Designing for Inclusion and Engagement
Introduction
As a computer science student from China studying at UVic, Iâve realized that designing learning experiences is not just about sharing informationâitâs about anticipating diversity and building belonging. Through this module, I learned that fairness means more than equality, and effective design must intentionally include every learner. In this reflection, I connect my own experiences with the principles of Universal Design for Learning (UDL), Inclusive Learning Design, and Interaction and Presence, supported by real-world research and an insightful Edutopia video.
Universal Design for Learning (UDL)
Before this course, I thought fairness meant treating everyone the same. But the CAST UDL Guidelines helped me see that real fairness means equityâremoving barriers before they appear. UDLâs three principlesâmultiple means of engagement, representation, and expressionâemphasize that learners differ in how they process information.
In my algorithms class, my professor added visual coding simulators to show recursion and sorting. For me, this was transformative. As a visual learner and English-as-a-second-language student, animations helped me truly see how logic flows. This aligns with APA (2020) findings that students who find tasks personally meaningful are three times more likely to stay engaged (APA, 2020).
The video “What is UDL? Universal Design for Learning Explained” (Novak Educational Consulting, 2019) clearly explains how UDL provides multiple pathways for success through Engagement, Representation, and Action & Expression.
This video connects directly to both the course theory and my own learning experience. It shows how teachers can use flexible toolsâvisuals, audio, and choiceâto support different learning needs. When I watched it, I immediately thought of my algorithm course, where visual coding simulations helped me overcome language barriers and anxiety. The video deepened my understanding that inclusion is not about lowering expectations but expanding access.
It also reflects the UDL idea that technology itself doesnât create inclusionâintentional design does. As a future developer, I want to design educational technologies that use UDL principles to combine structure, accessibility, and empathy.
Inclusive Learning Design
Inclusive design goes beyond accessibilityâitâs about belonging and identity. The Harvard Graduate School of Education notes that when students see themselves reflected in class materials, their confidence and participation increase.
As an international student, I used to stay quiet during discussions because I worried about language mistakes. One of my professors created smaller breakout groups and used anonymous polls to include everyoneâs voice. This experience reflects Chickering & Gamsonâs (1987) Seven Principles for Good Practice, particularly âencouraging cooperation among studentsâ and ârespecting diverse talents.â
Research from Edutopia (2022) also supports this approach: scaffoldingâbreaking down learning into manageable stepsâhelps all learners engage with complex topics. When my programming professor guided us step by step through difficult dynamic programming tasks, I felt supported instead of overwhelmed. Gradually, that scaffolding faded, and my independence grew. Inclusion, I realized, doesnât mean lowering expectationsâit means providing the right supports for every learner to reach them.
Interaction and Presence
The Educause Review highlights that strong instructor presence in online environments increases satisfaction
and engagement. I experienced this in my hybrid programming course: live sessions built community, while recorded lectures provided flexibility. This balance between connection and autonomy made the course both manageable and meaningful.
Working with teammates across time zones using GitHub and Discord also taught me that inclusion is about designing communication, not just access. We built trust through asynchronous feedback and thoughtful updates. That practice aligns with UDLâs Engagement Network, which promotes collaboration and persistence as key motivators (CAST, 2018).
Final Reflection
This module helped me bring together personal reflection, course theory, and external insights into one learning triangle. The CAST UDL guidelines gave me structure, the inclusive classroom framework from Harvard explained belonging, and the Edutopia video visualized how small design changes lead to big impact.
I now understand that inclusion isnât an add-onâitâs the foundation of effective teaching. Whether designing software or facilitating teamwork, I hope to apply UDL and inclusive learning principles to make technology serve people with empathy, flexibility, and purpose.
References
- American Psychological Association. (2020). Student motivation and engagement: Key research findings. https://www.apa.org/news/press/releases/2020/07/student-motivation-engagement
- CAST. (2018). Universal Design for Learning Guidelines Version 2.2. https://udlguidelines.cast.org
- Chickering, A. W., & Gamson, Z. F. (1987). Seven principles for good practice in undergraduate education. https://files.eric.ed.gov/fulltext/ED282491.pdf
- Edutopia. (2019). What is UDL? Universal Design for Learning Explained. https://www.youtube.com/watch?v=eYN-qrKIIYI
- Edutopia. (2022). Scaffolding learning: Strategies that work. https://www.edutopia.org/article/scaffolding-learning-strategies-classroom
- Educause Review. (2021). Building community and connection in the online classroom. https://er.educause.edu/articles/2021/9/building-community-and-connection-online-classroom
- Harvard Graduate School of Education. (2021). What is an inclusive classroom? https://www.gse.harvard.edu/news/uk/21/05/what-inclusive-classroom