The Lightboard, LU’s version of Learning Glass, is a way to engage students with lecture while maintaining eye contact with them. The current iteration supports recording of video that may be used in a flipped model. Instructional Technology invites any interested faculty to contact them about using the Lightboard.
In her article on Edutopia, Beth Holland mentions the following:
“In a blended environment, students take advantage of the different modalities afforded by both the online and in-person contexts. I have argued in the pastthat neither digital workflow nor the dissemination of digitized, teacher-driven content constitutes blended learning. As Michael Horn and Heather Staker write in Blended: Using Disruptive Innovation to Improve Schools, the proper role of digital technologies in true blended learning is giving students control over the time, path (e.g., type of content), place (online or in person), and pace of their learning. The online environment affords students with choice and control over their learning, and teachers gain opportunities for meaningful interactions with their students. “ [Emphasis mine]
This second part of the paragraph sounds very similar to a universal design for learning (UDL) approach. The article mentions differentiation but I would argue that UDL is not the same thing as differentiation. I appreciate the comparison made by Loui Lord Nelson in, Design & Deliver: Planning and Teaching Using UDL where she compares differentiation as creating separate meals for each student versus providing a buffet of options (UDL). the latter environment allows the person to choose the things that work for them.