与 KnowledgeFlow 网络安全基金会建立可信赖的合作伙伴关系
Every day, teachers create digital and print materials meant to guide, inspire, and support learners, but not all students experience those materials in the same way. Fonts, colors, contrast, layout, and structure can quietly determine whether content feels clear or confusing, welcoming or overwhelming. When educators understand how design shapes access, they gain the ability to reach every learner with intention and clarity.
模块 4：为每个人设计 brings educators into the essential world of inclusive and accessible design. This module explores the foundations of visual communication, including elements, principles, layout, typography, and colour, while showing how small shifts can transform learning materials into tools that support diverse needs. You will examine what makes text readable, how to build a strong visual hierarchy, and how accessibility guidelines like the POUR model and AODA turn good design into equitable design. From contrast checks to real classroom examples, from reflection moments to hands-on practice, each lesson empowers you to create materials that work for all students.
向下滚动，继续您的 PDday 之旅！
目录
第一部分
Designing Clear & Effective Learning Materials
How do design choices shape how students understand and engage with learning materials? In this submodule, you will explore the difference between design and graphic design and why these concepts matter in everyday classroom resources. You will learn about the key elements and principles of visual design and how they influence clarity, focus, and comprehension. Through practical classroom examples, the submodule highlights how thoughtful layout, typography, colour, and spacing can reduce unnecessary effort for students and support learning more effectively. By the end of this submodule, you will be better equipped to evaluate and improve your own teaching materials, making intentional design choices that enhance accessibility, organization, and student understanding.
注意：点击视频即可播放，或点击视频左下角的“在YouTube上观看”按钮直接在YouTube上观看。.
测试你的知识！
回望
When we design lessons and learning materials, we often focus first on the content itself; what students need to know or be able to do. However, how that content is presented plays a major role in whether students can easily understand it and stay engaged. Visual hierarchy, spacing, colour, and layout all influence where students direct their attention and how they make sense of information. Taking time to reflect on a recent lesson or resource can help reveal moments where students may have felt overwhelmed, unsure of what was most important, or disengaged. By considering how effectively your materials guided attention and highlighted key ideas, you can begin to identify small design adjustments (such as clearer headings, consistent formatting, or reduced visual clutter) that improve clarity. Even one small change can make learning materials more approachable and support students in focusing on what matters most.
第二部分
Accessibility Essentials
What does accessibility mean in practice, and what responsibilities do educators have when creating learning materials? In this submodule, you will explore the legal foundations of accessibility in Canadian education and the practical tools that support inclusive teaching. You will learn how accessibility legislation, built-in accessibility checkers, and classroom technologies help remove barriers for students with diverse needs. The submodule also introduces the POUR model as a framework for designing digital materials that are perceivable, operable, understandable, and robust. Through classroom examples, you will examine how thoughtful choices around layout, contrast, navigation, language, and representation support equitable access and participation. By the end of this submodule, you will be better prepared to integrate accessibility and inclusive design into lesson planning as an intentional, proactive part of effective teaching.
注意：点击视频即可播放，或点击视频左下角的“在YouTube上观看”按钮直接在YouTube上观看。.
测试你的知识！
回望
Teachers regularly create and share assignments, documents, and digital resources, often without having the opportunity to step back and examine them through an accessibility lens. Yet for students who rely on accessibility services or assistive technologies, design and format choices can determine whether a resource is usable at all. Reflecting on the materials your students interact with every day invites you to consider who might be unintentionally excluded and why. Thinking about factors such as readable fonts, clear structure, alternative text, captions, and compatibility with accessibility tools can help uncover gaps between intention and experience. By assessing how many of your current resources meet basic accessibility standards, you can begin to identify practical steps toward more inclusive design; ensuring that all students have equitable access to learning and the opportunity to succeed.
Universal Design for Learning
From Cast
第三部分
Demonstration & Skills Test
Practicing design skills is just as important as learning about design concepts. In this final submodule, you will apply what you have learned by analyzing real classroom-style materials. You will be presented with five designs, each containing multiple design issues related to layout, readability, visual hierarchy, accessibility, or clarity. For each design, your task is to identify three design flaws and consider how those choices might affect student understanding and engagement. This exercise encourages critical observation, reinforces key design principles, and helps you build confidence in evaluating and improving teaching materials before using them in the classroom.
1. RimberioCafé Poster
2. Workplace Culture Blog Banner
3. Art Exhibition Poster
4. Portfolio Cover Slide
5. Business Workshop Poster
回望
As you examined the five posters, you may have noticed how small design choices can either support or hinder understanding. Issues like crowded layouts, inconsistent fonts, low contrast, or unclear emphasis can make it harder to identify key messages, increasing cognitive load for learners. This submodule encouraged you to view materials from a student’s perspective and recognize how design elements and principles shape clarity and accessibility. As you reflect, consider how similar adjustments (such as improving spacing, strengthening visual hierarchy, or simplifying layouts) could enhance your own teaching materials.
完成本模块 和 获得您的学分, 请完成以下测验并 成绩至少达到70% 通过。.
PDday.ca Module 4 Quiz
教学计划
PDday.ca 课堂教学方案
探索我们专为K-12课堂设计的完整数字媒体素养与网络安全课程计划，可轻松融入现有课程表与教学大纲。每节课内容生动有趣、易于实施，并精心设计为45分钟内完成，让课堂整合变得简单无压力。.
PDday.ca 教学资料
这里有三个幻灯片，按照年级范围（9-12 年级、5-8 年级和 1-4 年级）进行筛选，您可以直接添加到谷歌教室中。通过这些幻灯片，您可以轻松地将信息转化为 寓教于乐 这些幻灯片可随时使用，让学生自己成为专家。您可以在课堂上演示这些幻灯片，也可以与学生和家长分享，让他们自己探索。
PDday.ca 课堂活动
以下是可直接在课堂上使用并上传至Google Classroom的教学活动。包含教师版和学生版两种格式，可直接分发使用。此版本可作为 教师指南 或可与学生共享以便使用。这些活动与课程大纲相匹配，旨在加深学生对网络安全概念的理解。它们按年级范围（幼儿园至四年级和五年级至十二年级）分类，并整合于单一文档中以便查阅。.
教师课程调整
我们通过综合指南简化了将网络安全材料纳入课程的过程。该指南可帮助教育工作者将我们的资源与各省的标准相统一，从而轻松地将我们的内容纳入课程计划，同时达到教育效果。通过按省份、年级和课程进行筛选，教育工作者可以准确找到 资源 或 教学计划 需要包含网络安全教育。.
其他课程
网络字节通过数字扫盲增强教育工作者的能力
CyberBytes 计划是专为加拿大 K-12 教育工作者设计的免费、自定进度的课程，旨在适应您的日程安排，促进您的个人和职业发展。该课程由经过认证的网络安全专家开发，使您能够创建富有吸引力、精通技术的课堂，同时让您和您的学生掌握在不断发展的数字环境中茁壮成长所需的技能。
如果您希望……
- Further expand your knowledge on design principles and what good design entails;
- Further understand the accessibility perspective of design;
- 获取跨课程即用教案、课堂海报和清单、学生资源、提示单和其他外部资源；;
请前往 ICTC的在线网络字节课程 并完成 网络设计与演变 module by clicking the button to the left.
"(《世界人权宣言》) 信息和通信技术理事会（ICTC） 是一个中立的非营利性国家专业技术中心，其使命是加强加拿大在全球经济中的数字优势。30 多年来，该中心拥有一支 100 多人的专家团队，为个人和企业提供前瞻性研究、实用的政策建议和能力建设解决方案。ICTC 的目标是确保利用技术推动经济增长和创新，并确保加拿大的劳动力在全球范围内保持竞争力。ICTC 的 "项目发展日 "由加拿大政府的 "加拿大代码计划"（CanCode Initiative）资助。
English 
French 
Chinese 
Spanish 
Ukrainian