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Online, Blended, and Classroom Technologies for Diverse Learners

LDN 640—Online, Blended, and Classroom Technologies for Diverse Learners

This course is the part of the online professional certificate program in Learning Differences and Neurodiversity (LDN) offered by Landmark College (with specializations in “Executive Function” or “Autism and Online”).

Course Information

Format: This is an 8-week online course including 6 synchronous online sessions (i.e., video conferences) as well as readings, online discussions, and a final project. The instructor brings a range of skills and expertise in cognition, learning, and education technology and will work directly with participants to ensure course is relevant and valuable to their current and future professional roles. The course uses Canvas as its Learning Management System (LMS). Registered participants will be provided with details to log on during the week before the start of classes.

We will make every attempt to accommodate individual schedules, but participants should plan on attending each of the synchronous sessions.

Graduate Credit: Three graduate credits will be awarded per course for students achieving a grade of 80% or greater.

Course Description

How can we offer students learning opportunities that are not “one-size-fits-all”? This course explores how to leverage Universal Design for Learning (UDL) to create flexible, engaging, and effective eLearning solutions—whether through online, face-to-face, or blended instruction. Designed for technologically savvy and not-so-savvy educators, the course “walks-the-talk” and immerses participants in novel learning approaches as both the medium and the message. As a project-oriented course, participants choose an eLearning technology to explore and evaluate from the perspectives of diverse learners—and diverse educators—and share their findings using that technology.

This course employs and models innovative, UDL-based eLearning approaches to maximize participants’ opportunity to master the learning objectives:

  1. Varied Technologies: Instructors deploy a wide variety of common and emerging eLearning techniques and technologies throughout the course.
  2. Active Digital Participation: Participants learn and demonstrate use of eLearning technologies as part of their assignment.
  3. Persona Embodiment: Each participant identifies a distinct “persona” representing a particular set of disabilities, challenges, learning characteristics, and/or skills, and participate in synchronous and asynchronous discussion from the perspective of this persona.

Course Format

This 8-week online course contains eight “modules” comprised of a variety of resources, readings, online discussions, and multimedia activities designed to engage participants in the course content.

The course also includes six online synchronous sessions scheduled primarily in the evenings (Eastern Time). We will make every attempt to accommodate individual schedules, but participants should plan on attending at least five of the six synchronous sessions.

Course Objectives

The course objectives align with professional standards in the field of LD, specifically the standards for special educators established by the Council for Exceptional Children (CEC). We have chosen to align to the “Advanced” set of Preparation Standards, as this higher-level set of standards more closely matches the level of content and expertise required of a graduate level course in the field. The CEC Advanced Preparation Standards are linked here, or can be found on the CEC’s website:

Course Learning Objectives

CEC Advanced Preparation Standard

1. Implement UD principles and UD guided practices using current and emerging technologies with a variety of course materials and teaching products, including handouts, readings, and assignments.

2.0 (2.1-2.3), 3.1, 3.2, 3.3

2. Discuss the range of access issues from challenges to opportunities, for eLearning.

2.3, 3.2, 3.5

3. Articulate a critical perspective on a wide range of information streams (e.g., texting, Twitter, Facebook, Pinterest) and their use with students who learn differently.

2.3, 4.1, 4.3

4. Investigate, assess, and catalog tools/services for teaching with technology, to support the development of a personal eLearning toolbox.

3.4, 4.0 (4.1 – 4.3)

5. Develop an understanding of topical issues in educational technologies and learning differences addressing self-directed constructivist pedagogies.

2.2, 2.3, 3.3, 4.3

6. Evaluate your own professional development within the context of this course with respect to practical applications and lessons learned.

3.5, 4.3, 5.0, 6.4, 6.5


Topic Outline (subject to modification)

Module 1: eLearning Environments and Application of Universal Design

Module 2: Understanding the Needs of Diverse Learners in eLearning: Universal Design & Students with LD, ADHD, & ASD

Module 3: Current and Emerging Practices in eLearning

Module 4: Leveraging Synchronous Tools to Create Effective, Engaging Virtual Classrooms

Module 5: Deploying Asynchronous Tools to Create and Sustain Learner Communities

Module 6: Designing Materials to Support Independent Learning

Module 7: Adaptive Learning

Module 8: Wrap-Up

Learn more about Landmark College’s certificate program in Learning Differences and Neurodiversity

Certificate Program Overview

Course Descriptions

Certificate Program Pricing & FAQ



Still have questions? Give us a call or email us at:

Landmark College Institute for Research and Training
(802) 387-1662


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