Culturally Responsive Pedagogy, Universal Design for Learning, Ubiquitous Learning, and Seamless Learning: How These Paradigms Inform the Intentional Design of Learner-Centered Online Learning Environments

Culturally Responsive Pedagogy, Universal Design for Learning, Ubiquitous Learning, and Seamless Learning: How These Paradigms Inform the Intentional Design of Learner-Centered Online Learning Environments

Natalie Nussli (University of Applied Sciences and Arts Northwestern Switzerland, Switzerland) and Kevin Oh (University of San Francisco, USA)
Copyright: © 2021 |Pages: 26
DOI: 10.4018/978-1-7998-7638-0.ch008
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Abstract

The purpose of this chapter is to develop a one-stop checklist that assists educators in providing online teaching grounded in the principles of culturally responsive pedagogy (CRP), Universal Design for Learning (UDL), ubiquitous learning (u-learning), and seamless learning. The authors explore how these paradigms inform the intentional design of learner-centered approaches in online learning environments and what an integrated approach could look like. This chapter will be relevant for faculty in higher education aiming to offer online curricula that emphasize active, collaborative, constructive, authentic, and goal-directed learning.
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Introduction

Although the use of technology-enhanced learning is flourishing in higher education, there remains a lack of clear, practical guidance on how to offer online learning programs grounded in the principles of culturally responsive pedagogy (CRP), Universal Design for Learning (UDL), ubiquitous learning (u-learning), and seamless learning.

The objective is to offer design-based online learning that maximizes active, authentic, personalized, and autonomous learning opportunities. The first part of this chapter provides an introduction to the four paradigms and makes the connection to five dimensions of meaningful learning. In the second part of the chapter, the authors discuss an integrated approach. They present ideas for integrated learning scenarios, provide an account of their own ‘real’ teaching in online settings, and they introduce a one-stop checklist that combines the salient characteristics of the four paradigms and assists educators in making instructional design decisions.

Key Terms in this Chapter

Ubiquitous Learning: A type of mobile learning that emphasizes ubiquitous access to learning.

Seamless Learning: A type of mobile learning that emphasizes the removal of seams (i.e., gaps) within and between contexts, locations, devices, systems, learning tasks, learning settings, etc.

Universal Design for Learning: An approach to learning design that emphasizes students’ choices by providing them multiple means of representation, action and expression, and engagement.

Meaningful Learning: The provision of learning experiences that emphasize active learning, personal relevance of learning, authentic contexts, constructivist approaches to learning, collaboration, and goal-direction.

Synchronous: Online communication and interaction happening in real time.

Asynchronous: Online communication and interaction that does not happen in real time.

Culturally Responsive Pedagogy: A theoretical framework that emphasizes the provision of equitable learning opportunities. It maximizes academic achievement for multicultural learning communities.

Active Learning: Students assume active and dynamic roles in planning, monitoring, conducting, and evaluating their learning processes.

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