Your post 3 is a really well thought out and inclusive approach to teaching a sensitive yet highly necessary topic. I really appreciated how your team had a highly practical approach and prioritized inclusion through the utilization of multiple modalities like videos, images, texts and audios. The use of Padlet for anonymous participation is especially thoughtful for students who may feel shy or anxious. Something I would like to know more about in more detail is how a student might creatively express themselves using the tools listed. Overall though, I think you havecreated a strong foundation that not only supports accessibility but also promotes empathy and self-expression. Great job!
Month: June 2025
While our group develops a plan for the interactive learning resource on cyberbullying, we recognize that learners are incredibly diverse in regards to culture, language, cognition and emotion and that traditional “top down” teaching. Now in 2025, most of us have witnessed and maybe even experienced how cyberbullying operates – its nuances, permanence and how it disproportionally affects marginalized learners. To assure accessibility for all, we will need implement a universal learning design in order to support inclusivity. This blog post will outline how we strive to meet all learners needs.
Why can’t inclusivity be an afterthought?
Cyberbullying affects every victim differently! For example, ESL and neurodivergent learners might struggle to comprehend subtle or culturally different forms of harassment. Furthermore, neurodivergent learners struggle to interpret tone in face-to-face situations. This challenge is exponentially exacerbated when these interactions are in digital spaces (without the extra clues of body language and vocal inflections). The key features (short messages, emojis and quick responses) that make online communication efficient also allow for dangerous ambiguities that serve as traps.
How will we be accommodating?
To ensure our resource is fully inclusive, we will implement (but not limited to) the following resources:
- Tone decoding activities: Interactive exercises that dissect media designed to teach learners to identify sarcasm, passive aggressiveness and cultural differences.
- Visual and auditory support aids: Videos with captions, visual graphics and voice note discussions. These will be implemented to accommodate different types of learners and learners who require other accommodations.
- Flexible assignments: Instead of traditional means of assessment, students can demonstrate learning in various ways, accommodating for the differing strengths of students.
- Multilingual resources: Workarounds for those who are new to English or not fully confident with the language (ESL students)
- Opt outs and trigger warnings: We will flag sensitive content warning and allowing learners to skip if needed.
Conclusion
For our interactive learning resource, inclusivity is not only about making our resource accessible for all, but also going against the assumption that there is a single right way to learn and navigate digital spaces. By acknowledging and centering our learning resource around diverse perspectives, we want to challenge the misconception that digital literacy is the same for everyone and instead celebrate digital diversity.
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