Promoting Learner Expertise

How do we appreciate differences in learners? Is it a different way of approaching a task, a different way of learning, a different way of sensing, understanding, or something else? Researchers at CAST and throughout the learning sciences have confirmed that actually the concept of learner variability is a norm all educators should expect.

Learning can vary across stages of development and contexts. Some learners may thrive in environments where they are engaged by the content, allowed to demonstrate their knowledge in a myriad of “hands on ways”, or supported with multiple means that help them understand the content. Educators and practitioners are in unique situations to recognize, expect, and plan for this variability in teaching situations.

As we plan for this, we as educators and practitioners can become more mindful designers of the instructional and assessment settings we plan for in our classrooms, educational, and work settings. As we anticipate this variability, we can offer a broader array of ways to represent information, allow learners to demonstrate their knowledge, and multiple ways to engage their learning.

Learning Across the Lifespan

Designing learning environments that are responsive to all learners recognizes the variations in learners at any age, in any instructional setting, and across all diversity. Teaching students how to leverage the scaffolds, supports, and technologies that maximize the way that they learn encourages that life-long learning and an expert learning lens. Expert learners are those who are purposeful and motivated, resourceful and knowledgeable, and strategic and goal-directed.

As older adults, learning new technologies and approaches may seem challenging for some. Fortunately, the world of inclusive and accessible designs have now become more mainstream. Recognizing where to find these resources and supports can be invaluable for many and make the process of learning even more enjoyable.

When the framework of universal design for learning (UDL) is used to guide education or training, the ability to address variability in learning is enhanced. As educators and practitioners, we have the opportunity to systematically plan for this expected diversity in the classroom, workplace, or home.

Emphasizing Universal Design for Learning (UDL)

The framework of UDL offers 3 core principles that align with evolving research in brain-based learning and encourages the inclusion of multiple options in how we represent the what of information, that student make sense of that information, and  why they become hooked and engaged. The recent enhancement of the core elements of the entire range of UDL guidelines offers a number of detailed explanations, examples, and research evidence to support this important approach.

Considering instruction and training opportunities with a UDL lens, from the onset, reduces barriers. While technology is not required to maximize this approach, the inherent flexibility that this affords is undeniable.

Increasingly, national technology reports suggest the power of harnessing technology in the classroom and maximizing a tool that many students have embraced in their own learning. The ubiquitous nature of technology continues to blend tools within mainstream platforms and operating systems that offer on-demand assistance to support learning, access needs, and connectivity. Educators and instructional trainers that stay abreast of these trends can only enhance the opportunities for promoting deeper learning experiences across education and employment in the 21st century and beyond.