Meet the Designer· Incorporate Contextualization · Incorporate Universal Design for Learning (UDL) Working as a Skills Lab Instructor at the College of Menominee Nation, I had the opportunity for some in-depth training on Universal Design and contextualization. Sponsored by the National Science Foundation (NSF), UDL training allowed me the opportunity to see how we can incorporate interests into curriculum. One topic was utilizing IPADS and Smartphones to answer class questions and polls. UDL training also gave me some great insights and ideas for the development of nursing app simulations for smartphones. While working at a local high school, I had the great honor to work with students of learning disabilities, physical disabilities and cognitive disabilities. I performed job training at sites throughout the Fox Valley with students. In the classroom, I educated, constructed work samples and more. Of many memorable successes, there are two that stand out for me. The first one was adapting physicality with learning. I manipulated physical environments so students with limited speaking and physical ability could interact with learning aids. CESA (Cooperative Educational Services Network) was most impressed when visiting. My second most memorable success was learning the Intellikeys® program which is an electronic communications board. It is inspiring to know that one can communicate their needs and their learning through your works! This is the product of listening to one’s needs combined with creativity! This leaves me with a special compassion and understanding for the importance of UDL. Design it so it is deliverable! Contextualization training had much to offer as well, it stimulated my curiosities about learning and continues to be a personal and professional quest. Some insights our college gained in contextualization training stemmed from an example about our welding program. The program was traditionally weeks of reading content and then weeks of welding. After this training, the program was altered by interchanging between reading and welding simultaneously. Terms from the text were put into motion and applied. Suddenly this gave students a new passion for direct instruction and reading content. The college was also introduced to the opportunity of bringing contextualization into the math curriculum. Suddenly, math took on the shape of projects: projects such as obtaining magazines from a student’s chosen industry and forming algorithms from shapes found within the magazine. This gives meaning and purpose for learning. "Moving forward, I am inspired as to how we can incorporate contextualization and 'purpose' in education through computer-based learning. This is my niche’ in instructional design. Through this endeavor, I aim to be a life-long learner, conduct research and share findings with ID communities." ~Michelle |