Shifting Instructor Practice Toward a Blended Practicum Using Universal Design for Learning

• In Event: Poster Session 11
  In Poster Session: Division K Section 6 Poster Session

Abstract

To prepare pre-service teachers for contemporary classrooms, Field Experience curriculum needs to incorporate a blended learning approach. In one Education program, a design-based research initiative has embraced the opportunity to iteratively design the online environment for Field Experience courses using Universal Design for Learning framework. Evidence from the first iteration of the project has identified how the design, support systems, and pedagogical challenges have influenced the way instructors have shifted their practice to place the online environment as an integral component in practicum. Three key outcomes have emerged from this research: 1) intentional design focused on visual cueing, ease of navigation, and rich multimedia; 2) differentiated support for instructors; and 3) the need to foster a community of practice.

Authors

• Carol Johnson, University of Calgary

• Jennifer Lock, University of Calgary

• Luciano da Rosa dos Santos