Blended Learning Outcomes UDL 
Catlin Tucker
JUNE 21, 2021
I like to compare the teacher’s work designing learning experiences to the work of an architect. In my new book with Dr. Katie Novak, UDL and Blended Learning , I share a story about working with an architect to design a new home after my family lost our house in the Tubbs Fire in 2017.
Catlin Tucker
MARCH 23, 2022
When I facilitate blended learning workshops, I ask participants to think about these three roles and identify the role they spend the most time and energy in. Blended learning can help! So how do we leverage blended learning to be more strategic about the form instruction takes in classrooms?
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Catlin Tucker
DECEMBER 22, 2021
Teachers Find their Role as Designer of Learning Experiences Cognitively Engaging. In my research on teacher engagement in blended learning environments, the most significant factor impacting cognitive engagement was a teacher’s work as a designer of learning experiences.
Catlin Tucker
MARCH 28, 2023
Through our online series, we explored the power of universally designed blended learning models to achieve deeper learning outcomes. Our discussions culminated in selecting specific challenges to explore in-depth, with the goal of prototyping solutions at the Learning Leaders Summit in Dubai.
Catlin Tucker
SEPTEMBER 20, 2021
In our book UDL and Blended Learning , Dr. Katie Novak and I encourage teachers to work toward firm, often standards-aligned, goals. What decisions will students get to make in the learning experience? How can we design meaningful choices that allow students to select a pathway that moves them toward the desired outcome?
Catlin Tucker
SEPTEMBER 25, 2023
. “If we want to create equal opportunities for all learners to suceed, we have to ditch out one-size-fits-all practices and provide flexible pathways for students to learn.” Students are different from each other in terms of how they learn.
Catlin Tucker
NOVEMBER 17, 2023
I remember facilitating workshops on blended learning models and universally designed learning to provide students with flexible pathways. One of the biggest hurdles I encountered working with teachers using the whole group, teacher-led, teacher-paced model was their lack of time to design.
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