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UDL: A Deeper Dive

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UDL: A Deeper Dive

  1. 1. UNIVERSAL DESIGN FOR LEARNING A DEEPER DIVE
  2. 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. 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. 4. WHAT IS UDL? Differentiating UD/UDI and UDL in the Context of Postsecondary Education
  5. 5. “UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone. UDL on Campus, 2015 WHAT IS UDL?
  6. 6. “These principles guide design of learning environments with a deep understanding and appreciation for individual variability. UDL on Campus, 2015 WHAT IS UDL?
  7. 7. “Principles of Universal Design for Instruction ▸ Equitable use ▸ Flexibility in use ▸ Simple/Intuitive ▸ Perceptible information ▸ Tolerance for error ▸ Low physical effort ▸ Size/Space for approach/use ▸ Community of learners ▸ Instructional climate WHAT IS UDL? INSTRUCTION-CENTERED MATERIAL-CENTERED
  8. 8. “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
  9. 9. WHY UDL? The Impact of UDL Implementation on Course Design and Engagement
  10. 10. “UDL accounts for learners who were formerly relegated to ‘the margins’ of our educational systems but now are recognized as part of the predictable spectrum of variation. UDL on Campus, 2015 WHY UDL?
  11. 11. “Designing Instruction through the Lens of UDL WHY UDL? Analyze Design Develop Implement Evaluate
  12. 12. “It's made me more aware of the need to [not just make] accommodations after the fact, but also to be planning [in advance] for our students who have different disabilities. Technology-Enriched UDL Strategies, Faculty Perceptions WHY UDL?
  13. 13. “UDL doesn't necessarily have to be a constraint. [It] may also be a way of using technology in different ways that can help students [...] with special needs and the broader population as well. Technology-Enriched UDL Strategies, Faculty Perceptions WHY UDL?
  14. 14. “If I sit down and if I plan my next lesson with these three things [the principles] in mind, and then also the subsequent strategies [...] I'm going to provide a more well-rounded presentation and educational experience for the learner... Technology-Enriched UDL Strategies, Faculty Perceptions WHY UDL?
  15. 15. “It’s good to have a variety of media, a variety of ways for students to express themselves, and trying to meet the guidelines for UDL will help with doing that. Technology-Enriched UDL Strategies, Faculty Perceptions WHY UDL?
  16. 16. UDL: A PRACTICAL APPROACH Strategies for Implementing UDL Guidelines in Course Design and Development
  17. 17. “▸ What are the learning needs of my students? (What are my students struggling with?) ▸ How can I meet this need? ▸ What UDL principle addresses this need? ▸ How can I make this principle actionable? (What does UDL “look like” in my course?) GETTING STARTED WITH UDL
  18. 18. “▸ Differentiate learner variability and learning styles. ▸ Separate methods and intended outcomes. ▸ Provide options for methods and assessments. GETTING STARTED WITH UDL
  19. 19. “ GETTING STARTED WITH UDL Credit: UDL on Campus, udloncampus.cast.org
  20. 20. “▸ Know your learners! ▸ Identify one instructional problem. ▸ Start small with UDL. GETTING STARTED WITH UDL
  21. 21. “Principles of Universal Design for Learning ▸ Multiple Means of Engagement ▸ Multiple Means of Representation ▸ Multiple Means of Action and Expression GETTING STARTED WITH UDL
  22. 22. STRATEGIES FOR PRESENTING CONTENT Multiple Means of Representation The What? Of Learning
  23. 23. “The purpose of education is not to make information accessible, but to teach students how to transform accessible information into usable knowledge. Rose & Gravel, 2010 REPRESENTATION
  24. 24. ACTIVATE OR SUPPLY BACKGROUND KNOWLEDGE* ▸ Use concept maps or visual diagrams ▸ Administer self assessments to activate content knowledge. ▸ Make explicit connections between related content within the course or profession. COMPREHENSION *Recommendation provided by the UDL Guidelines To learn more about UDL in higher education, visit udloncampus.cast.org.
  25. 25. HIGHLIGHT PATTERNS, CRITICAL FEATURES, BIG IDEAS, RELATIONSHIPS* ▸ Emphasize key elements in content. ▸ Provide a glossary to identify key terms and relationships. ▸ Provide weekly overviews to highlight previously learned material. *Recommendation provided by the UDL Guidelines To learn more about UDL in higher education, visit udloncampus.cast.org. COMPREHENSION
  26. 26. MAXIMIZE TRANSFER AND GENERALIZATION* ▸ Provide checklists and due dates on assessments, content and activities as reminders. ▸ Create options for reviewing content. ▸ Provide assignment templates or examples. *Recommendation provided by the UDL Guidelines To learn more about UDL in higher education, visit udloncampus.cast.org. COMPREHENSION
  27. 27. PROVIDE OPTIONS FOR LANGUAGE, MATHEMATICAL EQUATIONS, AND SYMBOLS* ▸ Include a glossary or list of key definitions ▸ Use text-to-speech when explaining a graphical equation ▸ Use a legend or key to define specific vocabulary *Recommendation provided by the UDL Guidelines To learn more about UDL in higher education, visit udloncampus.cast.org. LANGUAGE, SYMBOLS
  28. 28. PROVIDE OPTIONS FOR PERCEPTION* ▸ Provide instructions via audio/video in addition to written text. ▸ Include proper structure and formatting for documents and images ▸ Chunk content for greater readability *Recommendation provided by the UDL Guidelines To learn more about UDL in higher education, visit udloncampus.cast.org. PERCEPTION
  29. 29. UDL DEEP DIVE Start small with UDL. One issue, one guideline, one strategy. REPRESENT.
  30. 30. STRATEGIES FOR EXPRESSION OF LEARNING Multiple Means of Expression The How? Of Learning
  31. 31. GUIDE APPROPRIATE GOAL-SETTING* ▸ Use syllabus to communicate expectations for goals. ▸ Require learning contracts. Encourage students to submit them in multiple formats and share with the class. ▸ Post student work on class website. ▸ Model goal-setting. EXECUTIVE FUNCTIONS *Recommendation provided by the UDL Guidelines To learn more about UDL in higher education, visit udloncampus.cast.org.
  32. 32. SUPPORT PLANNING AND STRATEGY DEVELOPMENT* ▸ Use syllabus to communicate timing and format of assignments. ▸ Model learning and organizational strategies. ▸ Clarify instructions with narrated video. ▸ Engage students in group discussions. ▸ Maintain updated grades for planning purposes. ▸ Incorporate a readiness assessment. *Recommendation provided by the UDL Guidelines To learn more about UDL in higher education, visit udloncampus.cast.org. EXECUTIVE FUNCTIONS
  33. 33. ENHANCE CAPACITY FOR MONITORING PROGRESS* ▸ Incorporate checklists and self-check quizzes. ▸ Use syllabus and modular descriptions to communicate timing and expectations. ▸ Encourage accountability through a class discussion board. ▸ Use prompts to promote reflection. ▸ Integrate frequent, low-stakes assessments. *Recommendation provided by the UDL Guidelines To learn more about UDL in higher education, visit udloncampus.cast.org. EXECUTIVE FUNCTIONS
  34. 34. USE MULTIPLE MEDIA FOR COMMUNICATION* ▸ Provide options for note-taking and annotations. ▸ Incorporate social media into your course. ▸ Use video and audio to communicate in the course. ▸ Provide choices for communicating skills/knowledge: written, verbal, diagram, mult. choice. COMMUNICATION *Recommendation provided by the UDL Guidelines To learn more about UDL in higher education, visit udloncampus.cast.org.
  35. 35. ▸ Provide students options for composition: writing, drawing, concept mapping, etc. ▸ Adjust assignments so students can use multiple tools (written, recordings, multimedia) *Recommendation provided by the UDL Guidelines To learn more about UDL in higher education, visit udloncampus.cast.org. USE MULTIPLE TOOLS FOR CONSTRUCTION AND COMPOSITION* COMMUNICATION
  36. 36. BUILD FLUENCIES WITH GRADUATED LEVELS OF SUPPORT FOR PRACTICE AND PERFORMANCE* ▸ Provide self-check quizzes. ▸ Incorporate conditional release to encourage self-paced learning. ▸ Provide options for students to receive immediate feedback. COMMUNICATION
  37. 37. VARY THE METHODS FOR RESPONSE AND NAVIGATION* ▸ Use syllabus to organize resources and help students manage information. ▸ Incorporate links throughout for easy navigation. ▸ Provide clear course headings and icons. ▸ Chunk content appropriately. ACTION *Recommendation provided by the UDL Guidelines To learn more about UDL in higher education, visit udloncampus.cast.org.
  38. 38. OPTIMIZE ACCESS TO TOOLS AND ASSISTIVE TECHNOLOGIES* ▸ Provide options for tools to complete assignments/ assessments. ▸ Include students in recommendations for tools that work best for them. ▸ Collaborate with disability resource centers to identify tools and assistive technologies that may be used by students in your course. *Recommendation provided by the UDL Guidelines To learn more about UDL in higher education, visit udloncampus.cast.org. ACTION
  39. 39. UDL DEEP DIVE Start small with UDL. One issue, one guideline, one strategy. EXPRESS.
  40. 40. STRATEGIES FOR LEARNER ENGAGEMENT Multiple Means of Engagement The Why? Of Learning
  41. 41. “There are three things to remember about education. The first is motivation. The second one is motivation. The third one is motivation. ENGAGEMENT
  42. 42. PROMOTE EXPECTATIONS/BELIEFS THAT OPTIMIZE MOTIVATION* ▸ Create assignments and expectations that require your students to log in frequently to D2L. ▸ Take the time to personalize feedback you provide to your students throughout the course. ▸ Cultivate faculty to student and peer to peer relationships SELF-REGULATION *Recommendation provided by the UDL Guidelines To learn more about UDL in higher education, visit udloncampus.cast.org.
  43. 43. FACILITATE PERSONAL COPING SKILLS AND STRATEGIES* ▸ Help your students self-regulate in your course and manage their time efficiently ▸ Use real life examples and strategies to assist students with demonstrating learning SELF-REGULATION *Recommendation provided by the UDL Guidelines To learn more about UDL in higher education, visit udloncampus.cast.org.
  44. 44. DEVELOP SELF-ASSESSMENTS AND REFLECTION* ▸ Use activities that include a means by which students get timely feedback and have access to alternatives ▸ Include options for students to self-assess their learning without penalty SELF-REGULATION *Recommendation provided by the UDL Guidelines To learn more about UDL in higher education, visit udloncampus.cast.org.
  45. 45. HEIGHTEN SALIENCE OF GOALS AND OBJECTIVES* ▸ Communicate on a regular basis with your students regarding expectations and assignments. ▸ Be clear in your expectations for engagement in your course, and regularly remind students. ▸ Engage students in discussions of what constitutes excellence in your course EFFORT/PERSISTENCE *Recommendation provided by the UDL Guidelines To learn more about UDL in higher education, visit udloncampus.cast.org.
  46. 46. VARY DEMANDS AND RESOURCES TO OPTIMIZE CHALLENGE* ▸ Assess readiness early in the course (and often) to ensure your students are prepared to move ahead. ▸ Differentiate the degree of difficulty or complexity of how activities can be completed *Recommendation provided by the UDL Guidelines To learn more about UDL in higher education, visit udloncampus.cast.org. EFFORT/PERSISTENCE
  47. 47. FOSTER COLLABORATION AND COMMUNITY* ▸ Communicate on a regular basis with your students regarding expectations and assignments. ▸ Create collaborative learning groups with clear goals and responsibilities. ▸ Encourage and support opportunities for peer interactions *Recommendation provided by the UDL Guidelines To learn more about UDL in higher education, visit udloncampus.cast.org. EFFORT/PERSISTENCE
  48. 48. INCREASE MASTERY-ORIENTED FEEDBACK* ▸ Assess readiness often in the course to ensure your students are prepared to move ahead. ▸ Use data in D2L regarding student views and logins to measure engagement in your course. ▸ Take the time to personalize feedback you provide to your students throughout the course. *Recommendation provided by the UDL Guidelines To learn more about UDL in higher education, visit udloncampus.cast.org. EFFORT/PERSISTENCE
  49. 49. OPTIMIZE INDIVIDUAL CHOICE AND AUTONOMY* ▸ Provide students with as much discretion and autonomy as possible by providing choices ▸ Allow students to participate in the design of classroom activities and academic tasks ▸ Create opportunities for students to set and vocalize their own personal academic and behavioral goals RECRUITING INTEREST *Recommendation provided by the UDL Guidelines To learn more about UDL in higher education, visit udloncampus.cast.org.
  50. 50. OPTIMIZE RELEVANCE, VALUE, AND AUTHENTICITY* ▸ Challenge learners to demonstrate how they see the assignments as relevant. Allow learners to determine how assignments are relevant to their current lives and their future. ▸ Create assessments of learning that are performance-based and allow students to demonstrate learning. ▸ Encourage students to create learning contracts based on their personal career goals. *Recommendation provided by the UDL Guidelines To learn more about UDL in higher education, visit udloncampus.cast.org. RECRUITING INTEREST
  51. 51. OPTIMIZE RELEVANCE, VALUE, AND AUTHENTICITY* ▸ Require students to create online portfolios (blog, journal, website) to monitor and document their progress toward personal goals. ▸ Create activities and assignments that require students to engage in meaningful, collaborative activities. ▸ Provide an optional synchronous activity for your students to engage real-time with you or a guest speaker. *Recommendation provided by the UDL Guidelines To learn more about UDL in higher education, visit udloncampus.cast.org. RECRUITING INTEREST
  52. 52. MINIMIZE THREATS AND DISTRACTIONS* ▸ Leverage multiple file types (and D2L files) to remove barriers to access. ▸ Design content to maximize attention span. ▸ Provide students opportunities to assess their knowledge/skills anonymously or without penalty. ▸ Establish clear ground rules for discussions, group activities, and communications. ▸ Use conditional release to help students to focus on one task at a time. *Recommendation provided by the UDL Guidelines To learn more about UDL in higher education, visit udloncampus.cast.org. RECRUITING INTEREST
  53. 53. UDL DEEP DIVE Start small with UDL. One issue, one guideline, one strategy. ENGAGE.
  54. 54. What student success issue(s) have been evidenced in your course? YOUR UDL IMPLEMENTATION PLAN
  55. 55. What student success issue(s) have been evidenced in your course? YOUR UDL IMPLEMENTATION PLAN Access to Materials Resourceful Application of Materials Goal-Setting and Progress-Monitoring Engagement and Motivation
  56. 56. Why have you identified these issues? YOUR UDL IMPLEMENTATION PLAN
  57. 57. Identify course needs. What is expected of your students? YOUR UDL IMPLEMENTATION PLAN
  58. 58. What do you already know about your students? YOUR UDL IMPLEMENTATION PLAN
  59. 59. Form a plan. One issue, one guideline, one strategy. YOUR UDL IMPLEMENTATION PLAN
  60. 60. UDL A DEEPER DIVE 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

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