Blog Post #3: Redesigning Learning for Learner Variability
One recent learning experience I had was adjusting to university-level courses during my first year. Coming from high school, I was used to learning by practicing similar example problems and memorizing steps. However, in some university courses, I noticed that the course design seemed to assume an “average learner”: someone who could understand the material through lectures while taking notes and then immediately apply the same method to assignments and exams.
For me personally, this was not always enough. I often needed more time to grasp the content itself, especially when the material involved completely new concepts. I have always found that visual examples, step-by-step explanations and opportunities to ask questions make a big difference in how well I understand the content. This experience helped me realize that students learn in very different ways and courses that only support one type of learner can make it harder for others to do well, even if they are willing to put in the work.
I think Universal Design for Learning would be a helpful way to redesign this type of learning environment. Instead of assuming that all students learn best in the same way, UDL recognizes that learner variability is normal, not an exception. CAST (2024) explains that UDL focuses on creating flexible learning environments so that all learners can access and participate in meaningful learning opportunities. This could mean not relying only on live lectures. Instead, instructors could also provide short explanation videos, written notes, diagrams, and practice problems with solutions. This would give students multiple ways to understand concepts and review material at their own pace.
I would also include more options for how students can show their understanding. Some students may understand the concept but struggle to demonstrate it clearly under timed exam conditions. For example, a learning activity could allow students to explain their understanding through video explanations or small group discussions. Meyer et al. (2014) state that this would not remove academic expectations, but it would give students different ways to communicate what they know.
This connects to my own interactive learning resource because the topic of race, racism, and antiracism requires more than memorizing definitions. Learners may come from different backgrounds and may feel more or less comfortable speaking openly about personal or social issues. To reduce barriers, I would include discussion prompts, anonymous polls, reflection questions and case studies. This would allow students to engage with the material in different ways while still meeting the same learning goals.
image taken from: https://empowerthelearner.com/what-is-learner-variability-and-why-does-it-matter/
References
CAST. (2024). Universal Design for Learning. CAST. https://www.cast.org/what-we-do/universal-design-for-learning/
Universal Design for Learning: Theory & Practice – AEM Center. (2015, February 25). AEM Center. https://aem.cast.org/get-started/resources/2014/universal-design-learning-theory-practice-udl-meyer
Hi Max!
Great blog post, thanks for sharing your personal experiences with the transition from high school learning to university!
I can certainly relate with what you said, I think that in high school the content was easier so I was able to get away with just rewriting notes, memorizing formulas and steps, and learning to solve problems with muscle memory and pattern recognition rather than genuinely understanding concepts. Obviously this did not work for me in university, as I recall failing every single physics midterm I took in first year before learning effective study techniques to actually understand the material.
I also agree with your point on instructors providing diversity in resources for students to learn from, I tend to do best in classes where I am offered support, examples, and different types of learning tools.