What does this 'truth' look like in a University context? How is it different for staff and students?

Welcome everyone to the #TELedvisors #AugustChat (August 2022)

Yes please! What I love about this marginal space is the ability to add different media to communicate. https://media.giphy.com/media/TdfyKrN7HGTIY/giphy.gif

I love this path of inquiry, playing, doodling and diagramming. This can help the thinking and to see what questions emerge.

Ha ha! This is a very niche joke!

Such an important point. The role of design - iterative, planned, intentional design - is crucial. ULD cannot be an afterthought.

Another interesting reflection - at least based on my own experience - is that UDL was often, initially, popular amongst teachers or educators with a focus on students will special or additional needs. In some ways, this is the exact opposite of what should be happening - as UDL is about designing for all, not making adaptations for differentiation...

As an aside, I've always wrestled with the term 'universal' in UDL - simply because it's not universal (as in applicable to all). Instead, it's applicable to as many as possible. I'm conscious that this might be an impossibility - it just seems like the wrong word.

Welcome everyone to our reading for June. This month, we're going to focus on looking at UDL, as that's a hot topic in HE at the moment. It's not new, especially to those of us who've worked in school education - but I've never seen it gain traction as much as I think it should! This article by David Yeats (who might be joining us in the reading group) discusses the reasons for this - and more!

Having participated in at least one worthwhile and effective online CoP and another f2f one, it will be interesting to make a checklist of design elements and note how they align with my own experience.

Here is a continuously updated resource drawn from the article, its annotators and its curators

This one is super important, and one that I struggle with myself. It does seem to surprise people to consider that you can contribute to a conversation by listening, but it's a vital contribution to the process. If only I could get myself to be quiet long enough to do the listening!

This is the part that interests me the most. So many workplaces, when they want to share ideas, immediately think of writing articles, delivering presentations, and recording podcasts or videos - we live in a world with so much content already, but we're obsessed with making more. Sometimes it seems to serve the creator more than the audience. But if we look at a 'Strength of Weak Ties' approach, we're probably more likely to share more information more widely if we create connections over content. (I know, I sound like a connectivist now.) If our ultimate aim in learning design is to share knowledge on pedagogy and technology, surely we would want to go with the methods that work best? See Roxå et al. (2011), 'Understanding and influencing teaching and learning cultures at university: a network approach', for the source of my obsession. https://doi.org/10.1007/s10734-010-9368-9

I think this is a crucial point. I've worked in HE, corporate education and school education and only very rarely have these PLCs been anything more than a chore/ extra work for all to be involved. Sustainability has been a real issue too. I think people like the idea, but it needs to be carefully deployed so that it's integral - i.e. it saves people time, not adds to workload

The community the ED/LD/LT/ET's in the TELedvisors ASCILITE SIG are annotating this article in May 2022. Look forward to hosting this with @keithheggart