Culturally responsive pedagogy, Universal Design for Learning, ubiquitous learning, and seamless learning. How these paradigms inform the intentional design of learner-centered online learning environments

Nussli, NatalieOh, KevinPanconesi, GianniGuida, Maria2021-03-162021-03-162021-02978-1-79987-638-010.4018/978-1-7998-7638-0.ch008https://irf.fhnw.ch/handle/11654/32277The purpose of this theoretical chapter is to develop a one-stop checklist that assists educators in providing online teaching grounded in the principles of culturally responsive pedagogy (CRP), Universal Design for Learning (UDL), ubiquitous learning (u-learning), and seamless learning. The authors explore how these paradigms inform the intentional design of learner-centered approaches in online learning environments and what an integrated approach could look like. This chapter will be relevant for faculty in higher education aiming to offer online curricula that emphasize active, collaborative, constructive, authentic, and goal-directed learning.en-USmobile pedagogyContext-aware learningIntentional designmeaningful learningculturally relevant pedagogyemerging technologyeducational technologyUniversal Design for Learningseamless learningubiquitous learninglearner-centered online learning370 - Erziehung, Schul- und Bildungswesen004 - Computer Wissenschaften, InternetCulturally responsive pedagogy, Universal Design for Learning, ubiquitous learning, and seamless learning. How these paradigms inform the intentional design of learner-centered online learning environments04A - Beitrag Sammelband163-188