1. How will your interactive learning resource specifically ensure that the needs of all learners can be met?

Reviewing the Universal Design for Learning made me think of my current university courses, and how they had to be redesigned to be accessible for all students when the pandemic hit. By courses being available online, the barrier of needing to attend classes in person was removed and made it possible to take the courses I need. Learning online benefits not only students who have full-time jobs as well, but also students who might have different abilities. For example, in our Learning Design Resource we considered the adaptations we need to make in order to deliver our lessons in-person or online. By delivering lessons online, students who have barriers in in-person classes are able to equally participate and contribute to the lessons. For example, students with color blindness are able to engage in the lesson through a well-designed, color-considered plan with additional text to speech recordings. This adaptation of the plan also benefits students whose first language is not English, as listening to instructions at times could be more challenging than when it’s accompanied by a text as well. The written instructions will also allow students to translate them to their own language for better understanding. By also giving ELL students choice and support, it will increase their engagement in the activities and less likely they will shy away because of the language barrier. 

Designing for Universal Learning is always a good idea and will benefit students in more ways than we think.

https://www.novakeducation.com/blog/what-are-the-udl-guidelines