I applied several scaffolding strategies in the new design of learning modules and the following are two typical examples of the changes I made. First, I added the “Hint” button next to the concept introduced in the modules, linking that concept to a more depth explanation or to the prior related knowledge. The benefit of these buttons was to help students, especially low performing ones, a chance to review their prior knowledge and connect to the current learning modules. Next, all simulations were redesigned to be able to run at different speeds depending on students’ learning styles and preferences. Below each simulation, I added extra buttons such as “0.25X”, “0.5X”, “1X”, and “1.5X” to permit students control the simulation...
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...es. Based on this understanding, I used both collaborative and individualized learning activities in the course. Next, I rewrote the assignment to be more culturally neutral. In the past, the assignment was unclear or assumes knowledge specific to the United States. American students may have "filled-in" the blanks, while the international student does not have the cultural tools to do so.
The changes I made in the assignment included the use of both collaborative and individualized learning activities and the use of culturally neutral language. At the end of that semester, the students’ performance improved when the assignment accommodates their learning styles. From these two examples, I learned how to adjust instructional design and practices to address the needs of the ever increasingly diverse student body in any US college or university, including the BBCC.
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