Designing for Variability, Not the “Average” Learner

As I progress with my interactive learning resource draft I have been thinking about where I might habitually make designs based on the assumption of an “average learner”. In most colleges and universities, learning is designed around long lectures, long readings and long papers. This design structure works under the assumption that learners can sustain attention over longer periods of time, while processing complex information and demonstrating this understanding through lengthy detailed papers. This assumption is a bit flawed as it does not factor human variability. 

Utilizing Universal Design for Learning (UDL), I will change the design of these learning activities to reduce these barriers. I will offer various engagement opportunities, in-class lectures will be recorded and posted for learners to revisit. Breaking hour long lecture videos into shorter segments by chapter/module. Assessment will be shortly afterwards in forms of short answer questions, multiple choice and few long written analyses. A reflective chance for action and expression immediately after each lecture segment, rather than overloading the learner with various topics and then testing them weeks after the content was received. Each content in each segment will include captions, speed controls, language options (audio and text) and transcript options. Learners will have a lot more control and accessibility towards the learning environment. This aligns with multiple means of representation, multiple means of actions & expression and cognitive load theory. 

Assuming variability as the norm in learning design shifts our mindset from accommodation towards designing for accessibility. Intentionally designing the course to adapt to learners needs and not vice versa.