CURRICULUM PROJECT
As part of my final degree performances for my curriculum project I designed a self-paced professional development course titled Designing for All: A Digital Toolkit for Inclusive Teaching using Articulate Rise 360. Created for K–12 teachers in Ghana, the course addresses challenges in inclusive education by introducing Universal Design for Learning (UDL) principles and practical planning strategies. Grounded in constructivist theory and TPACK, the course includes interactive modules, reflection prompts, and downloadable templates. It aligns with AECT standards by justifying tool choices, integrating learning theory, aligning assessments with objectives, and documenting design reflections.
AECT 1.3
Candidates demonstrate the ability to assess and evaluate the effective integration of appropriate technologies and instructional materials.
I selected Articulate Rise 360 and Microsoft Word for their accessibility, user-friendliness, and adaptability to low-resource environments. Rise 360 allowed me to embed multimedia, build responsive content, and provide a flexible learning path. These choices were supported by research on mobile learning and online professional development (Allen & Seaman, 2017).
AECT 2.1
Candidates apply content pedagogy to improve learning outcomes through appropriate technologies.
The course design was informed by Universal Design for Learning (UDL), constructivist theory, and adult learning principles (Knowles, 2012). Lesson sequences scaffolded learning from foundational UDL principles to practical applications, ensuring teachers could transfer concepts into their own classrooms.
AECT 3.2
Candidates make decisions based on principles, theories, and effective practices.
Instructional decisions were rooted in the TPACK framework, constructivism, and UDL. Multimedia, reflection prompts, and downloadable tools supported differentiated instruction and real-world application in diverse Ghanaian classrooms.
AECT 1.4
Candidates design assessments aligned with learning goals and activities.
The course used formative (MCQs, matching, reflections) and summative (final quiz, lesson redesign task) assessments, all mapped directly to learning objectives and UDL principles. Learner mastery was clearly defined through these varied formats.