Teacher Competences Fostering Universal Design for Learning and Inclusion
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Description of the themes and issues in UDL (Universal Design for Learning) as used in the Workshop in the LINQ Conference 2014 in Rethymnon, Greece on the EU Comenius UDLnet project.
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Teacher Competences Fostering Universal Design for Learning and Inclusion
- 1. UDLnet: A Framework for Addressing Learner Variability Teacher Competences Fostering UDL and Inclusion Teacher Competences Fostering UDL & Inclusion, LINQ/EIF 2014, 08.05.2014
- 2. UDLnet: A Framework for Addressing Learner Variability Universal Design • Originally it referred to designing buildings, products and environments that are accessible to all sections of society including the aged and those with disabilities of all kinds. • The 9 principles: – Equitable use – Flexibility in use – Simplicity – Perceptible information – Tolerance for error – Low physical effort – Accessible size and space for approach – A Community of learners – Instructional climate Teacher Competences Fostering UDL & Inclusion, LINQ/EIF 2014, 08.05.2014
- 3. UDLnet: A Framework for Addressing Learner Variability Design for All (DfA) • The name of the European initiative associated with ICT inclusive products and e-accessibility (Web Accessibility Initiative/WAI) • Design for All (DfA) embraces the idea that it is possible to produce ICT goods, which can be accessed to all potential users without modification, or, at least products should be easy to adapt to different needs, or should use standardized interfaces that can be accessed simply by using assistive technology. • International standardization considers principles of universal design, ISO 20282-1:2006 provides requirements and recommendations for the design easy-to-operate everyday products, taking into consideration design requirements for context of use and user characteristics aiming at ease of operation. Teacher Competences Fostering UDL & Inclusion, LINQ/EIF 2014, 08.05.2014
- 4. UDLnet: A Framework for Addressing Learner Variability What is Universal Design for Learning? • Universal Design for Learning is a set of principles for curriculum development that gives all individuals equal opportunities to learn. • UDL provides a blueprint for creating instructional goals, methods, materials and assessments that work for everyone - not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs.
- 5. UDLnet: A Framework for Addressing Learner Variability Universal Design for Learning • The universal design concept was transferred to the education field and applied to the learning process and learning environment, taking the expression of universal design for learning (UDL) • Universal Design Learning is a framework for learning that includes all students. Being grounded in socio-cultural theory, UDL views learning environments and social interactions as being key elements in development and learning. • The key principles driving UDL include: – flexibility, simple and intuitive instruction, multiple means of presentation, success oriented curriculum, appropriate level of student effort, and appropriate environment for learning. Teacher Competences Fostering UDL & Inclusion, LINQ/EIF 2014, 08.05.2014
- 6. UDLnet: A Framework for Addressing Learner Variability UDL principles • UDL framework was first defined by the US Center for Applied Special Technology (CAST) in the 1990s, arguing that the curriculum should fit different learners from the outset, following 3 main principles: – Multiple means of representation to give learners various ways of acquiring information and knowledge – Multiple means of expression to provide learners alternatives for demonstrating what they know, and – Multiple means of engagement to tap into learners' interests, challenge them appropriately, and motivate them to learn. Teacher Competences Fostering UDL & Inclusion, LINQ/EIF 2014, 08.05.2014
- 7. UDLnet: A Framework for Addressing Learner Variability Teacher Competences Fostering UDL & Inclusion, LINQ/EIF 2014, 08.05.2014
- 8. UDLnet: A Framework for Addressing Learner Variability
- 9. UDLnet: A Framework for Addressing Learner Variability Key Focus • Universal Design for Learning (UDL) is a framework that addresses the primary barrier to fostering expert learners within instructional environments: inflexible, “one-size-fits-all” curricula. • Inflexible curricula raise unintentional barriers to learning. • In learning environments individual variability is the norm, not the exception • UDL addresses learner variability by suggesting flexible goals, methods, materials and assessments that empower educators to meet these varied needs.
- 10. UDLnet: A Framework for Addressing Learner Variability Digital Media and UDL • Rose & Meyer identify 4 characteristics of digital media that are valuable in designing universally accessible materials. Digital media: – Are versatile – content can be displayed in multiple formats and ways – Are transformable – the media can allow the user to display or modify content so as to present it in different ways based on learner needs or preferences – Can be marked – elements can be “tagged” in such a way that learners can skip and search content in different ways, and the mark-up can be hidden or displayed – Can be networked – learning materials can be linked to additional supports so a learner can access additional information or support as necessary Teacher Competences Fostering UDL & Inclusion, LINQ/EIF 2014, 08.05.2014
- 11. UDLnet: A Framework for Addressing Learner Variability 3 Domains of UDL • Taking the 9 principals of UDL we need to consider UDL usefulness in promoting access in 3 domains: Cognitive Access, Communication Access, and Physical Access – Cognitive Access 1. Equitable Use: 2. Flexibility in Use: 3. Simple and Intuitive Use 4. Perceptible Information: 5. Tolerance for Error: – Communication Access 8 A Community of learners: 9 Instructional climate: – Physical Access 6. Low Physical Effort: 7. Sizes and Space for Approach and Use: Teacher Competences Fostering UDL & Inclusion, LINQ/EIF 2014, 08.05.2014
- 12. UDLnet: A Framework for Addressing Learner Variability UDL Curriculum The purpose of UDL curricula is not simply to help students master a specific body of knowledge or set of skills, but to help them master learning itself— to become expert learners. • Expert learners have developed 3 broad characteristics: 1. strategic, skillful and goal directed 2. knowledgeable 3. purposeful and motivated to learn more
- 13. UDLnet: A Framework for Addressing Learner Variability Themes 1. Inclusive learning environments (assistive technologies/interventions [hardware/software], mobile environments, access, ergonomics) 2. Resources (educational resources, development for the inclusive school, developing accessible educational resources, Universal Design of Online Courses) 3. Teachers' and school leaders' competences (curriculum design, applying UDL to Lesson Design, UDL Lesson Design process to evaluate and redesign lessons, inclusive teaching strategies - game based approaches, Competence profile of the inclusive teacher, independent living principles) 4. Examination of barriers and identification of opportunities (learning difficulties/needs of students - learning styles, barriers/challenges in classrooms of all types, UD policy and legislation, promoting inclusion in schools, raising awareness) Teacher Competences Fostering UDL & Inclusion, LINQ/EIF 2014, 08.05.2014
- 14. UDLnet: A Framework for Addressing Learner Variability Components of UDL Curricula • Goals • Methods • Materials • Assessment
- 15. UDLnet: A Framework for Addressing Learner Variability Structural framework • CAST (Center for Applied Special Technology) established 1984 • First Federal grant from NSF 1994 • UDL defined. CAST invents “Bobby” 1995 • CAST Advisory Council established 2005 • National UDL Taskforce established 2006 • First Statutory definition of UDL 2008 • National Center for Universal Design established 2009 • University of North Carolina academic expertise
- 16. UDLnet: A Framework for Addressing Learner Variability General objectives • To improve classroom practice and raise awareness of European educational communities on inclusive teaching and learning practices • To improve teachers’ work practice, combining ICT skills with innovations in pedagogy, curriculum, and institutional organization • To redesign, adapt and personalize curricula and instructional methods • To create a learning environment that helps each student develop his or her full potential
- 17. UDLnet: A Framework for Addressing Learner Variability Principles • At the core of Universal Design for Learning is the principle of equity and inclusion. • UDLnet Best Practice Guidelines for design and implementation of inclusive resource-based educational activities as a reference to be adopted by educational stakeholders • To develop a detailed and systematic methodology with the view to provide/collect inclusive teaching and learning practices
- 18. UDLnet: A Framework for Addressing Learner Variability Discussion • What is the current situation in your country in relation to the specific theme? • What are the needs you feel are not being addressed in the area of the theme? • What are the problems of the educational system in your country in relation to the theme? • What are the feasible solutions you would suggest to enhance the area of the theme? Teacher Competences Fostering UDL & Inclusion, LINQ/EIF 2014, 08.05.2014
- 19. UDLnet: A Framework for Addressing Learner Variability SWOT analysisInternalfactorsExternalfactors Helpful to achieving Harmful S W O T
- 20. UDLnet: A Framework for Addressing Learner Variability De-briefing CAST Learning tools Teacher Competences Fostering UDL & Inclusion, LINQ/EIF 2014, 08.05.2014 http://www.cast.org/learnin gtools/index.html
- 21. UDLnet: A Framework for Addressing Learner Variability Join the UDLnet community! http://portal.opendiscoveryspace.eu/community/universal- design-learning-framework-addressing-learner-variability- 669613 Project website http://www.udlnet-project.eu/ 1st Summer School @Attica, July 2014 udlnet.ea.gr
- 22. UDLnet: A Framework for Addressing Learner Variability Thank you Katerina Riviou kriviou@ea.gr Alan Bruce abruce@ulsystems.com
Hinweis der Redaktion
- Universal Design for Learning (UDL) is about more than accessibility or the notion of making environments accessible for learners with disabilities. It gets at the heart of design – whether it’s design of a building, design of learning materials, design of a classroom environment, or design of a system. UDL is about the decisions we make in the design and development of learning systems, materials, and environments and whether those decisions unnecessarily constrain learners.
- Universal Design is a way of thinking about the individuals who inhabit the spaces and places we build. It is a way of thinking about the inherent diversity of any given group of learners and applying a set of principles that will maximize access to learning – for all ages, modalities, life styles and life structures. Universal Design is also a way of thinking about design – rather than being an add-on or afterthought, it is a starting point in the design process. Using a set of principles for design, it takes diversity of the learner population into account from the start and builds features into the learning materials, environment, and system that allow a broad set of learners to access the learning (both the content and the instructional strategies) and accomplish learning goals.
- what internal factors should be considered in order to successfully adopt UDL in the educational system? what external factors (school reform, pressures from society/industry, etc) enable/are a barrier to the successful adoption of UDL in the educational system?
- Questions from participants?