Abstract

When the COVID-19 pandemic forced both teacher preparation and K-12 instructors to move to emergency remote learning, most instructors did not have ample time to consider all the needs of their students in the quick re-design to online classrooms. Emergency remote learning quickly became frustrating for many instructors as well as students, often because the online classes were missing vital pedagogical approaches important for student learning, such as Universal Design for Learning (UDL) and Social and Emotional Learning (SEL). Over the past two years, the education technology course instructors in our teacher preparation program designed a way to integrate the elements of both UDL and SEL through purposefully designed asynchronous HyperDocs—digital documents that include hyperlinked interactivities that students use to navigate a lesson or project. In many ways the HyperDocs have taken the place of the overwhelming and often-stale learning management system (LMS) in the teacher education classes, simplifying the information flow, the interactivity, and the learning experience. After surveying our teacher candidates, the feedback on these accessible HyperDocs has been overwhelmingly positive, and further, many of the teacher candidates have modified the HyperDocs for their own K-12 classroom student teaching (for both in-person and online classrooms). This session will share how our program designed a Hyperdoc template to meet the needs of our students.

Citation

Kolb, L. (2022). How to Design HyperDocs for Accessibility, UDL, and SEL in Blended Teaching and Learning Spaces. In L. Langran & D. Henriksen (Eds.), Proceedings of SITE Interactive Conference (pp. 74-78). Online: Association for the Advancement of Computing in Education (AACE). Retrieved October 1, 2023 from https://www.learntechlib.org/primary/p/221571/.

© 2022 Association for the Advancement of Computing in Education (AACE)