23 Camie
Sure. And and and that's also true sometimes when I'm listening, because I'll make a connection to something else.
00:12:31 Camie
And so it you know.
00:12:33 Amalie
We're all all of.
00:12:34 Camie
The learners, and so it's important to put all of the things in there because it's just another experience for your students so that they get a deeper understanding of the.
00:12:45 Amalie
Now that said, you are still going to have students who are perhaps more driven by having higher engagement.
00:12:55 Amalie
They're the students.
00:12:56 Amalie
Who need to know the motivation?
00:12:58 Amalie
To get over there, they are going to do better if you give them that motivation upfront.
00:13:05 Amalie
Or they just they need to know the information they need, the representation they need to know the information, and they're going to latch on to that more quickly than they will latch on to. The motivation. They're not concerned as much about why they're concerned with.
00:13:21 Amalie
And then you have the students that need to to see it in action to to do it, and that's more, they still need all three of those parts, but they're maybe going to be more internally driven to learn.
00:13:36 Camie
Right.
00:13:36 Amalie
In those three categories.
00:13:38 Camie
Right and and Udl doesn't think about it in terms anymore of the what type of learner are you or you know even how are you driven to do these things. But in each category that engagement representation?
00:13:58 Camie
And action.
00:13:59 Camie
They actually have. Think of it in terms of engagement because you want purposeful and motivated learners, right? You want to be purposeful. You want your students to be motivated to come in the representation.
00:14:12 Camie
Resourceful and knowledgeable learners. And so that's really where you're giving them.
00:14:20 Camie
What they need to dig into the resources.
00:14:24 Camie
Yes, you are providing resources but but more than that you're giving them the tools to dig into the resources so that it.
00:14:34 Camie
Again, open. They're engaged. They're motivated to dig into them, and then the action, strategic and goal oriented learners, you want all of your students.
00:14:46 Camie
To be all.
00:14:47 Camie
Of these things, you want them to be purposeful and motivated, resourceful and knowledgeable, strategic goal oriented because.
00:14:49 Amalie
Right.
00:14:54 Camie
That's kind of how you progress in learning. That's how you move yourself along.
00:14:59 Amalie
And there are also. Those are also those 3 categories are addressed in three separate areas of the brain. Yeah. So when you can tap into all three of those, you are. It's a more of a whole brain activity than just one.
00:15:15 Amalie
And the the you you learn better, you retain better if you can. If your brain is making connections between the various areas of the brain, you have better learning.
00:15:23 Amalie
And so this this taps into all of those, you get more whole brain kind of approach. So let's talk about.
00:15:28 Amalie
How we can?
00:15:30 Amalie
Use DL in the classroom or in the online class. We all know that these students are going to come to our classes with different experiences, different ideas, different perceptions.
00:15:42 Amalie
Different, different, you know, base experiences that may have affected how they view information, how they want to process information, how they feel capable of process, the the students who did not do well in math are going to come going. I'm.
00:15:57 Amalie
Just not a math person.
00:16:00 Amalie
Or I'm just I. I don't like to read.
00:16:03 Camie
Right. And I do like to tap into growth mindset at those points and say.
00:16:10 Camie
You're not a math person yet.
00:16:13 Camie
You don't like to read yet.
00:16:15 Camie
But these are skill.
00:16:18 Camie
That we develop right that we can develop and all of us have the capacity to do so.
00:16:24 Camie
And Udl is a great way to.
00:16:28 Camie
Approach that approach the.
00:16:30 Camie
Growth mindset with students and kind of.
00:16:34 Camie
Experientially, let them know that.
00:16:39 Camie
They are a math person. They do like to read. They just maybe haven't tried the right combos yet.
00:16:46 Amalie
Or they maybe only seen it presented to them in one.
00:16:48 Amalie
Way and I'm I don't want to pick.
00:16:50 Amalie
On math, but I see it.
00:16:52 Amalie
A lot in math.
00:16:54 Amalie
Where it has been.
00:16:55 Amalie
Taught this one way and that's how everybody who and people who become math teachers, they were good at math. They like math. That's their. That's their jam. That's their math.
00:17:05 Amalie
They understand it, and so it then gets presented in the same way, but you take those students and show them how so right before this podcast, we were having a conversation about how I had a student years ago who did a math project where he created a ghillie suit. And if you don't know what a Gilly suit is, look it up.
00:17:25 Amalie
GHILOY it's it's basically makes you look like a swamp thing, hiding in the bushes.
00:17:33 Amalie
He made it.
00:17:35 Amalie
From scratch by hand, he wove the the strands together. He recruited his classmates to help him weave it together, but it was a he was not a math.
00:17:49 Amalie
He was not a math inclined student, but I could hear him explaining the math of how he was figuring out how much yarn he needed, how many you know, how close things needed to be together, how to space all of that out, how to the proportions. And he was using math. And so when you can give students another entry.
00:18:08 Amalie
Point into the things that you're teaching them. That's what you're you're just giving another entry point. You're not teaching anything different. You're not teaching anything else, you're just you're opening a different door. You can come in the side door or the front door or the other front door. You can go upstairs. There's like.
00:18:28 Amalie
All these different entrances to a house, there's no reason to restrict it to 1.
00:18:34 Amalie
One doorway.
00:18:34 Camie
Right. I mean you and and that's the point that's the part of the representation. You know, people perceive information in different ways. And so that means they're going to receive it different ways.
00:18:51 Amalie
And then express it in different ways there.
00:18:54 Camie
It's it's all of these.
00:18:55 Camie
Things and so because people come from these different backgrounds and they have different ways, they're motivated.
00:19:01 Camie
Or they have.
00:19:03 Camie
I'm going to say misconceptions even about themselves based on their past experience.
00:19:11 Camie
It's really great when you can dive into. Let's add this.
00:19:18 Camie
Information in multiple ways so that students can engage with it and they can receive it how they need that expression. You know you've got representation in there and then.
00:19:33 Camie
They're able to act on that in multiple ways, so you don't just have your, you know, regular. Here's your midterm multiple choice exam and that's it. You have written assignments. You have project based assignments. You, you know, you might have some.
00:19:51 Camie
Low stakes quiz.
00:19:53 Camie
Because we we love our low stakes.
00:19:56 Camie
Quizzes. You might have graphic organizers.
00:19:58 Amalie
Yes, this gets back.
00:20:00 Amalie
To a lot of our alternative assessments too.
00:20:03 Amalie
Is thinking about different ways that they can demonstrate to you that they have learned the concept or learned the skill and and allowing them to tap into the engagement, representation and action for themselves.
00:20:17 Amalie
Maybe you've got students that are going into a very, you know, heavily academic career and they need to be able to write articles, journal articles. That's what they need to be able to do. And for them, it's going to be more.
00:20:31 Amalie
Pull for them to write an academic paper at the end of your course because that is purposeful for them, for their path. But then for some students, they may need to express the same information, but they are going into marketing. Being able to do a live presentation for the client is going to be a more.
00:20:51 Amalie
Beneficial. So if they can do hone their presentation skills in that, you're giving them an option to say this is what will motivate me. This is what will have purpose. For me, this is what will build my knowledge and is more representative of what I need.
00:21:06 Amalie
And and then be able to act.
00:21:08 Amalie
On it, right?
00:21:09 Camie
And so you kind of choose the acceptable evidence that you believe is appropriate for meeting your course outcomes, and then students have a choice in how they are giving you that acceptable evidence.
00:21:28 Camie
That leaves things open for feedback not only from you, but also from students you know. So it's a two way St. when you open yourself up to giving students choice, giving them variety, and presenting information in multiple modalities.
00:21:49 Camie
So that students understand it from different perspectives.
00:21:54 Amalie
I've always also found that if you're giving them choice.
00:21:58 Amalie
The the mere act.
00:22:00 Amalie
Of watching how they choose something.
00:22:06 Amalie
And how they execute that choice, it can tell you a lot about.
00:22:08 Amalie
Whether they have truly learned what you've.
00:22:11 Amalie
Been wanting to teach them.
00:22:14 Amalie
I mean, if you give them the opportunity to.
00:22:16 Amalie
Do a presentation.
00:22:19 Amalie
And maybe you don't explicitly say this kind of a PowerPoint presentation. A Prezi presentation, a live video presentation, an animated presentation. You don't give them those restrictions, you tell them it's a visual presentation. It has to have. You know, these visual elements.
00:22:35 Amalie
Depending on which one of those they choose, it may be.
00:22:37 Amalie
More fitting to.
00:22:38 Amalie
What you have been teaching and it.
00:22:41 Amalie
Might demonstrate a little more of that metacognition.
00:22:44 Amalie
Of of the.
00:22:46 Amalie
You can see if they are learning what you're needing them.
00:22:49 Amalie
To learn, yeah, absolutely.
00:22:54 Camie
It's kind of weird how much.
00:22:58 Camie
More we open ourselves to when we let go a little bit of the control that we put into our courses, so much more fun it is. I got. I mean, I was teaching and I know we go back to English examples a lot, but I was teaching English and I was reading.
00:23:16 Amalie
The same essay.
00:23:19 Amalie
Every time and that and I started to realize that didn't actually tell me if these students were learning what.
00:23:26 Amalie
I needed them to learn, but I needed them to learn how to summarize or I needed them to learn how to synthesize.
00:23:33 Amalie
It wasn't as much about can they write me a paper that is synthesizing these two same articles that everybody else is synthesizing. If I can allow them to. I started with just allowing them.
00:23:45 Amalie
To choose their articles.
00:23:47 Amalie
That alone made a huge difference.
00:23:50 Amalie
Allowing them to choose how they showed me synthesis.
00:23:54 Amalie
And when I had a student, I may have talked about this one before, but I I and when I had a student that did, he used a lot of samples of music. He wrote music and used samples in his music.
00:24:06 Amalie
And he was synthesizing literally this music and then was able to talk to me about how he made those choices. The fact that he chose that to demonstrate.
00:24:15 Amalie
The skill of synthesis showed me that he truly understood what synthesis was, and it was a lot more entertaining than reading one more paper about the.
00:24:22 Amalie
Same article that everybody else was was writing.
00:24:26 Camie
And and we've talked about using rubrics before.
00:24:29 Camie
But this is an excellent time if you want to give students choice, you can make a single rubric.
00:24:38 Camie
That shows you how you are grading all of these different projects, so you don't have to be overwhelmed with how to assess.
00:24:45 Camie
You are not creating 10 different rubrics with 10 different assignment sheets and 10 different. Just create the one rubric that's you know, like you said, that visual presentation of whatever this is, it needs to include XY and Z in order to do that. Is the content appropriate? As you know, are you using the appropriate?
00:25:06 Camie
And add those in and and just have it be student choice. Here's this one assignment with this one rubric, and you put in your choice in this one place.
00:25:17 Camie
So you're not chasing things all over your course. It can get really crazy. I think sometimes when you think about approaching something like adding variety.
00:25:25 Amalie
Right.
00:25:28 Camie
It doesn't have to be complicated and you can do, you know like if like always said, she started out just here's choosing your articles and when she got comfortable with that, then she said, OK, Now, now you can choose how. Yeah, you choose your modality of how you show me this skill that I need you to know.
00:25:31
Not at all.
00:25:49 Camie
And so.
00:25:50 Camie
You know, work your way up to where to where you feel comfortable, but but also know that it doesn't have to be a big complicated thing either and.
00:26:02 Camie
Or your asynchronous online courses. Instructional designers can help you design that so that it's easy for you and and not overwhelming. And then also for the students, it not only gives them choice, but is it very easy to use.
00:26:21 Amalie
The thing that I.
00:26:22 Amalie
Love about using the rubrics in in doing this is that it?
00:26:27 Amalie
It strips it down.
00:26:30 Amalie
So talking about it's, it doesn't have to be complicated. In fact, it's best if it's not complicated.
00:26:34 Amalie
If you can.
00:26:35 Amalie
Strip it down to the the specific things you are looking to assess.
00:26:42 Amalie
So you are assessing.
00:26:45 Amalie
Their presentation skills.
00:26:47 Amalie
You're not. That's what you can focus on. You're assessing their ability to do this skill, this one skill, and.
00:26:54 Amalie
How do they?
00:26:56 Amalie
How do they tackle that one skill you're not having to look at the whole project, you're not doing this holistic grading process where you have to. Oh my God, how many times have I heard an an instructor say?
00:27:09 Amalie
I mean, I read.
00:27:10 Amalie
It and it just it felt like a C.
00:27:13 Amalie
I've heard that so many times not here and not with our current faculty, but over the years I have worked with.
00:27:19 Amalie
Teachers who would go.
00:27:22 Amalie
Well, I read it. It's clearly AC paper.
00:27:24 Amalie
But why point it to me? Show me what's the C about it?
00:27:28 Camie
Well, and you if you can't articulate that, then you really can't give students feedback so that they can.
00:27:33 Amalie
Improve. Expect your students to have done what you were asking. If you weren't able to articulate it yourself in.
00:27:40 Amalie
The first place, right?
00:27:42 Amalie
And then maybe that's not even what you were actually looking for. Maybe you realize that that's.
00:27:47 Amalie
That what you've been teaching and.
00:27:48 Amalie
That that helps your.
00:27:49 Camie
Alignment, right? And so really thinking through what you're asking students to do, and rubrics really help to articulate that and and. And here's the thing, once you have this kind of the action piece.
00:28:06 Camie
Of your udl.
00:28:09 Camie
That's actually when I like to go back and think about the representation piece. I like to think about the action piece first. After you know you have your outcomes, what is the acceptable evidence for those?
00:28:21 Camie
And then I go back and I think about the representation. So what are the resources and knowledge I need my students to have and be able to engage with in order to really, yeah. And in order to really get this going to so they can be ready to create that acceptable evidence, rubrics are a big help in creating those resources.
00:28:43 Camie
And that representation piece, because that's when you go.
00:28:47 Camie
Oh, these are things they're going to be created on. To what pieces of information do I need to be able to give them and?
00:28:56 Camie
With representation, who are my students? How can I bring diverse perspectives and voices to this?
00:29:04 Camie
Information that I'm giving them to this, you know, skills and knowledge that they need to have.
00:29:10 Camie
So adding an interview with someone in the field who's presently in the field, on a theory that you're talking about.
00:29:20 Amalie
You know, maybe where they're.
00:29:22 Camie
Talking about the theory or the topic, and they've used the theory to explain it.
00:29:27 Camie
Finding those different pieces can really help to bring to life.
00:29:34 Camie
Even if you're using a textbook chapter as your base.
00:29:37 Camie
So let's say you start with a textbook.
00:29:39 Camie
Chapter how do you bring that to life with?
00:29:42 Camie
Interviews or Ted talks or practice?
00:29:49 Camie
Things sometimes you can do, like whether it's drag.
00:29:51 Camie
And drop or.
00:29:52 Camie
You've got a fun little game thing in there that's not necessarily graded. It doesn't have to be graded, but you're adding in a piece that they can work with. You add in a list of websites that they can visit to explore more.
00:30:05 Amalie
It's opening up more doors. It's opening up more closets, it's looking inside things, it's.
00:30:10
It's giving them.
00:30:11 Amalie
All these different sort of entry points to that same information that's in the textbook, right? But it can seem, I think, very locked away for students when it's just.
00:30:19 Amalie
In a textbook.
00:30:20 Camie
Yes. And of course, you know, one of my favorite ways is listening to a podcast, so.
00:30:24 Camie
Yes, I mean you know like.
00:30:26
The pedagogy toolkit.
00:30:33 Camie
Yeah. So I I really think that being able to add in these things starting with your.
00:30:40 Camie
Action. Once you've established your course outcomes, starting with the action, the.
00:30:46 Camie
Pieces that you know students need to bring as acceptable evidence of their learning. Then you go back to that representation and you find the.
00:30:56 Camie
Things that students need to know, but you do it in a way that's really meaningful and purposeful. You're trying to make them knowledgeable.
00:31:03 Camie
About this topic.
00:31:05 Camie
Not just let them read through the first foundation, right? You want them to explore? You want them to open those closet doors. Yeah. And then.
00:31:16 Camie
I think through the engagement piece.
00:31:18 Camie
OK, I've got all this stuff.
00:31:21 Camie
How do I make this flow together for students one so that it's easy to use for them?
00:31:29 Camie
But also manageable and we've talked a little bit about this in the past, but chunking we talked about micro topic lectures, you know just picking a very short topic where you can where you are focusing.
00:31:49 Camie
About 5 or 10 minutes on one topic and then have an activity or another resource for students to dive into on that topic and then add your second micro topic video you know, so you're kind of chunking.
00:32:05 Camie
By relevant information so students can dive in and explore each section.
00:32:12 Amalie
And build those manageable pieces and it's something I think we talked about it the other day that if you've got a.
00:32:19 Amalie
30 minute lecture and one hour lecture and they get to the.
00:32:22 Amalie
End of that and go.
00:32:24 Amalie
OK, now I have to answer these questions and I don't remember anything that happened.
00:32:28 Amalie
What were they talking about at the beginning? But you can when you can chunk it.
00:32:32 Amalie
That way it's.
00:32:33 Amalie
It allows them to focus more explicitly on.
00:32:37 Amalie
Those finer points?
00:32:39 Amalie
Of the topic.
00:32:40 Camie
Well, Anne.
00:32:41 Camie
If you're a working parent or working caregiver.
00:32:45 Camie
Of any kind because.
00:32:48 Camie
We also have students who.
00:32:49 Camie
Are caregivers for their parents?
00:32:54 Camie
We also have people who may be working 3 jobs and it their first generation college students and so chunking it that way allows them to say, OK, I have 25 minutes, you know, for my lunch break, I'm going to spend that 25 minutes.
00:33:13 Camie
You know, eating, of course, but also on this one topic. So it's really easy for them to pick that up and then they can think through that one.
00:33:20 Camie
Topic before the next period of time when they can come.
00:33:23 Camie
Back and get the next one.
00:33:24 Amalie
Yeah, that I will I.
00:33:26 Amalie
Took some training in my.
00:33:28 Amalie
Previous life it the training will remain nameless.
00:33:31 Amalie
But it was.
00:33:33 Amalie
It was supposed to be this very specific sort of micro topic micro training, but they gave us an hour and a half long.
00:33:40 Amalie
Lecture with no breaks in it.
00:33:42 Amalie
To watch.
00:33:44 Amalie
You couldn't change the speed forward, you couldn't do anything and it was one of the I had to block out and you had to pass the quiz at the end of it. And like, I have to block out an hour and a half to watch this.
00:33:58 Amalie
Block out the time stick and if I have to start over, I'm not gonna be happy. I'm gonna. I have to take notes now, which is fine, but I'm going to lose my.
00:34:09 Amalie
Place, but it was it was.
00:34:11 Camie
I have to be honest.
00:34:14 Camie
I can no longer focus for an hour and.
00:34:16 Amalie
No, I don't watch movies anymore.
00:34:19 Camie
I wish movie theaters would bring back the intermissions.
00:34:22 Camie
I not only.
00:34:25 Camie
I need a refill.
00:34:27 Camie
Yes, and I.
00:34:27 Camie
Need to go to the bathroom and there's A at home. I not only subscribe to the cheapest option of Hulu with AD supported.
00:34:37 Camie
Things because it's cheaper on my budget. I also do it because I enjoy the breaks because I can get up in the middle of a show and go do something. I don't know why I don't just pause it. No, my brain doesn't work that way. I feel like I can't pause it. I'll be ruining it. But a break is fine. You know, if I've got 2.
00:34:56 Camie
And a half minutes on my commercial.
00:34:57 Amalie
And you can click and you can see when the next commercial is coming. You can plan out. OK, so when the next?
00:35:02 Amalie
Commercial comes. I'll go.
00:35:02 Amalie
Do that get.
00:35:02 Camie
I'll get up my.
00:35:03 Camie
Popcorn. You know you can plan? Yes. Exactly. And so.
00:35:09 Camie
We need that in our learning as well.
00:35:11 Amalie
Well, I mean, and I know my my.
00:35:13 Amalie
Husband hates ads on, like he hates watching who because of the ads because he hates them because he will just watch it straight through. So this is one of those cases where we are.
00:35:21 Amalie
Two very different we take in information in two very different ways.
00:35:25 Camie
Yes, and your learners are all going to be like that and.
00:35:28 Camie
It's not just going to be two ways.
00:35:30 Camie
It's going to be 42.
00:35:31 Camie
Ways and so.
00:35:33 Amalie
The more you can build those frameworks around it that encompass the things you need it to encompass, but with the freedom for them to wander around in those frameworks, that's UDO, that's udo.
00:35:42 Camie
That and that leads to more success, because they're going to be more motivated to be engaged because it's not a hardship on them to watch your lecture video or, you know, to sit through an hour and a half training somebody to.
00:35:56 Camie
Have to grit their.
00:35:57 Camie
Teeth to do that and and hate their life for that.
00:36:01 Amalie
And I did.
00:36:02 Amalie
I hated my life for that hour and a half because.
00:36:04 Camie
It wasn't even good. Yeah, so URL is just a way to think through your course and really to think about.
00:36:12 Camie
What you're doing, what your students.
00:36:14 Camie
Need how they are.
00:36:17 Camie
Receiving and taking in your information that you're giving them and also how they are bringing back and doing something with your information, right.
00:36:32 Camie
It's really about giving students the flexibility and access that they need to engage with your course and demonstrate the mastery.
00:36:44 Camie
Thanks so much for joining us this week on the Pedagogy toolkit. Don't forget to subscribe.