Objectives & Overview - Modular Self Pacing

 Barrier in Brief

Students taking asynchronous classes online may benefit tremendously from being able to pace themselves. However, this requires support structures for the students and may make grading and organization more complex for instructors.

 

 Lesson Pages

• Overview & Objectives
• Lesson
• Questions and Comments 

 

 Lesson Overview 

In this lesson, instructors will be exposed to strategies for supporting students who would benefit from being able to move faster or slower through content (or certain content sections) compared to to their peers. Inasmuch as instructors design self-paced modules that include methods for students to self-assess their progress, this reflects...

Regarding this checkpoint, the UDLGuidelines.org says,

"One of the limits of executive function is that imposed by the limitations of so-called working memory. This “scratch pad” for maintaining chunks of information where they can be accessed as part of comprehension and problem-solving is very limited for any learner and even more severely limited for many learners with learning and cognitive disabilities. As a result, many such learners seem disorganized, forgetful, and unprepared. Wherever working memory capacity is not construct-relevant in a lesson, it is important to provide a variety of internal scaffolds and external organizational aids—exactly those kinds that executives use—to keep information organized and “in mind."

 

 Lesson Objective

By the end of this lesson, instructors should be able to...

• Identify and utilize Canvas tools to create prerequisites and mastery requirements in modules to enable students to self-manage their progress.

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