Introduction
In the midst of the COVID-19 pandemic, Ben Miller sees this as a prime opportunity for self-development. In his current role at a construction company, Ben is motivated to branch-out with fellow colleagues to start a new construction firm. In order to achieve this goal, Ben faces the challenge of navigating online and distributed learning options to build his knowledge portfolio. Ben is faced with many obstacles with obtaining the correct learning-channels and sources. At an early age, Ben had chosen to venture into the construction work-force post Grade 10 and have been very good with hands-on construction work. However, Ben’s shortcomings include being technologically challenged with computer hardware and systems. And as well, due to work-related injuries, Ben has sustained loss of hearing in one ear, this is however remedied with hearing-aids and closed-captioned video and related media. With his new ambition for a new business venture with colleagues, Ben is motivated to seek a model-plan that can set his learning in motion and meet his end-goals.
Access
Ben is likely to succeed in this course because it includes many of the UDL components. First of all, the course is completely online, and itself is asynchronous, meaning that Ben doesn’t have to worry about missing a class because of his work. As Ben is not pursuing a degree, he can slow down his pace whenever he needs to, he will have full control over his learning process. In addition, a learning management system such as Moodle, Edmodo will be provided to organize his learning. This system will put the exam dates and assignment deadlines on a calendar, and Ben will be notified of these dates through email and cellphone. Different choices of course materials and extra resources will be presented to Ben in order to optimize individual choice and autonomy (CAST, 2018), he is free to choose which ones work best for him. To offer alternatives for visual information (CAST, 2018), all classes will be recorded with captions, and there will also be a handout summarizing the keynote of the class. Ben can either choose to watch the recorded lecture or read the handout. In addition, under each lesson, links to related resources are posted to expand/apply the knowledge they’ve learned in class.
Engagement
We decided that the open model of learning is best suited for Ben’s current lifestyle and commitments despite it requiring a higher level of self-regulation. In an open learning environment learners may initially struggle to fully engage with their courses as they adjust to an asynchronous online learning platform. Learners that struggle with these courses typically have decreased levels of motivation, cognitive engagement, and behavioural engagement (Lan & Hew, 2020). Ben’s source of motivation, to expand his network and build a successful business, demonstrates a comprehensive understanding of his current skillset, therefore, it is unlikely that he will run into issues with his level of engagement. Engagement can occur in a variety of ways and Ben would most likely benefit from connecting with his peers and building a network through discussion forums or Zoom calls. It’s evident that this model of learning won’t overwhelm Ben as it allows for flexibility in the way students collaborate and learn course material.
Expression
Ben easily expresses his ideas and feelings in-person and verbally. There will be a tough transition to translate these skills to an online open learning environment due his subpar technological skills. Nevertheless, there are currently a myriad of options for Ben to select from. The current selection from distributed and online learning models are varied, but picking a learning platform with minimum learning-curve is optimal. It would be ideal to put Ben into a group similar to EDCI 339 pods who are active and prefer to engage through voice messages or live video calls using Skype or Zoom. Alternatively, he could dictate his expressions via Speech to Text options such as Speechtexter.com or Google’s Speech to Text API and converse with a group via online chat, or a blog instead of typing on a keyboard. If he needs to draw or write something, he could use Onenote with a stylus, or using Rocketbook, a “smart notebook” that allows for pages to be easily scanned into Onenote. All these recommendations fall under the category of “Optimizing assistive technologies” outlined in the Expression Section of the CAST User Defined Learning (2018). CAST also suggests using a variety of checklists to enable goal setting, and monitoring of his progress. These are easily found online, and can be printed out to Ben’s preference. Passive virtual goals coaching (coaching using applications) can be achieved through smartphone apps such as coach.me, while active coaching (Coaching involving a professional/a real person) could be seeked from his instructors. Setting S.M.A.R.T goals would be a simple framework to base his aspirations on as it emphasizes “Specific, Measurable, Attainable, Relevant, and Time-bound goals” that are useful short term and long term planning(Doran, 1981). Overall, there are a variety of ways that Ben can express himself personally, and academically using a mix of fully online technological tools and manual/physical processes.