Category: Comment

Hi Nicole, I really liked how you connected the video on poetic devices to an interactive learning design. The idea of moving beyond just watching the video to having students actually try writing their own poems is such a good way to turn theory into practice.

I also thought your point about adding captions and giving students different ways to respond (notes, discussion, or oral sharing) was really important. It shows you’re thinking about inclusion from the start, not just as an afterthought.

One thing I was curious about: if you wanted to make the activity even more interactive, could students share their creative pieces with peers and give each other feedback? I think it might add another layer of engagement and help them see how others use poetic devices differently.

Your post gave me some ideas for my own resource—I’m working on resilience and stress management, and I realized I could also add short creative reflections or peer sharing to make it more engaging. Thanks for the inspiration!

Hi Isaac, I really like your post on using pedestrian crossing design—with its countdown timers, accessible buttons, and auditory cues—as a metaphor for inclusive learning. That was such a creative way to build a tangible connection between universal design in civil engineering and educational environments!

Your idea of pre-learning activities offering a “head start” (similar to the early signal for pedestrians) is particularly smart—it allows learners to ease into a topic and build confidence before diving deeper. Also, framing lecture transcripts or audio narration like auditory cues in crossings is a great nod toward accessibility and flexibility.

I have been thinking about how these design concepts might be implemented in remote or hybrid learning scenarios. For example,
could a digital countdown feature be added to self-paced modules—a timer or progress indicator to help students manage their learning pace, while also providing options to pause or extend the duration?

Your analysis makes me reflect on my own work—especially on designing resilience learning for academic stress online. I’d love to explore how I might lean into these pedestrian-inspired UDL principles in my modules, too!

Hey Hans! I really liked your post! I think choosing cyberbullying and mental health as your focus is super relevant—it’s something most of us have probably seen or even experienced in some way. I thought it was smart how you connected open pedagogy with giving students a chance to actually create something meaningful, like campaigns or posters, instead of just reading about the problem. That makes the learning experience way more authentic.

I also thought the idea of letting students submit anonymously (or in groups) was a really thoughtful touch. It shows that you’re thinking about the emotional side of the topic, not just the academic part. It made me wonder—if students are creating things like social media campaigns, could there be a way for peers to give feedback to each other? I feel like that could help build more empathy, and also give everyone more perspectives on how to respond to cyberbullying. 

Thank you for sharing! After reading your post, it get me to think about how I could make my own project on resilience and academic stress more student-driven, too.

Hi Anna! I really enjoyed reading your reflection on behaviorism, cognitivism, and constructivism—your personal examples (field hockey drills, French mnemonics, and the recipe book capstone) make the theories so relatable. The way you describe learning through behaviorist repetition, cognitive structuring, and constructivist passion projects really brings those theories to life.

Your embedded video (“Every Major Learning Theory Explained in 5 Minutes”) was a great touch—succinct and helpful. I’m curious: which of these approaches resonates most with how you prefer to learn? And when designing instruction for others, is there a theory you lean into more naturally (or one you find most effective to blend)?

Thanks for sharing. You did a great job!