AECT Standard 3
Accessible Analytics: A Guide to Creating More Inclusive Computer Science Classrooms
Context and Conditions
Accessible Analytics: A Guide to Creating More Inclusive Computer Science Classrooms was designed and developed for EDET 735 in the spring of 2025 as part of my graduate studies in Learning Design and Technologies at the University of South Carolina. This artifact was built with the purpose of supporting computer science teachers in creating inclusive computer science classrooms using UDL (Israel et al., 2020) or Universal Design for Learning. The tools that were used when developing this website were Google Sites, Google Slides, and embedded YouTube videos.
The framework that primarily influenced the creation of this website was UDL, as the purpose of the website was to explicitly teach the theory and how to integrate it into computer science classrooms. Other theories that were used when creating this website were cognitive load theory (Sweller, 2024) and multimedia learning theory. These theories informed decisions about how material was organized and presented throughout the website. For example, website content was broken into defined sections and pages to reduce cognitive load. Videos and graphics were incorporated to provide more ways for the user to engage with the material. Additionally, the website includes accessible research summaries, practical tools and strategies, and a sample lesson plan for teachers to use.
Scope
Role
This artifact was created as part of an independent project. I was the instructional designer, developer, and SME for the project. I created the website, the lesson plan embedded on the website, and the barriers to learning chart. Additionally, I found the research articles summarized on the website and the supplemental videos.
Instructional Design
This artifact reflects elements of the MRK model (Morrison et al., 2019), particularly in its focus on learner needs and instructional alignment. The decision to create this website began with my identifying a felt need, specifically that computer science education is not always accessible to all learners, particularly students with disabilities. The instructional objectives of the website are addressed in the inclusion of a lesson plan, research summaries, and the barriers to learning chart. A formal formative evaluation was not conducted during the development of the website; however, the adaptable strategies and tools included on the website reflect an awareness of future refinement based on the feedback of teachers and learners.
Additionally, this artifact reflects elements of the ADDIE model (Branch, 2009). Namely, it reflects the analysis, design, and development phases. During the analysis phase, the problem of limited accessibility in computer science education was identified in addition to the need for teachers and educators to better support learners with diverse needs. During the design phase, I planned the website’s structure and aligned the content with UDL guidelines and principles. The development phase is evident in the creation of the website using Google Site, the presentation made in Google Slides, and the integration of multimedia supplemental materials. This artifact primarily focused on these three phases, as the implementation of instructional materials and a formal evaluation were not a part of the scope of this project.
Related Performance Indicators
AECT Standard 3 (Learning Environments): Candidates facilitate learning by creating, using, evaluating, and managing effective learning environments.
Performance Indicators:
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Creating - Candidates create instructional design products based on learning principles and research-based best practices
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Diversity of Learners – Candidates foster a learning community that empowers learners with diverse backgrounds, characteristics, and abilities
Reflection
This artifact shows my ability to intentionally apply research-backed theories to the design of an instructional resource that supports both educators and learners. The strongest aspect of the project is the alignment between research, theory, and implementation. For example, the barriers to learning chart directly connects principles associated with UDL to practical classroom tools and solutions. Additionally, the lesson plan included on the website covering data representation demonstrates an understanding of how to arrange and structure abstract content in a way that is accessible to learners with diverse needs and backgrounds. Also, in reflection of AECT Standard 3, this artifact shows my ability to design a learning environment that supports diverse learners using UDL. When compared to artifacts I completed earlier in my program, this project reflects a more intentional approach to designing learning environments. While I focused more heavily on engagement and creativity in earlier artifacts, this project shows consideration for how a product can support or hinder learning for diverse students. When creating this artifact, I more carefully considered accessibility and usability, and this shift demonstrates growth in my understanding of how to design a learning environment inclusive for all students, rather than simply engaging.
There are still areas where this artifact could be improved. The website itself serves as a resource for educators, but it does not include any opportunities for feedback or interaction from the user. If I were to continue to work on this product, I would incorporate opportunities for formative evaluation, including collecting feedback from educators who either use the website or implement the lesson or solutions presented on the website. Additionally, I would like to expand the website to include student-facing activities or interactions that strengthen the learning environment. Overall, this artifact represents a major step in my development as an instructional designer, as it shows my ability to create and contribute to inclusive learning environments that are rooted in theory.