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Well done, Diversity in Learning team.

Over the last number of years, I’ve done a lot of reading on how to create culturally responsive teaching practices.

As educators, we need to engage in a deeper reflective practice, come from a place of curiosity, and create spaces that allow our students to educate us as well.

As I sit here, reflecting on education as I know it, it is rooted in a colonial, western worldview and oppressive system. Assimilation is the undercurrent in education, not celebrating difference.

Recently, my daughter was learning about static electricity in science class, and they used the balloon on the hair experiment. This particular school is in an African Nova Scotia community.  The students were acutely aware, but the teacher was not. This is a simple yet powerful example of how even well-meaning lessons can unintentionally exclude learners when they fail to consider the lived experiences and identities of all students.

Canned lesson plans may serve as helpful starting points, but they must be critically examined and adapted to reflect the realities of the communities we serve. The same is true in digital learning environments, where the digital divide continues to be a major equity issue. Not all learners have equal access to technology, reliable internet, or safe learning environments. If we’re genuinely committed to inclusive education, we need to start by challenging the assumptions baked into our curricula and delivery models—and asking who they’re really built for.

One of my favourite readings was Culturally Responsive Teaching: a Reflection Guide.   I loved the reflective questions within the document, and it could be a great addition to your site and our course mates.    The PDF can be downloaded from the link above.  Here is a screenshot of where to access it.

Again, well done.

Nicki T.

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I thought I would share a digital tool that has become an invaluable part of my classroom. I use Seesaw as an online portfolio. Using Seesaw in the classroom connects well with constructivist principles because it allows students to actively engage in their own learning, but also aligns well with UDL. Seesaw supports this by giving students a platform to document their learning, share their thinking, and reflect on their progress over time. Students use Seesaw to post photos, videos, voice recordings, drawings or written work, giving them choice about how to represent their thinking. I usually have some students where writing is a challenge and they have limited written output, so instead of making them complete a piece of writing, they sometimes feel more comfortable sharing their thoughts orally on Seesaw which is then able to show me that they have the concept we are working on. Seesaw is able to give students voice and choice in their learning and how they share their thinking.

-Ellie

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I really appreciate the section on Scratch. I recently incorporated Scratch as a final project for a Math course I was teaching and was surprised how many students rose to the challenge and created an amazing project for their skill level. It was very helpful for one of my students whose motor functions are a challenge. Using the computer meant he was able to be much more creative and explorative than normal. However, I had some students who simply completed the bare minimum. How do you think the concepts you have included would help those disengaged learners?

-Kevin

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I really loved your site, especially the page on the digital tools for diverse learners! It was well rounded, and I loved seeing it rooted with pedagogical theories as well.

I appreciated the tools you had under your UDL section. As someone who is hearing impaired, I went through the K-12 education system (and even post secondary) advocating for my needs as a learner, specifically with closed captioning, speech to text, preferential seating, and inclusivity in lab spaces (I'm math/science based).

I loved your site - and I think it's a fantastic resource for educators!

My discussion question for you is this - what is your top 3 programs that you've encountered or use to help improve the delivery of instruction to diverse learners in your educational setting?

Brittni

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What really resonated with me about your site was the section on Universal Design for Learning (UDL). It’s something I actively try to bring into my own classroom. For example, I provide accessible entry points by offering flexible seating options—like different-height tables, bean bags, wobbly stools, and various types of chairs. I also try to include tools like mini whiteboards and clipboards so students can choose how and where they work best.

I’m curious—do others use UDL principles in their classrooms too? If so, how do you incorporate them into your teaching practice?

~Jodee

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Re: Second Research Question: "In what ways do algorithmic processes shape learners' experiences and agency in MOOCs?"

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Re: Second Research Question: "In what ways do algorithmic processes shape learners' experiences and agency in MOOCs?"

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I've been thinking about this a lot in my own coursework and practices related to AI in education. I agree with Knox (2018) that personalization can sometimes narrow student experience rather than empower it. How might we design algorithmic systems that expand, rather than limit, student exploration?

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One area of your site that really resonated with me was the discussion on culturally sustaining pedagogy. It reminds me that diversity isn't just about access, but it's also about valuing and sustaining students' cultural identities as assets in the classroom. I'd love to hear more about how others are doing this in digital or asynchronous spaces. What tools or strategies have you used to ensure students feel seen in online learning contexts?