Universal Design for Learning

The Center for Applied Special Technology (CAST) is a leading proponent of the Universal Design for Learning (UDL). “Universal design for learning (UDL) is a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Watch the video below to get an overview of UDL” (CAST).

We know that all students learn differently. As educators, it is important to understand that one-size does not fit all. I am my own example. My strength is visual learning. Even at my age, I have a hard time listening to someone speak longer than 20 minutes. I seriously get antsy. I need to move my legs. My mind wanders. I start to make-up jokes in my head to entertain myself. Sorry, I’m just being honest here! I need to be engaged with pictures and movement. UDL offers a framework for creating learning environments that are flexible and help accommodate various learning styles.

I recently stumbled upon UDL on Campus. It is a guide for Universal Design in Higher Education. It begins with assessment. “This resource describes how to apply the principles of UDL to postsecondary assessments to help identify and minimize construct-irrelevant barriers in order to increase the relevance and accuracy of assessment measures.” There are also guides for choosing media/technology, improving institutional policies, planning your course, and teaching approaches. Innovations and the increase in technology have helped increase accessibility of course content to students, an important factor of UDL. UDL on Campus provides a guide to blended learning and planning core content through synchronous and asynchronous examples.

UDL works through these 3 principles (UDL on Campus)

1. Representation: High quality learning environments must provide multiple means of representing concepts.

2. Action and Expression: High-quality learning environments must include multiple ways for acting upon material, as well as demonstrating knowledge and understanding.

3. Engagement: Students must be able to engage with the content and with each other in a variety of ways.

So please – don’t always lecture (representation). Do something other than chapter tests (action & expression). Allow students to engage with the instructor and with each other in a variety of ways (Poll Everywhere, Socrative, student-lead discussions, Twitter, hands-on projects, etc.)

Want to learn more? Check out some of these resources:

National Center on Universal Design for Learning

Access Project

Principles and Practice

Postsecondary Education and UDL

University of Vermont Resources

photo credit: Priya Saihgal on Flickr

I have been a teacher for a long time. My first teaching experience was 1985 teaching 9th grade English. My memories of the experience are few … I remember the students, the belt I wore, and what I learned. I still remember when it dawned on my that I was quickly losing the attention of my students as we read together The Old Man and the Sea and that I needed a new plan of action. I changed my approach, my unit — just about everything except my students — and it worked.

According to Universal Design for Learning Principles, learning is impossible if information is imperceptible to the learner, and difficult when information is presented in formats that require extraordinary effort or assistance. To reduce barriers, it is important to ensure that key information is equally perceptible to all learners.

Those are big words — learning is impossible and equally perceptible. We have to provide options for perception — options for learning and understanding. We must provide the same information in many different ways so that our students will learn.

Visual: Offer ways of customizing the display of information.

Try a variety of visual tools. PowerPoint seems to be the most prominent software used at our university. Within PowerPoint, try a different font,color or size to gain attention. Add images, video, or animations. Give one of these other visual tools a try:

…or create an infographic!

Auditory: Offer alternatives for auditory information

We all know it’s true that after a while of hearing someone talk, all we tend to hear is wha wha wha. Change the tone and emotion of your voice. Add space. Whisper.

How about trying your hand at a podcast? Add some music if you want. Or, try a screencast with TouchCast, Knowmia, or ShowMe.

Touch: Offer alternative ways to learn and turn in work

Give students more hands-on learning — even in the higher education classroom. Even though I teach a Technology for Teachers course, this week we are using large post-it papers in groups for rotating group work. Get up and move around every now and then. Next semester I am working on including more hands-on technology activities. My students enjoyed each time I used Nearpod, Poll Everywhere or Socrative. Not only that, I am working in a new way to add choices to what they turn in for assessment. This past week I let my students know they could turn their observation report in to me however they wanted — email, Moodle, paper and through a variety of options — written document, video, etc. I am hoping that I will see some creative efforts!

Offer your students the ability to discuss topics in class — through a variety of means (online chat, Google hangout, webcast). Differentiate your discussions to extend beyond the classroom. When in the classroom, try creating small discussion groups, then get up and switch groups. Move around the room.

Finally, I want to share with you that I am trying out something new as I type this today! I have been creating this post through Medium.com . Medium takes away the distractions of formatting and provides a blank white surface. Did it focus my thoughts? Perhaps. I did enjoy it, though! Visit the original post HERE.