Response to William’s Designing for Inclusion and Engagement
Hey William! I really liked your post about inclusion and engagement. You made a great point about removing barriers before they happen — that totally fits with UDL’s idea of designing for the margins. I also liked how you mentioned using different ways for students to engage, like visuals or flexible tasks. It really shows how small design choices can make learning feel more fair and accessible for everyone.
One thing that came to mind while reading was how feedback also plays a big role in inclusion. Even if the content is accessible, students might still feel disconnected if feedback feels too generic. Maybe adding more personalized feedback could make learners feel even more supported. Anyway, I really enjoyed your reflection — it made me think more about how good design can boost both motivation and belonging!
Response to Yuyang’s Blog #3: Designing for Inclusion
Hey Yu Yang! I really enjoyed your blog about designing for inclusion—your point about making sure all students feel valued and included really resonated with me. I especially liked how you talked about giving students choices in how they show their learning (like writing vs. video) and how that helps reduce anxiety and builds confidence.
One idea I was thinking while reading your post: have you considered how group work or peer-sharing could further strengthen inclusion? If students can pick how they contribute and then see different approaches from classmates, it could strengthen both belonging and engagement. Overall, your reflection got me thinking about the power of flexible design and how it helps everyone feel part of the learning process. Great job!
Response to Fiona’s Blog #3: Designing for Inclusion and Engagement
Hey F Godin! I really appreciated your blog post on designing for inclusion and engagement. Your example about how to structure online discussions so that quieter students can participate felt spot-on — it shows you’re thinking not just about content but the learning environment itself. I also liked your suggestion of mixing synchronous and asynchronous elements to give students both flexibility and connection.
One question that popped up for me: how might you build in peer feedback into those discussion formats you mentioned? If students could review each other’s contributions in different modes (written, audio, video), it might deepen engagement and also reinforce inclusive practice. Overall your reflection made me rethink how I could better design my own learning modules to make sure every learner has a voice. Great work!