13 May 2011 workshop co-designed by Kate Martin & Ilene Alexander, Center for Teaching and Learning, and Susan Aase & Tim Kamenar

1. Welcome! As you arrive, please review the chart, “The Nine Principles of UDI©.” Given the Principles, work on your own to identify and makes notes about: One principle you already enact well. One principle that you would have difficulty enacting for whatever reason.

2. Incorporating Universal Design Principles in the Development, Delivery, and Assessment of Your Instruction Susan A. Aase, J.D., M.S.Ed., Outreach Coordinator, Disability Services Ilene D. Alexander, PhD, Teaching Consultant, Center for Teaching and Learning Tim Kamenar, M.S., Disability Specialist, Disability Services Kate Martin, M.A., Teaching Consultant, Center for Teaching and Learning

3. Agenda Presentation: The Nine Principles & Integrated Aligned Design – Universal Course Design model Application: “Introduction to Library Research”Analysis Project work: Prioritizing, Assessing, Planning

4. Ground Rules Confidentiality – examples, questions, experience Question asking throughout – with “bracketing” Climate of frankness – spirit of risk-taking withclimate of peer collaboration, respect, feedback Participation – constituted as talking, listening, questioning, responding, synthesizing, noting omissions, linking, extending – and balanced: step up to speak, step back to listen.

5. Universal Design DEFINITION OF UNIVERSAL DESIGN “the design of products and environments to be usable by all people, to the greatest extent possible, without need for adaptation or specialized design.” (Ronald Mace, Center for Universal Design at North Carolina State University)

6. THE NINE PRINICIPLES OF UDI© Equitable use Instruction is designed to be useful to and accessible by people with diverse abilities. Provide the same means of use for all students; identical whenever possible, equivalent when not. UDI Online Project. (2009). Examples of UDI in Online and Blended Courses. Center on Postsecondary Education and Disability, University of Connecticut, Storrs.

7. THE NINE PRINICIPLES OF UDI© 2. Flexibility in use Instruction is designed to accommodate a wide range of individual abilities. Provide choice in methods of use. UDI Online Project. (2009). Examples of UDI in Online and Blended Courses. Center on Postsecondary Education and Disability, University of Connecticut, Storrs.

8. THE NINE PRINICIPLES OF UDI© 3. Simple and intuitive Instruction is designed in a straightforward and predictable manner, regardless of the student's experience, knowledge, language skills, or current concentration level. Eliminate unnecessary complexity. UDI Online Project. (2009). Examples of UDI in Online and Blended Courses. Center on Postsecondary Education and Disability, University of Connecticut, Storrs.

9. THE NINE PRINICIPLES OF UDI© 4. Perceptible information Instruction is designed so that necessary information is communicated effectively to the student, regardless of ambient conditions or the student's sensory abilities. UDI Online Project. (2009). Examples of UDI in Online and Blended Courses. Center on Postsecondary Education and Disability, University of Connecticut, Storrs.

10. THE NINE PRINICIPLES OF UDI© 5. Tolerance for error Instruction anticipates variation in individual student learning pace and prerequisite skills. UDI Online Project. (2009). Examples of UDI in Online and Blended Courses. Center on Postsecondary Education and Disability, University of Connecticut, Storrs.

11. THE NINE PRINICIPLES OF UDI© 6. Low physical effort Instruction is designed to minimize nonessential physical effort in order to allow maximum attention to learning. Note: This principle does not apply when physical effort is integral to essential requirements of a course. UDI Online Project. (2009). Examples of UDI in Online and Blended Courses. Center on Postsecondary Education and Disability, University of Connecticut, Storrs.

12. THE NINE PRINICIPLES OF UDI© 7. Size and space for approach and use Instruction is designed with consideration for appropriate size and space for approach, reach, manipulations, and use regardless of a student's body size, posture, mobility, and communication needs. UDI Online Project. (2009). Examples of UDI in Online and Blended Courses. Center on Postsecondary Education and Disability, University of Connecticut, Storrs.

13. THE NINE PRINICIPLES OF UDI© 8. A community of learners The instructional environment promotes interaction and communication among students and between students and faculty. UDI Online Project. (2009). Examples of UDI in Online and Blended Courses. Center on Postsecondary Education and Disability, University of Connecticut, Storrs.

14. THE NINE PRINICIPLES OF UDI© 9. Instructional climate Instruction is designed to be welcoming and inclusive. High expectations are espoused for all students. UDI Online Project. (2009). Examples of UDI in Online and Blended Courses. Center on Postsecondary Education and Disability, University of Connecticut, Storrs.

15. Self-assessment - One-minute paper Refer to your notes about one principle you enact well and one that you would have difficulty enacting. What, if anything, has changed?

16. Intended Learning Outcomes Teaching & Learning Activities Feedback & Assessment Tasks Adapted from John Biggs & Catherine Tang, and from Dee Fink Integrated Aligned Design

17. Intended Learning Outcomes Learning & Teaching Activities Feedback & Assessment Tasks Environmental Factors

18. Curriculum Intended Learning Outcomes Instruction Teaching & Learning Activities Assessment Assessment Tasks Environment

19. How “Non-Traditional” Students benefit from UCD Provides multiple ways to participate Uses multiple assessment modes/measures Offers culturally relevant examples Moves from “medical” to “social” models, provoking similar movements toward contextual, complex, divergent thinking and away from group think Provides scaffolding, feedback, natural supports, which demystifies & skills

20. How International Studentsbenefit from UCD Provides multiple modes of taking in information Makes culture-bound concepts explicit Promotes time to think/plan before participation is expected Allows for multiple ways demonstrating learning + accepts “written accent” Fosters inclusive pairings/groupings and environment

21. How Students with Disabilitiesbenefit from UCD Identify the “essential requirements” to aid in curricular design Include text descriptions of printed visuals and Captioning/audio description of video Provide electronic formats for multiple ways to access printed and displayed materials Incorporate flexibility in modes of assessment Modify on-line instruction - accessible/useful

22. Sample & Summary Look at Sample assignment to summarize the application of good design (UCD and the nine principles) Instructions for after the break

23. Break!

24. Applying UCD to Library Context

25. Applying UCD to Library Context Cluster yourselves into trios. Each trio will be assigned a segment of the “Intro to Library Research, Part 1” handout. Your trio is part of a team redeveloping your part of the handout for use in Writing Studio 1201 classes like the one just described. Drawing on today’s ideas and “What is Universal Course Design?” discuss how you…

27. How would you re-make the assignment in terms of its delivery as a document, object, learning tool?

29. Project Work Getting Started Take your first priority. Set up a plan for making it happen and assessing its effectiveness. Start the work. Map out or begin to draft the new elements of your instruction or assessment.

30. Project Work – Discussion

31. A man is shoveling snow off some steps, there is a wheelchair ramp next to the steps. A group of students waits at the bottom of the steps, one is using a wheelchair. The student with the chair says “when will you shovel the ramp so I can get in?” The man says “I will shovel the ramp after I shovel the stairs.” The wheelchair user says “if you shovel the ramp first, we can all get in.” What UD Isn’t Just for students with disabilities… When will you shovel the ramp so I can get in? I will shovel the ramp after I shovel the stairs. If you shovel the ramp first, we can all get in.

32. A man sits at a desk, seven animals are standing in front of him (crow, monkey, penguin, elephant, fish, seal, goat), a tree is behind the animals. The man states "For a fair selection, everybody has to take the same exam: please climb that tree." What UD Isn’t A one-size-fits-all approach…

33. What UD Isn’t Simple and Intuitive… An image which contain a complex set of irregular shapes, arrows, and numbers; all are crossing over the others in a jumbled fashion.

34. What UD Isn’t A dumbing down of teaching and learning… Children are in a computer lab working at the computers. A girl has a confused look on her face and the teacher is telling her “just go to www.criticalthinking.com and click on ‘answers’.”

35. What UD Isn’t Simply adding technology… A man is hanging by his fingertips on the edge of a cliff. Another man stands on the ledge above the man, looking down, and says, “don’t worry, technology will save you.”

36. What UD Isn’t The solution to all teachingand learning… An instructor is standing in the front of the classroom pointing to a diagram of the human digestive system. He states, “We don’t know what this is called.”

37. What UD Isn’t Only the instructor’sresponsibility… A young male student is standing at the chalkboard speaking to a teacher, the math problem 3 + 6 = is on the board. He says to her, “can I solve this tomorrow? The muse just isn’t with me today.”

38. Action Planning – What UCD Includes Mapping out Learning and Development Outcomes Essential components Cycle of Integrated Aligned Design Engaging in Peer consultation and formative feedback Collaboration across skill sets / interests Planning for Timely (re)development and delivery Ambiguity of context, flexibility in use

40. Evaluation

41. Thank you!