Reaching All Learners: UDL in Online Course Design

1. REACHING ALL
LEARNERS
UDL IN ONLINE
COURSE DESIGN

2. UNIVERSITY
OF MEMPHIS
Director of
Distance
Learning
Roy Bowery
Instructional
Designer
Leonia Houston
Instructional
Designer
Fair Josey
CITL Fellow and
Associate
Professor of IDT
Trey Martindale
CENTER FOR INNOVATIVE
TEACHING AND LEARNING
UM3D INSTRUCTIONAL IMPACT

3. UNIVERSITY
OF MEMPHIS
COLLABORATIVE
FRAMEWORK FOR
ACCESSIBLE
COURSE DESIGN
through Technology,
Pedagogy, and Content1
Content
Discipline-Specific
Instructional
Materials
Technology
WCAG 2.0
Technical Standards
Pedagogy
Universal Design
for Learning
DESIGN
Why?
When?
DEVELOP
How?
DELIVER
What?
1
Adapted from Koehler, M. J., & Mishra, P. (2008). Introducing tpck. Handbook of technological pedagogical content knowledge (TPCK) for educators, 3-29.
2
Rose, D. H., & Gravel, J. W. (2010). Universal design for learning. In P. Peterson, E. Baker & B. McGraw (Eds.), International encyclopedia of education
(pp. 119-124). Oxford: Elsevier
“The purpose of education is
not to make information
accessible, but to teach
students how to transform
accessible information into
usable knowledge.” 2

4. WHAT IS
UDL?
Differentiating UD/UDI and UDL

5. “These principles guide design of
learning environments with a
deep understanding and
appreciation for
individual variability.
UDL on Campus, 2015
WHAT IS UDL?

6. “Principles of Universal Design for
Learning
▸ Multiple Means of Engagement
▸ Multiple Means of
Representation
▸ Multiple Means of Action and
Expression
WHAT IS UDL?
STUDENT-CENTERED
LEARNING-CENTERED

7. “
WHY UDL?

8. REACHING ALL
LEARNERS WITH
UDL IN MIND
Strategies for Implementing UDL Guidelines in
Course Design and Development

9. “▸ What are the learning needs of my
students? (What are my online
students struggling with?)
▸ How can I meet this need in the online
classroom?
▸ What UDL principle addresses this
need?
▸ How can I make this principle
actionable in an online course?
GETTING STARTED WITH UDL

10. “
GETTING STARTED WITH UDL
Credit: UDL on Campus, udloncampus.cast.org

11. ISSUE 1. ACCESS
TO ONLINE
CONTENT AND
STRATEGIC USE
OF MATERIALS
Multiple Means of
Representation
The What? Of Learning

12. COMPREHENSION
▸ Activate or supply background
knowledge:
▹ Explicit Connections
▹ Concept Maps/ Diagrams
▹ Self-Assessments
▸ Highlight patterns, critical
features, relationships, big ideas
▹ Weekly Overviews
▹ Glossary
▹ Key Elements
*Recommendation provided by the UDL Guidelines To learn more about UDL in higher education, visit
udloncampus.cast.org.

13. COMPREHENSION
▸ Maximize transfer and
generalization.
▹ Checklists/Due Dates
▹ Options for Reviewing Content
▹ Assignment
Templates/Examples
*Recommendation provided by the UDL Guidelines To learn more about UDL in higher education, visit
udloncampus.cast.org.

14. LANGUAGE / SYMBOLS
▸ Provide options for language,
mathematical equations, and
symbols.
▹ Glossary/Key Definitions
▹ Text-to-Speech for Equations
▹ Legend/Key
*Recommendation provided by the UDL Guidelines To learn more about UDL in higher education, visit
udloncampus.cast.org.

15. PERCEPTION
▸ Provide options for perception.
▹ Audio/Video/Text
▹ Proper Structure and Formatting
▹ Chunk Content
*Recommendation provided by the UDL Guidelines To learn more about UDL in higher education, visit
udloncampus.cast.org.

16. UDL IN
ONLINE
COURSE
DESIGN
REACHING ALL LEARNERS
Pair-and-Share
Identify 2-3 strategies that may
help you to address the following
online student success issues.
Access to Online Course Materials
Strategic Use and Application of
Online Course Materials

17. ISSUE 2.
GOAL-SETTING &
MONITORING
PROGRESS IN
THE ONLINE
ENVIRONMENT
Multiple Means of
Expression
The How? Of Learning

18. EXECUTIVE FUNCTIONS
▸ Guide appropriate goal-setting.
▹ Communicate Expectations
▹ Learning Contracts
▹ Class Website
▹ Model Goal-Setting
▸ Support Planning and Strategy
Development
▹ Communicate Timing/Format
▹ Narrated Weekly Instructions
▹ Group Discussions
▹ Frequent Assessments/Updated
Grades
▹ Readiness Assessment

19. EXECUTIVE FUNCTIONS
▸ Enhance capacity for monitoring
progress.
▹ Checklists/Self-Check Quizzes
▹ Communicate Timing and
Expectations
▹ Group Accountability
▹ Discussion Prompts
▹ Frequent, Low-Stakes Assessments

20. COMMUNICATION/COMPOSITION
▸ Use multiple media for
communication.
▹ Note-Taking / Annotations
▹ Social Media
▹ Video/Audio
▸ Use multiple tools for construction and
composition.
▹ Writing/Drawing/Concept Mapping...
▹ Multiple Tool Options
▸ Build fluencies with graduated levels of
support for practice and performance.
▹ Self-Check Quizzes
▹ Conditional Release
▹ Immediate Feedback

21. ACTION
▸▸ Vary methods for response and
navigation.
▹ Organize Resources/ Manage
Information
▹ Links for Easy Navigation
▹ Clear Headings and Icons
▹ Chunking Content
▸ Optimize access to tools and assistive
technologies.
▹ Tool Options for Assignments
▹ Student Involvement
▹ Collaboration with Disability
Resource Centers

22. UDL IN
ONLINE
COURSE
DESIGN
REACHING ALL LEARNERS
Pair-and-Share
Identify 2-3 strategies that may
help you to address the following
online student success issue.
Setting Goals and Monitoring
Progress in the Online Environment

23. ISSUE 3. ONLINE
ENGAGEMENT &
MOTIVATION
Multiple Means of
Engagement
The Why? Of Learning

24. SELF-REGULATION
▸▸ Promote expectations/beliefs that
optimize motivation.
▹ Assignments Requiring Frequent
Log-Ins
▹ Personalized Feedback
▹ Faculty-Student, Student-Student
Relationships
▸ Facilitate Personal Coping Skills
▹ Self-Regulation/Time-Management
▹ Real Life Examples/Strategies for
Learning Management

25. SELF-REGULATION
▸▸ Develop Self-Assessments/Reflections
▹ Timely Feedback
▹ Access to Alternatives
▹ Self-Assessments without Penalties

26. EFFORT/PERSISTENCE
▸▸ Heighten salience of goals and
objectives.
▹ Frequent Communication
▹ Clear Expectations
▹ Student Engagement in
Establishment of Goals
▸ Vary demands and resources to
optimize challenge.
▹ Assess Readiness Early
▹ Complexity of Assessments

27. EFFORT/PERSISTENCE
▸▸ Foster collaboration and community.
▹ Regular Communication Regarding
Expectations
▹ Clear Goals/ Group Responsibilities
▹ Support Peer Interactions
▸ Increase mastery-oriented feedback.
▹ Frequent Readiness Assessments
▹ Measurements of Engagement -
Views/Logins
▹ Personalize Feedback

28. RECRUITING INTEREST
▸▸ Optimize individual choice and
autonomy.
▹ Choices, choices, choices!
▹ Student Engagement in Planning
Activities/Tasks
▹ Student Engagement in Setting Goals

29. RECRUITING INTEREST
▸▸ Optimize individual choice and
autonomy.
▹ Choices, choices, choices!
▹ Student Engagement in Planning
Activities/Tasks
▹ Student Engagement in Setting Goals

30. RECRUITING INTEREST
▸▸ Optimize relevance, value, and
authenticity.
▹ Demonstrate Relevance
▹ Performance-Based Assessments
▹ Learning Contracts
▹ Portfolios/Blogs/Journals
▹ Meaningful, Collaborative Activities
▹ Optional Synchronous Activities

31. RECRUITING INTEREST
▸▸ Minimize threats and distractions.
▹ D2L Files (Accessible File Types)
▹ Limited Video/Content Length
▹ Assessments without Penalty
▹ Clear Ground Rules
▹ Conditional Release for Focused
Assessment

32. UDL IN
ONLINE
COURSE
DESIGN
REACHING ALL LEARNERS
Pair-and-Share
Identify 2-3 strategies that may
help you to address the following
online student success issue.
Setting Goals and Monitoring
Progress in the Online Environment

33. “▸ What issues are evidenced in my
online course(s)? Accessibility?
Strategic use of materials?
Goal-setting? Motivation?
▸ How can I address this issue?
▸ What UDL principle addresses this
issue?
▸ How can I make this principle
actionable in my online course(s)?
1 Guideline + 1 Strategy + 1 Tool
NEXT STEPS

34. REACHING
ALL
LEARNERS
Director of
Distance
Learning
Roy Bowery
Instructional
Designer
Leonia Houston
Instructional
Designer
Fair Josey
CITL Fellow and
Associate
Professor of IDT
Trey Martindale
CENTER FOR INNOVATIVE
TEACHING AND LEARNING
UM3D INSTRUCTIONAL IMPACT
BIT.LY/UM3DSA16
UM3D@MEMPHIS.EDU