January 2017 UDL and Personalized Learning: The Path to Deeper Learning
UDL: A Deeper Dive
Transcript of UDL: A Deeper Dive
UNIVERSAL DESIGN FOR LEARNING A DEEPER DIVE
UNIVERSITY OF MEMPHIS
Director ofDistance Learning
Roy Bowery
InstructionalDesigner
Leonia Houston
InstructionalDesignerFair Josey
CITL Fellow andAssociate
Professor of IDTTrey Martindale
CENTER FOR INNOVATIVE TEACHING AND LEARNINGUM3D INSTRUCTIONAL IMPACT
UNIVERSITY OF MEMPHIS
COLLABORATIVE FRAMEWORK FOR ACCESSIBLE COURSE DESIGNthrough Technology, Pedagogy, and Content1
ContentDiscipline-Specific
Instructional Materials
TechnologyWCAG 2.0
Technical Standards
PedagogyUniversal Design
for Learning
DESIGNWhy?
When?
DEVELOPHow?
DELIVERWhat?
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
WHAT IS UDL?Differentiating UD/UDI and UDL in the Context of Postsecondary Education
“UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone.
UDL on Campus, 2015
WHAT IS UDL?
“These principles guide design of learning environments with a deep understanding and appreciation for individual variability.
UDL on Campus, 2015
WHAT IS UDL?
“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-CENTEREDMATERIAL-CENTERED
“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
WHY UDL?The Impact of UDL Implementation on Course Design and Engagement
“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?
“Designing Instruction through the Lens of UDL
WHY UDL?
Analyze Design Develop
Implement Evaluate
“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?
“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?
“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?
“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?
UDL: A PRACTICALAPPROACHStrategies for Implementing UDL Guidelines in Course Design and Development
“▸ 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
“▸ Differentiate learner variabilityand learning styles.
▸ Separate methods and intended outcomes.
▸ Provide options for methodsand assessments.
GETTING STARTED WITH UDL
“GETTING STARTED WITH UDL
Credit: UDL on Campus, udloncampus.cast.org
“▸ Know your learners!
▸ Identify one instructional problem.
▸ Start small with UDL.
GETTING STARTED WITH UDL
“Principles of Universal Design for Learning
▸ Multiple Means of Engagement▸ Multiple Means of
Representation▸ Multiple Means of Action and
Expression
GETTING STARTED WITH UDL
STRATEGIES FOR PRESENTING CONTENT
Multiple Means of Representation
The What? Of Learning
“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
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.
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
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
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
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
UDL DEEP DIVE
Start small with UDL. One issue, one guideline, one strategy.
REPRESENT.
STRATEGIES FOR EXPRESSION OF LEARNING
Multiple Means of Expression
The How? Of Learning
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.
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
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
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.
▸ 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
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
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.
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
UDL DEEP DIVE
Start small with UDL. One issue, one guideline, one strategy.
EXPRESS.
STRATEGIES FOR LEARNER ENGAGEMENT
Multiple Means of Engagement
The Why? Of Learning
“There are three things to remember about education. The first is motivation. The second one is motivation. The third one is motivation.
ENGAGEMENT
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.
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.
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.
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.
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
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
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
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.
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
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
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
UDL DEEP DIVE
Start small with UDL. One issue, one guideline, one strategy.
ENGAGE.
What student success issue(s) have been evidenced in your
course?
YOUR UDL IMPLEMENTATION PLAN
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
Why have you identified these issues?
YOUR UDL IMPLEMENTATION PLAN
Identify course needs.What is expected of your
students?
YOUR UDL IMPLEMENTATION PLAN
What do you already know about your
students?
YOUR UDL IMPLEMENTATION PLAN
Form a plan.One issue, one
guideline, one strategy.
YOUR UDL IMPLEMENTATION PLAN
UDL A DEEPER DIVE
Director ofDistance Learning
Roy Bowery
InstructionalDesigner
Leonia Houston
InstructionalDesignerFair Josey
CITL Fellow andAssociate
Professor of IDTTrey Martindale
CENTER FOR INNOVATIVE TEACHING AND LEARNINGUM3D INSTRUCTIONAL IMPACT
BIT.LY/[email protected]