Adapting HyperDocs to Help All Students Learn

I began creating HyperDocs to provide students with a more intuitive and accessible learning experience, synchronously or asynchronously. Learning is inherently vulnerable, exposing students to potential judgments about their abilities while trying to align teacher expectations and student needs. When this alignment is off, students struggle to connect with the material, leading to frustration, disengagement, and fixed mindsets. Ultimately, our goal is for all students to expand their zones of proximal development, narrowing the gap between what they can accomplish independently and what they can with guidance.

Instructional materials can play a big role in students’ ability to learn on their own. By consolidating all relevant materials and activities into a single, well-structured document, HyperDocs eliminate the cognitive load often caused by navigating multiple platforms or resources. Similarly, HyperDocs easily allow me to adjust the key elements of differentiated instruction based on three core characteristics: accessibility, applicability, and agility. These three As offer a comprehensive framework for curriculum developers and facilitators that aligns Universal Design for Learning with 21st-century skills.

How I use HyperDocs

By centralizing all activities into one document, HyperDocs allow me to curate content in ways that can be more focused for students, offering a straight-to-the-point learning experience compared with navigating the administrative complexities of a learning management system (LMS). Rather than posting articles, assignments, and discussions directly in our LMS, where activities often end up scattered across different tabs, menu bars, and threads, making it difficult for students to find what they need, I create a single HyperDoc for each class session, like this example.

With that being said, I also use HyperDocs as part of the learning space within an LMS to address many of the same frustrations experienced with traditional LMS setup. For example, I post HyperDocs as assignments and activities in my Google Classroom.

I readily refer to the SAMR model (substitution, augmentation, modification, and redefinition) as I infuse the tech-complementary aspects into my HyperDocs. Rather than incorporating technology arbitrarily, SAMR helps me integrate it for students to benefit from its purposeful and effective use in the learning process. Initial iterations of HyperDocs tend to fall into the substitution and augmentation levels, enhancing learning by replacing traditional methods—for example, converting paper-based handouts into PDFs and assessing students using online platforms like Google Forms.

However, the true transformative power of HyperDocs is actualized when students move beyond augmentation and modification, reaching the redefinition stage, where learning is personalized in ways previously impossible in the classroom. Current examples of redefinition include AI-powered edtech and virtual exchanges. The future of education is not just about reacting to change—it’s about anticipating the possibilities. This requires continuous learning, where educators actively engage with new tools and strategies to refine their approaches and provide rich, personalized learning experiences for all students.

3 Key Considerations

Accessibility: Making learning possible for everyone. Accessibility is the practice of making the HyperDoc usable for as many students as possible. The design should minimize steps required to complete tasks like submitting assignments or finding supplemental learning materials. HyperDocs should function seamlessly across different devices and screen sizes—whether accessed on a desktop, a tablet, or a smartphone. This responsive design promotes inclusivity and ensures that students are not hindered by device limitations, reducing cognitive load and permitting learners to focus on the content rather than navigation.

To this end, I utilize the Explore, Explain, Apply framework, a template available online, to support the accessibility of HyperDocs by building a clear and structured approach to learning. When the lesson components are divided into organized phases or chunks, students have a no-sweat path to dive into a well-thought-out digitally designed lesson.

Applicability: Relevant learning at the right pace. Applicability telescopes to the relevance of content for each individual learner. HyperDocs naturally support competency-based learning, allowing students to demonstrate mastery at their own pace. This flexible approach gives students the time they need to explore challenging topics while authorizing them to progress quickly through concepts they have mastered. According to student needs, I adjust resources and activities, offering leveled readings or multiple modalities to demonstrate mastery.

Technology plays a pivotal role in tailoring content delivery and evaluation, ensuring that every student receives the appropriate level of support and challenge. Tools like Rewordify, ThingLink, and Edpuzzle provide one-stop shops for students to self-select how they want to engage with content, while also granting classroom stakeholders access to real-time feedback on student progress.

Agility: Adapting to the future of learning. Agility encapsulates the considerations around how we make use of new tools and approaches to enhance learning experiences. As the coronavirus pandemic no longer creates a global emergency, teachers must move away from a crisis management approach to technology integration, to now a proactive, anticipatory preparation for the next phase of what 21st-century learning can look like. As we continue institutionalizing this new normal of education, it is essential for practitioners to become agile and codify mindsets endorsing rapid adaptation to shifting circumstances, emerging technologies, and evolving student needs.

When designed with the three As in mind—accessibility, applicability, and agility— HyperDocs become a powerful tool for proactive educational practices. They offer flexibility and ease of use, while supporting the ongoing evolution of collaboration, content delivery, and assessment. This approach ensures that learning remains relevant, adaptive, and aligned with students’ needs and progress.