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This semester I am taking five courses, and one of my electives is HLTH 251, which focuses on healthy sexuality. The class includes lectures connected to textbook readings, along with interactive elements like small group discussions, QR-code surveys, and guest speakers. These strategies support engagement and reflect some variability in how students process information.

However, the assessment structure assumes an “average learner.” Our entire grade is based on four timed exams with multiple choice and short answer questions. This design assumes that all students can demonstrate their understanding effectively under pressure. Personally, I struggle with tests and find that they do not accurately reflect how deeply I understand the material.

The readings this week challenged the myth of the “average learner,” reminding us that variability is the norm, not the exception (Meyer et al., 2014). When we design around one dominant format, we risk creating barriers rather than identifying and removing them. The idea of inclusive design emphasizes that barriers are often created by systems, not individuals (Inclusive Design Research Centre [IDRC], n.d.). In this case, the barrier is not my ability to learn the content, but the narrow way learning is measured.

The reading also compared learning supports to everyday supports we rely on alarms, reminders, coffee, autocorrect. These tools reduce cognitive load and help us function more effectively. Similarly, learning environments should embed scaffolds and flexible options so students do not need to constantly self-advocate to succeed. If inclusive education requires equitable access and the opportunity to pursue excellence for all students (Inclusive Education Canada, n.d.), then assessment should reflect that commitment.

Using UDL principles, I would redesign the course to include multiple means of action and expression. Students could choose between exams, research essays, group projects, presentations, or reflective portfolios. Scaffolds such as study guides, practice quizzes, or structured outlines could also reduce unnecessary barriers.

Prompts

Prompt 1: Think of a recent learning experience (online or otherwise) you’ve had as a student. Where did it assume an “average” learner? Briefly describe one or more ways you would redesign it using UDL principles to better support learner variability.

Prompt 2: Where do you see the idea of the “average learner” shaping educational design? What would change if we assumed variability was the norm?

References

Inclusive Design Research Centre. (n.d.). The inclusive design guide. OCAD University. https://guide.inclusivedesign.ca/

Inclusive Education Canada. (n.d.). Right to education – Inclusive education. https://www.inclusiveeducation.ca/learn/right-to-education/

Meyer, A., Rose, D. H., & Gordon, D. (2014). Universal design for learning: Theory and practice. CAST Professional Publishing. http://udltheorypractice.cast.org

Experiential Learning Overview

This learning approach is focused on hands-on learning and reflecting. When selecting an objective to learn, students will do so by gaining knowledge on the topic and then extending that learning with hands-on experience. Once the exercise has been completed, the student will then reflect and explain what they learned. This helps them to understand what does and doesn’t work to be most effective in their learning goals.

Applying Experiential Learning to Social Media Awareness

When specifically looking at the topic of how social media affects kids, this can be a beneficial learning approach.

As an example, learners can gather information through a lesson and then put notes from their learning into action. When understanding that the negative points from social media come from what appears online, even without specifically searching for something, social media can still strengthen one’s identity.

As an exercise, learners can, instead of randomly scrolling, look for individuals with similar interests who expand on that topic. This could be about sports and how to improve skills, how to bake a cake, or even how you can better study for math.

Reflection and Benefits for Parents and Youth

Once spending time to complete this, they can reflect on how this activity went, whether they found this easy or difficult to do, if this was still engaging, and if this left them with a better mindset about themselves, rather than what they are watching damaging their self-esteem.

This learning approach is very effective as it would help parents understand how kids could better be consuming social media with the right intentions.

References:

EdTech Books. (n.d.). Using the first principles of instruction. https://edtechbooks.org/lidtfoundations/using_the_first_principles_of_instruction

In week three, we learned about the four learning theories: Behaviorism, Cognitivism, Constructivism, and Connectivism. These four theories explain the different ways we as humans learn and process information in both formal and informal learning environments.

I personally found Cognitivism the hardest, as I am not someone who best expresses my learning through memorization. Reading something over and over again, quizzing myself, and relying heavily on mental recall are methods I have always struggled to excel at or even feel successful with. Cognitivism focuses on how information is received, stored, and retrieved in the brain, which often emphasizes structured content and internal mental processes. Instead, I find that I learn best when I am actively involved in the learning process, or in other words, through Constructivist theory.

When growing up, I danced roughly 25 hours a week and was constantly learning new routines, combinations, and exercises. Although this involved a large amount of information, I understood it because I was repeatedly doing the movement, even if it was not perfected yet. By physically performing the action at the same time as being taught, I picked things up faster than most people around me and could later recall patterns and sequences more easily. This experience helped me realize that Constructivism is my strength, as I was actively building knowledge through experience rather than passively receiving it. Learning this way became extremely enjoyable because I could feel both my body and brain working together as I processed phrases, corrections, and feedback in real time.

I understand why tests exist and that some people do well with memorizing information or learning primarily from a speaker. However, everyone learns differently. I believe students should be given more opportunities to choose how they express their learning, not for every assignment, but in situations where flexibility is possible. Allowing students to demonstrate understanding through options such as tests, presentations, or written papers could lead to deeper learning and a more accurate reflection of their abilities.

Prompts

• What is one idea from the readings or videos we’ve looked at so far that you disagree with, and why?
• Share a story about your best learning experience (could be a formal course or something more personal). Why did you enjoy it?