4. Consider the learning environment for your current design. What potential barriers can be reduced or eliminate to provide more pathways for learner success?

When designing a learning resource on British Columbia’s native trees, we want to ensure that every learner can participate and succeed. Our project introduces elementary students to common species like Douglas-fir, Western red cedar, and Garry Oak, helping them understand and appreciate the natural environment around them. One of the main activities from our Blueprint assignment is a nature walk, where students observe and sketch different types of trees in their local area. This hands-on approach encourages curiosity and allows learners to practice identifying features such as leaves, bark, and cones. However, we recognize that this may present barriers if some learners lack access to safe green spaces or face mobility challenges.

To address these issues, we plan to offer alternative or virtual options. For example, we can use online photo collections, short videos, or tools like Google Earth to showcase various tree species and habitats. This ensures that students who cannot participate in an in-person walk still have meaningful opportunities to observe and learn. According to the Right to Education resource from Inclusive Education Canada, education providers must identify and address barriers to learning, making it essential to offer flexible solutions that accommodate all students.

Beyond the nature walk, we believe that flexibility is key to supporting diverse learners. Instead of relying on one type of assignment, we include choices such as writing a journal, creating a slideshow, or completing an online quiz. This range of formats allows students to showcase their knowledge in ways that align with their strengths and personal circumstances.

By proactively reducing barriers – like access to nature, technology, or different learning preferences – we’re creating a more inclusive experience for everyone involved. Our goal is for each student to gain a deeper appreciation for BC’s forests and develop the skills needed to explore, enjoy, and protect the natural world in their own communities.

Blog post URL: katenelsonstudies.opened.ca/blog-post-3-2/