To ensure that the needs of all learners are met, an interactive learning resource could follow such an approach by conducting user research, designing for accessibility, providing multiple learning pathways, etc. Ensure that the resource is accessible to all learners, regardless of their abilities or disabilities, and caters to different learning styles and preferences.

包容性设计的原则- 知乎

In the event of an unforeseen event such as a pandemic, planned learning activities may need to be adjusted to meet the needs of learners. The impact of the pandemic on learners needs to be determined first, and then a plan for distance learning needs to be developed, including alternative methods of providing content and assessment. This may include videoconferencing and online discussions, followed by training for learners and instructors on how to effectively use distance learning tools and resources, such as how to access e-books and how to share resources. In addition, there should be regular communication with learners to provide updates and support, and finally the need to keep a record of the distance training as it is being conducted, making feedback and adjustments as necessary.

Students may have difficulty learning about demand and supply due to the abstract nature of economic concepts, the use of technical terms, and the complexity of the diagrams and equations used to illustrate these concepts. In addition, the lack of real-world applications may be detrimental to students’ understanding of the subject matter.

To reduce these barriers, the curriculum can be adapted to include real-world examples that provide practical applications of demand and supply concepts. Interactive and engaging learning activities can be designed to help students visualize the relationship between these economic concepts. In addition, teachers can use simpler language to explain technical terms and incorporate visual aids to help students better understand diagrams and equations.

In terms of the learning environment as currently designed, potential barriers that can be reduced or eliminated, such as providing opportunities for peer-to-peer learning and collaboration can increase student engagement and understanding. Teachers can create a supportive and inclusive learning environment that values student feedback and encourages open communication, which can help address any individual learning challenges and barriers.

Reference:

“Barriers to Learning Economics” by John Sloman (2017) in The Journal of Economic Education


“Reducing barriers to learning in higher education” by Jacqueline Potter and Margot Pearson (2004) in the Journal of Further and Higher Education