Developing a Good Learning Curriculum for Positive Education Performance - Essay Sample

Introduction

The development of a good learning curriculum facilitates the attainment of a positive educational performance among students in an institution of learning. An expert prepared curriculum should incorporate both the student and educators’ needs and structured to secure a desired educational goal by the end of a defined learning period. In today’s contemporary society, the invention of digital or online learning curricula has enhanced the ease of delivering education to countless students in different parts of the world. The universal design for learning (UDL) or backward design-inspired online courses are among the most effective curriculum that can be employed today in educating learners in institutions of learning.

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Strengths and Challenges of the Online Course/Curricular Unit Design Project

Among the strengths of the online course/curricular prepared, include the reason that the plan is student-centered, whereby it is possible for learners to respond or interact with posts from other students. Subsequently, this makes learning more interactive and enjoyable. Additionally, online course/curricular is also easy to retrieve, whereby learners can have instant access to the course outlines as long as they are online using any digital or mobile connectivity device. Consequently, this enhances the convenience of learners in accessing the online courses as opposed to using the traditional printed coursework curricula.

Despite the stated strengths, there are several challenges that are associated with online course/curriculum unit design projects. Among such challenges include the inequity of all students in accessing technology devices to access the learning program. In this case, logistic or economic reasons could hinder some learners to access the prepared online or digital learning materials from the curricula and in term creating a disparity in students' learning process. The second challenge in the preparation of the online curriculum unit is the variation in computer literacy between the targeted learners demographic. In this case, students with low computer proficiency would require technical or personalized assistance in helping them access the course outline. Subsequently, this could be time consuming and negatively impact the entire learning process.

Description of How Unique Multimedia and Effective Aspects of Digital Stories Promote Deeper Learning for the Targeted Audience

The use of unique multimedia in the stated online/digital learning curriculum enhanced the learning process of the targeted students' demographic. Additionally, that is because it enhanced the level of interaction between the students, teachers as well as courseware materials that were being employed. Furthermore, the use of multimedia content and devices in learning also made the learning process to be more dynamic, with a long-lasting effect as well as one that could be applicable in an out-of-class environment. Also, it made the targeted audience to enhance their recollection ability on various lessons taught through the curriculum, which is an imperative quality in yielding high academic results in school examinations.

Using UDL and Backward Design Strategies and Digital Storytelling with Students

The use of UDL and backward strategies or digital storytelling methodologies in education should be focused on enabling the targeted students to have an engagement with their content (Lister, 2014; Rao, 2015). In this context, the stated teaching methodologies will be employed in educating the targeted students, mathematical concepts in a classroom setting. The teaching strategies will be effective in promoting the engagement of learners, whereby the students will have a direct interaction between themselves and with their teachers on various mathematical concepts. As such, an educator will provide students with digital or video content detailing the procedures of executing various mathematical concepts.

New Thoughts Generated From Discussions and Assignments in this Course

There are several thoughts that were generated from engaging in the assignments as well as discussions of chosen subjects using the UDL, backward design strategies, and digital storytelling. The first thought was on the importance of visual content in improving the learners' understanding of different contexts being taught to them in class (Raiyn, 2016). The second thought was on the significance of students' interaction in learning different contexts using the identified teaching methodologies in a classroom setting. Collectively, the stated thoughts provided an insight into how the overall performance of learners can be promoted or enhanced in various subject areas through utilizing the identified educational teaching strategies.

Explanation of the Learning That Took Place

In the focused lessons, students were taught how to compare two sets of numbers, either as a whole, in decimals or when expressed as fractions. Additionally, the targeted students were also how to compute addition, multiplication, subtraction as well as the division of numbers through the identified teaching digital-content teaching methodologies. Lastly, the targeted students were educated on how to either add or subtract various fractions that possess unlike denominators or those that have mixed numbers.

Conclusion

In conclusion, universal design for learning (UDL) or backward design-inspired online courses are among the most effective curriculum that can be employed today, in educating learners in institutions of learning. Additionally, some of the strengths of this teaching methodology include the ability of learners to respond or interact with posts from other students and easy retrieval of online learning curricula by learners in a school environment. Nevertheless, the stated teaching methodologies have challenges, which include the inequity of all students in accessing technology devices to access the learning program, which contributes to learning disparities.

References

Lister, M. (2014). Trends in the Design of E-Learning and Online Learning. MERLOT Journal of Online Learning and Teaching, 10 (4), 671-679. Retrieved from https://jolt.merlot.org/vol10no4/Lister_1214.pdf

Raiyn, J. (2016). The Role of Visual Learning in Improving Students’ High-Order Thinking Skills. Journal of Education and Practice www.iiste.org, 7 (24). Retrieved from https://www.researchgate.net/publication/307545893_The_Role_of_Visual_Learning_in_Improving_Students'_High-Order_Thinking_Skills

Rao, K. (2015). Universal design for learning and multimedia technology: Supporting culturally and linguistically diverse students. Journal of Educational Multimedia and Hypermedia, 24 (2), 121-137. Retrieved from https://www.researchgate.net/publication/283133330_Universal_design_for_learning_and_multimedia_technology_Supporting_culturally_and_linguistically_diverse_students