Universal Design For Learning(UDL)

David YonteffWalden UniversityDr. Thomas Wolsey

EDUC 6714: Reaching and Engaging All Learners Through Technology

February 3, 2013

The Inspiration Behind UDLUDL’s inspiration comes from the

world of architecture.Buildings needed to be

accessible for all people.Architects abandoned traditional

designs to enable access for everyone.

Examples of Architectural Adaptations

Principles of UDL

1. Provide Multiple Means of Representation

2. Provide Multiple Means of Action and Expression

3. Provide Multiple Means of Engagement

(Laureate, 2009)

Principle 1: Multiple means of Representation

Every learner perceives information differently, and through different means.◦Need different ways to approach content.◦Text, visual/audio cues, etc.

Learning better occurs when multiple means of representation are used.◦Allows students to make internal and

external connections between concepts.

Principle II: Multiple means of Action and Expression

Learners have differing ways of exploring and expressing knowledge.◦Need different ways of approaching

and expressing knowledge.◦Text, speaking, visual

representations, etc.No one means of action and

expression is ideal for every learner.◦Options for action and expression are

necessary.

Principle III: Multiple Means of Engagement

Learners differ in ways they are engaged and motivated to learn.◦Some prefer new and varied styles of

learning, others prefer predictability and routine.

◦Working alone/in groups.One method of engagement will

not work for all students.

Technology and UDLTechnology is not an essential

component of UDL.◦Many analog options are available

(see UDL Unplugged: The Role of Technology in UDL).

Technology does offer easy and effective differentiation in instruction.

Examples of Technological Differentiation

Presentations Wikis

Podcasting

BlogsWebQuests

Impact of UDL on Student Learning

UDL helps students master the art of learning.

Master learners are more successful at learning new information.

Successful students are more motivated to learn and are likely to have less behavioral issues.

Brain Research

“Individuals bring a huge variety of skills, needs, and interests to learning. Neuroscience reveals that these differences are as varied and unique as our DNA or fingerprints.” (CAST, 2012)

Learning NetworksThree primary networks for

learning:◦Recognition networks (“What”)◦Strategic networks (“How”)◦Affective networks (“Why”)

Recognition Networks

Deals with how we gather facts and categorize information.

Provide multiple examples, media, formats, and background context to support recognition network learning.

(Rose, & Meyer, 2002)

“Just the Facts”

Strategic NetworksConcerned with planning and

performing tasks.To stimulate strategic learning:

◦Provide flexible models◦Give opportunities to practice with

support◦Provide ongoing feedback◦Allow opportunities to demonstrate

skills(Rose, & Meyer, 2002)

Affective NetworksPrimarily concerned with how

learners are engaged, motivated, and challenged.

To stimulate affective learning:◦Give choices in context and tools◦Offer adjustable levels of challenge◦Provide many choices of rewards◦Allow for several different learning

contexts (Rose, & Meyer, 2002)

How can UDL support diverse learners?“[UDL] reduces barriers in instruction, provides appropriate accommodations, supports, and  challenges, and maintains high achievement expectations for all students, including students with disabilities and students who are limited English proficient.”

-Higher Education Opportunity Act 2008

(National Center on UDL, 2012)

Technology and UDLTechnology applied using UDL ideals

provide easier and effective customization of the curriculum.

Technology is not a perfect means to enhance learning, many non-technological forms of learning are still important aspects of UDL.

While not the sole way to implement UDL, technological literacy is an important part of modern life.

Tools for UDL designUDL Guidelines: http://

www.udlcenter.org/aboutudl/udlguidelines◦Assists with planning lessons along

UDL standards.

Tools for UDL design (cont.)

Questions to Guide Curriculum and Lesson Planning (from the NYC Dept. of Education): ◦ http://

schools.nyc.gov/NR/rdonlyres/7276C57A-AD49-4C87-B080-4B02557D3410/0/OptionOneQuestionstoguideourthinkingwhencreatinguniversallydesignedcurriculum.pdf,

◦ http://schools.nyc.gov/NR/rdonlyres/6CD02017-C705-4FDA-B2E1-C1610D039538/0/OptionTwoUDLLessonConsiderationsforPlanningaLessonUnitorAssessment.pdf

Guiding questions for both curricular and lesson planning, based around UDL principles.

Tools for UDL (cont.)CAST UDL Lesson Builder:

http://lessonbuilder.cast.org/Provides models and tools to

create lessons that enable access and participation for all students.

SummaryUDL is designed to allow easier

access to the curriculum for ALL students.

While not necessarily technology based, technology can make this goal easier.

By planning lessons around the three principles of UDL, based on modern brain research, educators will be able to reach and engage all students more effectively and with greater success.

Resources Center for Applied Special Technology (2012). Retrieved from

http://www.cast.org Laureate Education, Inc. (Executive Producer). (2009). Brain research

and UDL [Video webcast]. In Reaching an engaging all learners through technology. Retrieved from http://class.waldenu.edu/ec/crs/default.learn?CourseID=6489433&CPURL=laureate.ecollege.com&Survey=1&47=2594568&ClientNodeID=984650&coursenav=0&bhcp=1

National Center on Universal Design for Learning (2012). Retrieved from http://www.udlcenter.org

New York City Department of Education (2013). Universal Design for Learning. Retrieved from http://schools.nyc.gov/Academics/CommonCoreLibrary/ProfessionalLearning/UDL/default.htm

Rose, D., Gravel, J., & Domings, Y. (2010). UDL Unplugged: The Role of technology in UDL. Retrieved from http://www.udlcenter.org/sites/udlcenter.org/files/notech_final2.pdf

Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Retrieved from http://www.cast.org/teachingeverystudent/ideas/tes/