Where do you see the idea of the “average learner” shaping educational design?
The idea of the “average learner” shaping educational design is evident in how learning activities are often standardised into a single format and a single “expected” or “correct” way to show understanding. A great example is when I enrolled in the CIVE 299 (Geomatics Engineering) class during the Fall 2025 term (Sep 2025 – Dec 2025), where students must watch 47 lecture videos in total on Module 1, which consists of 12 lectures. This course assumes all students are best when processing information through visual and auditory approaches, which, in fact, I am not. This assumption unintentionally excludes learners who benefit from short- to long-form written or textual reading. Another instance is the “selective attention test”, which can be seen from this short video embedded below.
Believe it or not. Some viewers miss the gorilla the first time they watch, while others catch it right away. This clearly shows that learners don’t all focus on the same things at the same time, and there’s always some variability, even in a simple task.
What would change if we assumed variability was the norm?
If we assume that variability was the norm, then the whole structure of learning will change significantly in attention and engagement. One approach I would conduct is dividing learning activities into smaller, less overwhelming sections, rather than expecting students to stay focused or engaged on one task for long stretches of time. Moreover, I would emphasise more on students engaging with the content, like having students create a short video related to the material or take quick quizzes to help them stay on track with the pace of the course. This might help students to refresh their minds and feel less overwhelmed.
Overall, moving away from the idea of an “average learner” will encourage a more inclusive learning design and accommodate or facilitate all students. That’s why the “Universal Design for Learning” approach is so important—it benefits all learners by encouraging designers to shift their focus from blaming students’ limitations to improving their own designs.
References
Simons, Daniel. (2010, March 10). selective attention test [Video]. YouTube. https://youtu.be/vJG698U2Mvo?si=EwXiqQG8Z47r8A6w
University of Victoria, EDCI 335. (2023, May 1). Inclusive Learning Design. https://edtechuvic.ca/edci335/inclusive-learning-design/
University of Victoria, EDCI 335. (2023, May 1). Universal Design. https://edtechuvic.ca/edci335/universal-design/
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