This is an important topic to be aware of, though it also feels like a bottomless pit. My current strategy is to start with the students that are actually in my class and to try to accommodate the needs they share with me, rather than to try and meet all the imagined needs that these articles identify. Because my online class is in the second year of a sequenced curriculum, I don’t expect to have any surprises about students with major disabilities, though you never know. But I do have a better sense of what might occur and some ideas about how to problem solve.
For me the main take-away on this module is a reminder about different learning styles. At the moment, I think all of my course assignments are written, so there’s not much variety. I should think about that. The variety of tools available (like VT) gives some flexibility to students, so I think that helps.
Regarding the last question, I feel like I have made a lot of progress developing my course. I have a much better sense of my learning objectives and a variety of ways to achieve them. The main thing that I wish I had more help with is trying to get a better sense of how to accomplish something through discussions. I feel like a lot of my f2f teaching happens in discussion, but that asynchronous discussions are not suitable for the same things. What’s the alternative? I still don’t really know. Because I have a synchronous session every week, I think i will end up using that time to do the work of f2f discussions. Which is probably a good use of that time, so I am happy with that. Maybe other people have some more creative ideas.
[I’m sorry this post doesn’t really fulfill the assignment given. I am spending the next 3.5 days in meetings and have just run out of time!]