The Unit of Learning was at first difficult to conceptualize, as the desirable functions were not immediately available to be implemented in the LMS. The limitations of LMS were of the following:

1. difficulty adding audio and video into the LMS without the need for links,
2. the lack of personalization other than colour scheme, and
3. no ability to adjust orientations and layout.

Google Classroom interface was simple and concise. Although there were only a small number of features that could be personalized, one can argue the simplicity of the design to allow users to prioritize quality content over visualization. Another initial concern was administering the effectiveness of hybrid learning for the chosen audience instead of fully virtual or in-person learning. However, as I began to formulate the detailed activities and instructions, the hybrid module became suitable for the learning objectives.

My aim was to incorporate UDL throughout the curriculum as the primary focus was the growth of all learners through the completion of this module. The objective was not for all students to have the same finish line, but rather that all students were to cross through a finish line that is unique to their current status. Implementing Backwards Design in the curriculum was also quite an interesting process. The focus of progressing from the end product was unique as the desired learning outcome was quite self-directed for each student (McTighe & Wiggins, 2004).

I also desired to enable a sense of community building despite the online modules, as the targeted audience only meets twice a week in-person rehearsals. To prevent isolation, means such as an active Discord community, Games Leaderboard and Spotify Playlist Assignment were incorporated to encourage online interaction. 

One difficulty faced during the process was the creation of the multimodal activity, where students had to match an audio recording to the score. From embedding of the files to the score selection that fit the students of all levels, it was quite time consuming. I had to ensure the audio files were free to share as well to avoid copyright issues. Overall, unexpected administrative tasks unraveled to be struggles rather than devising and organizing the structure and content itself. 

References:

McTighe, J., and Wiggins, G. (2004). Introduction: The logic of backward designLinks to an external site.. Understanding by Design: Professional Development Workbook. Alexandria, VA: Association for Supervision and Curriculum Development.