Blended Learning Models

👩🦰 Designing Accessibility Personas (https://lnkd.in/evVnB4hd). How to embed accessibility and test for it early in the design process ↓ We often assume that digital products are merely that — products. They either work or don’t work. That they help people meet their needs or fail on their path to get there. But every product has its own embedded personality. It can be helpful or dull, fragile or reliable, supportive or misleading. When we design it, willingly or unwillingly, we embed our values, views and perspectives into it. Sometimes it’s meticulously shaped and refined. And sometimes it’s simply random. And when that happens, users assign their perception of the product’s personality to the product instead. Products are rarely accessible by accident. There must be an intent that captures and drives accessibility efforts in a product. And the best way to do that is by involving people with temporary, situational and permanent disabilities into the design process. One simple way of achieving that is by inviting people with disabilities in the design process. For that, we could recruit people via tools like Access Works or UserTesting, ask admins of groups and channels on accessibility to help, or drop an email to non-profits that work in accessibility space. Another way is establishing accessibility personas for user journeys. Consider them as user profiles that highlight common barriers faced by people with particular conditions and provide guidelines for designers and engineers on how to design and build for them. E.g. Simone, a dyslexic user, or Chris, a user with rheumatoid arthritis. For each, we document known challenges and notable considerations, designing training tasks for designers and developers and instructions to simulate experience through the lens of these personas. By no means does it replace proper accessibility testing, but it creates a shared understanding about what the experiences are like. You can build on top of Gov.uk’s profound research project (https://lnkd.in/evVnB4hd) — it also explains how to set up devices and browsers, so that each persona has their own browser profile. Once you do, you can always switch between them and simulate an experience, without changing settings every single time. All Accessibility Personas (+ Tasks, Research, Setup) https://lnkd.in/evVnB4hd Accessibility doesn’t have to be challenging if it’s considered early. No digital product is neutral. Accessibility is a deliberate decision, and a commitment. Not only does it help everyone; it also shows what a company believes in and values. And once you do have a commitment, and it will be much easier to retain accessibility, rather than adding it last minute as a crutch — because that’s where it’s way too late to do it right, and way too expensive to make it well. [Useful pointers in the comments ↓] #ux #accessibility

Many teams believe they’re being inclusive when they say, “We kept accessibility in mind from the start." But good intentions aren’t the same as meaningful inclusion. I’ve been doing accessibility and inclusive design work for 25 years. Over the last decade, I’ve focused more deeply on what true disability inclusion really means—especially when it comes to power in the design relationship. Again and again, I’ve seen the same pattern: there are levels to inclusion. And only one of them truly shifts power. Here’s how that journey tends to unfold... ranked from least to most inclusive: Level 1: “We kept accessibility in mind.” You didn’t include disabled people. You included the idea of them. This is empathy without participation, and honestly... it’s not enough. Level 2: “We tested with disabled people just before launch.” There’s progress here—real people were involved. But testing at the end only lets you ask: “Do you accept what we built?” It’s too late for meaningful change. This is just late-stage validation. Level 3: “We tested early AND at the end.” Now there’s room for impact. People with disabilities had a chance to shape the work before it was finished. Their feedback could actually change the outcome—and that matters. Level 4: “We included disabled people throughout the process.” Even better. You've moved from on from a "testing" mindset. You brought people in during idea generation, design, development, and launch. You did research. You listened. You adjusted. That’s inclusion in action. Level 5: “We co-created the solution.” ✅ This is the gold standard. You didn’t just include people—you gave them power. They helped shape the goals, question the methods, and guide the direction. It wasn’t just "your" product. It was "ours" -- co-created together. Your greatest power is to give that power away. Inclusive design means shared decisions—not just shared feedback. If you’re not sure where to start, ask yourself: 👉 Where in our process do disabled people have the power to shape what we build? And if the answer is “nowhere”—it’s time to change that. #InclusiveDesign #Accessibility #DesignLeadership #CoCreation #DisabilityInclusion #UXDesign #ProductDesign

Teaching Modes, Not Teacher Types The best teachers are not locked into one classroom personality. They shift. Sometimes the room needs clarity. Sometimes it needs energy. Sometimes it needs structure. Sometimes it needs space. Effective teaching is not about finding “your style” and staying there. It is about reading the room and choosing the right mode at the right moment. A strong lesson often moves through several teacher modes: THE MODELLER This is the moment for clarity. The teacher makes the thinking visible, breaks the task into steps, and shows students what success looks like before expecting them to produce it. THE COACH This is where the teacher moves closer. They ask questions, give quick feedback, notice hesitation, and help students correct mistakes before those mistakes become habits. THE NAVIGATOR This is the teacher who keeps the lesson moving. They scan the room, notice who is lost, who is rushing, who is passive, and who needs a new route into the task. THE FACILITATOR This is when the teacher steps back. Students get space to try, discuss, struggle, solve, and take ownership. The teacher is still present, but no longer the centre of every answer. THE ANCHOR Every classroom also needs calm authority. Someone who sets expectations, protects the learning environment, and gives students a sense of safety and direction. The real skill is not being one of these. The real skill is knowing when to switch. Many classroom problems happen when we stay in the wrong mode for too long. Too much modelling, and students become passive. Too much freedom, and some students drift. Too much control, and independence never grows. Too much movement, and the lesson loses focus. Responsive teaching is a constant balancing act. So maybe the question is not: “What kind of teacher am I?” Maybe the better question is: “What does this class need from me right now?” Which teacher mode feels most natural to you? And which one are you still learning to use well?

Accessibility isn’t an optional extra to tack on at the end - it should be built in from day one. When accessibility is thought about only at the end of a project, it often becomes complicated, time-consuming and costly to fix. But when it’s planned for from the start, it seamlessly integrates into the process without adding time, cost or unnecessary complexity. Think of it like wiring a house. If you wait until the house is built - complete with walls, furnishings and decorations - to add the wiring, you’ll face significant costs and disruption. But if you plan for the wiring as you build, it becomes a natural part of the process, without extra effort or expense. Whether you’re designing a product, service, space or system, accessibility must be part of the plan from the beginning. Anything less isn’t good design and means you’re not doing your job properly. ID: a purple Robbie Crow image reading “Accessibility isn’t an afterthought – it’s the foundation of good design. If you’re not planning accessibility in, you’re not doing your job properly”. Robbie’s name and a QR code are in the bottom right-hand corner. #DisabilityInclusion #Disability #DisabilityEmployment #Adjustments #DiversityAndInclusion #Content

Why inclusion and universal design need to come together We often hear organisations talk about diversity and inclusion. Yet inclusion alone isn’t enough if the systems we work within were never designed with difference in mind. A review by Shore and colleagues (2018) (https://lnkd.in/e6vjNAXM) looked at what makes workplaces truly inclusive. They emphasised fairness, authenticity, and equal access to opportunities. Their model shows that inclusion is not just about who is in the workforce, but whether everyone feels respected, valued, and able to participate fully. But here’s the challenge: many workplace practices are retrofits. Adjustments are made once someone discloses a need or points out a barrier. That can work but it’s often costly, time-consuming, and can unintentionally stigmatise the individual. This is where Universal Design (UD) comes in. Instead of waiting to respond, UD builds accessibility, flexibility, and usability into everyday business-as-usual. It reduces the number of case-by-case “fixes” by planning for variation from the outset. For example: Providing captions and transcripts in training as standard helps Deaf staff, those learning English, and anyone re-watching on mute. Clear communication, step-by-step checklists, and structured task tools reduce overload not only for neurodivergent employees but for everyone. Designing sensory-friendly workspaces supports those with sensory sensitivities—and also improves focus and wellbeing for the whole team. So how do the two approaches differ and align? Inclusion models focus on culture: creating fairness, authenticity, and psychological safety. Universal Design focuses on structures: embedding accessibility and flexibility into systems, tools, and environments. Bringing them together means leaders shape workplaces that are both fair and functional, inclusive and accessible. For employers, this isn’t just the right thing to do it’s efficient. Many UD approaches are low or no cost, but they reduce duplication, improve resilience, and make personalised support less stigmatising. 👉 Take away.... Inclusive practices creates the right mindset; Universal Design creates the mechanisms. Together, they help us move from patching barriers to preventing them.

𝐓𝐞𝐚𝐜𝐡 𝐋𝐢𝐤𝐞 𝐊𝐫𝐢𝐬𝐡𝐧𝐚: 𝐂𝐨𝐧𝐭𝐞𝐱𝐭 𝐢𝐬 𝐭𝐡𝐞 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 In the battle of Kurukshetra, Krishna didn’t give the Gita to everyone — he gave it only to Arjuna, and only when Arjuna was ready. He tailored his message, used relatable metaphors, and taught with empathy. “𝐼𝑓 𝑎 𝑐ℎ𝑖𝑙𝑑 𝑐𝑎𝑛’𝑡 𝑙𝑒𝑎𝑟𝑛 𝑡ℎ𝑒 𝑤𝑎𝑦 𝑤𝑒 𝑡𝑒𝑎𝑐ℎ, 𝑚𝑎𝑦𝑏𝑒 𝑤𝑒 𝑠ℎ𝑜𝑢𝑙𝑑 𝑡𝑒𝑎𝑐ℎ 𝑡ℎ𝑒 𝑤𝑎𝑦 𝑡ℎ𝑒𝑦 𝑙𝑒𝑎𝑟𝑛.” — 𝐼𝑔𝑛𝑎𝑐𝑖𝑜 𝐸𝑠𝑡𝑟𝑎𝑑𝑎 Krishna embodied this quote long before it was said. He adjusted his delivery, tone, and examples — not to show knowledge, but to spark realization. Teachers today face diverse classrooms — some students are fast, some need nurturing, some respond to visuals, while others to emotions.  A great teacher observes the emotional, intellectual, and psychological readiness of the learner and adapts teaching methods accordingly. Each student has a different pace, background, and way of understanding. Teaching becomes meaningful only when delivered at the student’s level of comprehension. Krishna teaches us that real education begins with understanding the learner first. That’s the essence of contextual teaching — adapting your lesson to the learner's mental state, emotional need, and capacity. Example:  For visual learners: use charts, diagrams, mind maps. For emotional learners: connect lessons to real-life stories or feelings. For struggling learners: break down content into bite-sized, relatable parts. For advanced learners: give higher-order thinking challenges or open-ended questions. Practical Tips for Teachers: Do a quick readiness check before starting a topic: Ask 2-3 open-ended questions. Use multiple modes of teaching: audio, visual, kinesthetic, storytelling. Pair students for peer learning, where strong learners help weaker ones. Celebrate small successes to boost confidence in underperformers. Never shame a student for not knowing — follow Krishna's way: uplift, don't humiliate. #TeachLikeKrishna #ContextualTeaching #BhagavadGitaWisdom #KrishnaForEducators #ValueBasedEducation #IndianPhilosophy #InspiredTeaching #StudentCentricLearning #EducationWithEmpathy #LifeLessonsFromKrishna #LearnerFirst #ModernGurukul #KrishnaNeSikhaya #TeacherWisdom 

Why the blueberry muffin accessibility analogy works so well for learning content. I still find the blueberry muffin analogy one of the best ways of explaining why it's so important to consider accessibility from the start of a learning project. Of course, you can add in accessibility afterwards, but imagine pushing those blueberries in by hand after the muffin is cooked. Not only does it feel like an afterthought for the learner, but it's also frustrating and time-consuming for the practitioner! In my recent conversation with Bill Banham on the Voices of the Learning Network Podcast, we explored what baking accessibility in from the start looks like - and how accessible design leads to better outcomes for all learners. We discussed simple ways to include accessibility in your everyday practice: - Writing clear, descriptive alt text that adds context. - Providing accurate captions and transcripts that benefit everyone. - Using consistent heading levels so learners and assistive technologies can navigate easily. - Applying good colour contrast. - Using plain language to reduce cognitive load. We also explored practical ways AI can help practitioners apply accessibility and why leadership matters for modelling inclusion, celebrating progress, and embedding accessibility into standards and strategy. When research shows that up to a quarter of your learners may have a disability or experience a temporary or situational access need, accessibility becomes more than a nice-to-have - it's a fundamental part of excellent learning design. So the next time you design a course, remember the blueberry muffin. Accessibility isn't an ingredient to add in at the end - it needs to be baked in from the start. You can listen to my full conversation with Bill at the link below: https://lnkd.in/eiBeiTEr #eLearning #Accessibility #AccessibleLearning #eln (Blueberry muffins on a wooden surface, with fresh blueberries scattered nearby. Baked blueberries are generously distributed through the batter of the muffins, creating deep purple pockets.)

Happy Global Accessibility Awareness Day everyone! It's a great day to remind people, that, accessibility is the responsibility of the whole team, including designers! A couple of things designers can do: - Use sufficient color contrast (text + UI elements) and don’t rely on color alone to convey meaning. - Ensure readable typography: support text resizing, avoid hard-to-read styles, maintain hierarchy. - Make links and buttons clear and distinguishable (label, size, states). - Design accessible forms: clear labels, error help, no duplicate input, document states. - Support keyboard navigation: tab order, skip links, focus indicators, keyboard interaction. - Structure content with headings and landmarks: use proper H1–Hn, semantic order, regions. - Provide text alternatives for images, icons, audio, and video. - Avoid motion triggers: respect reduced motion settings, allow pause on auto-play. - Design with flexibility: support orientation change, allow text selection, avoid fixed-height elements. - Document accessibly and communicate: annotate designs, collaborate with devs, QA, and content teams. Need to learn more? I got a couple of resources on my blog: - A Designer’s Guide to Documenting Accessibility & User Interactions: https://lnkd.in/eUh8Jvvn - How to check and document design accessibility in your mockups: a conference on how to use Figma plugins and annotation kits to shift accessibility left https://lnkd.in/eu8YuWyF - Accessibility for designer: where do I start? Articles, resources, checklists, tools, plugins, and books to design accessible products https://lnkd.in/ejeC_QpH - Neurodiversity and UX: Essential Resources for Cognitive Accessibility, Guidelines to understand and design for Dyslexia, Dyscalculia, Autism and ADHD https://lnkd.in/efXaRwgF - Color accessibility: tools and resources to help you design inclusive products https://lnkd.in/dRrwFJ5 #Accessibility #ShiftLeft #GAAD

Learning flourishes when students are exposed to a rich tapestry of strategies that activate different parts of the brain and heart. Beyond memorization and review, innovative approaches like peer teaching, role-playing, project-based learning, and multisensory exploration allow learners to engage deeply and authentically. For example, when students teach a concept to classmates, they strengthen their communication, metacognition, and confidence. Role-playing historical events or scientific processes builds empathy, critical thinking, and problem-solving. Project-based learning such as designing a community garden or creating a presentation fosters collaboration, creativity, and real-world application. Multisensory strategies like using manipulatives, visuals, movement, and sound especially benefit neurodiverse learners, enhancing retention, focus, and emotional connection to content. These methods don’t just improve academic outcomes they cultivate lifelong skills like adaptability, initiative, and resilience. When teachers intentionally layer strategies that match students’ strengths and needs, they create classrooms that are inclusive, dynamic, and deeply empowering. #LearningInEveryWay

📚 A Pedagogically Intentional Framework for Lesson Planning High-quality instruction is the result of deliberate instructional design, not chance. This HyperDoc-based lesson planning framework functions as a conceptual and practical guide for educators seeking to design learning experiences that are rigorous, inclusive, and learner-centered. 🔹 Engage – Activating Curiosity & Prior Knowledge Instruction begins with a cognitively stimulating provocation that activates schema, builds relevance, and establishes purpose. Strategic hooks foster intrinsic motivation and emotional investment in learning. 🔹 Explore – Inquiry-Driven Knowledge Construction Learners interact with multimodal, curated resources that promote investigation, sense-making, and conceptual exploration. This phase privileges student voice, choice, and agency while supporting constructivist learning practices. 🔹 Explain – Conceptual Clarification & Explicit Instruction Through targeted instruction, guided discourse, and formative checks for understanding, educators address misconceptions and consolidate conceptual clarity. Learning intentions and success criteria are made explicit to anchor understanding. 🔹 Apply – Authentic Transfer & Skill Integration Students engage in performance-based tasks that require the application, synthesis, and transfer of learning. This stage deepens understanding by situating knowledge in authentic, real-world contexts. 🔹 Share – Feedback, Discourse & Knowledge Co-Construction Learners communicate their thinking, engage in peer critique, and respond to feedback. This social dimension of learning strengthens metacognition, accountability, and collaborative competence. 🔹 Reflect – Metacognitive Awareness & Goal Orientation Structured reflection enables learners to evaluate their learning strategies, monitor progress, and set intentional goals—cultivating self-regulated and reflective learners. 🔹 Extend – Deep Learning & Cognitive Stretch Extension opportunities provide pathways for enrichment, interdisciplinary connections, and higher-order thinking, ensuring sustained engagement beyond core instructional time. ✨ This framework serves as a pedagogical roadmap for lesson planning, firmly aligned with Universal Design for Learning (UDL) principles. It ensures accessibility, differentiation, and equity while maintaining high expectations and cognitive demand. 💡 Intentional lesson design transforms classrooms into spaces of deep inquiry, authentic engagement, and meaningful learning. #PedagogicalDesign #LessonPlanning #InstructionalExcellence #UDL #StudentAgency #InquiryBasedLearning #AssessmentForLearning #DeepLearning #EducationLeadership