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UDL - Universal Design for Learning
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The pedagogical framework to designing learning environments to teach and to support ALL learners!
Curated by
Kathleen McClaskey
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January 17, 2013: Center for Teaching Excellence 3rd Annual Conference. Dr. Wendy Harbour discusses ways to design courses to make them accessible to EVERY learner."
Kathleen McClaskey's insight:
Dr Harbour presents ways that faculty can create courses from the start that are accessible to a variety of learners. Dr. Harbour is Director of the Taishoff Center for Inclusive Education at Syracuse University. 
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Principal Investigators of the Center on Online Learning and Students with Disabilities wrote this letter to express some concerns about the present participation of students with disabilities in online learning. They are beginning an investigation about the concerns that are outlined in this letter. Here is just a excerpt from this letter that outlined these concerns in nine broad areas.
"Several months ago we accepted the challenge of finding answers to important research questions about how online learning environments can be optimally designed and implemented to be accessible, engaging, and effective for all students, including students with disabilities. To accomplish this goal, the Center is conducting research to identify and verify trends and issues as well as describe potential positive outcomes and negative consequences related to participation of students with disabilities in online learning.'
While careful research ahead will be necessary to investigate these concerns, we think the entire educational community, from producers to consumers, should be aware of the issues that have come to our attention:
1. Complaints 2. Inconsistent Policies 3. Accessibility and Universal Design 4. Teacher Training 5. Monitoring and Accountability 6. Reasons for Placement 7. Social and Emotional Supports 8. Lack of Guidance 9. Inequities
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"Today we’re sharing the first of several posts drawn from work shared at the 4 April 2012 Academic Technology Showcase, which brought 70-some projects by UMinn faculty, staff and students making use of technology to provoke, further, extend, make possible a range of innovations in Teaching, Learning, and Research."
Two projects that incorporate UDL principles are showcased here. Universal design means "creating more ways into the learning experiences for all students". Take a closer look at these to projects:
"1. The Media Description Project – Real-Time Access to Images for Blind & Visually Impaired Students: write up by Tim Kamenar; Disability Services, student services coordinator.
2. Podcasting: Learning on-the-go: write up by Susan Aase; Disability Services, outreach coordinator.
Course objectives include > increasing engagement with the learning process through direct involvement with producing and sharing new information related to the course; > stimulating learning through use of emerging technology-based learning venues; > building a sense of community by involving students in teaching one another; > empowering students to become co-producers of the learning process and the outcomes; > and increasing measurable student outcomes, such as lower rates of course withdrawal and higher final course grades."
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Steven Christopher, ACC Director of Special Populations at Austin Community Colleges explains universal design and offers tips to faculty on how to incorporate Universal Design in their instruction.
> "Use delivery methods that recognize a range of abilities, backgrounds, and previous experiences. Don’t rely solely on lecture; incorporate, discussion, hands-on activities, case studies, and projects. > Use a consistent, intuitive format for all print and electronic materials. Print materials should be available in electronic format; webpages should include text descriptions of graphics. Presentation materials should be legible with sufficient spacing. Videos should be closed-captioned. > Promote different types of interaction with your students – not just face-to-face, in-class discussion, but also online interaction. > Offer frequent and flexible options for students to demonstrate knowledge – not only tests, but also group work, portfolios, and presentations. Make sure feedback is uniform and frequent. > Ensure that classroom, labs, and fieldwork are accessible for a range of physical abilities. Minimize the need for unnecessary physical travel by making materials available online or allowing work to be submitted electronically."
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Kathleen McClaskey's insight:
From the Univrsity of Wisconsin - Milwaukee, they have included a comprehensive Faculty Kit as a start-up tool for anyone wanting to initiate training of faculty or Instructors. The Kit includes an FAQ sheet on UDE and a flier about the ACCESS-ed Website, which includes one side that discusses the 7 Principles of Universal Design, as applied to education.
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"The learning environment is what will help create community. Before anything, students need to feel safe. Not just physically safe, but safe to learn how they learn, safe to think “outside the box”, safe to ask questions, safe to make mistakes, safe to be who they are. I recently read a post by Jackie Gerstein, a friend and mentor who talks passionately about the importance of community in the classroom (It’s About Connections Not Content). Below, I talk about the learning spaces to honour all learners. It is my intention to help these students find their passions, their gifts, and their understanding of themselves."
Read about the Top 10 Learning Spaces that are universally designed in a gifted classroom. > The Circle > Comfort and Escape > Exercise > Game > Apple TV, Reflection, Interaction > Group Think Tank and iPad Center > Weekly Schedule, Handouts and TEA > Choices and Voices > Online > Community
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Implementing the principles of universal design in online learning means anticipating the diversity of students that may enroll in your course and planning accordingly. These ten key elements will greatly enhance the accessibility and usability of your course for students with and without disabilities.
Step 1: Develop content first, then design.
See explanation of these steps on www.ualr.edu
Richard G. Bush's curator insight,
January 4, 2013 1:54 PM
We have been doing this for the past three years. Establishing appropriate standards for course delivery, look and feel, and consistency goes a long way in establishing the foundation for a good learning experience for students.
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In designing online environments, consideration for the diversity of learners should be included. In this blog, a PDF resource is included titled: Design Considerations for Online Courses
"Universal design principles for online learning environments are based on the idea that a broad range of human ability exists. The creation of content needs to be made as usable as possible by as many people as possible regardless of age, ability, or situation.
Usable content accommodates people with disabilities, older people, children, novice technology users and others in ways that benefit all users. Designing for a wide range of users from the beginning of the building process can increase usability without significantly increasing the time it takes to build. The results benefit everyone and reduce modifications later when students, instructors, or content change."
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Dr. Rebecca Cory offers some excellent strategies that can easily be incorporated into a course at the highered level.
> Shared Note-taking
> Integrated Technology
> Alternative Assignments