REACHING ALL LEARNERS UDL IN ONLINE COURSE DESIGN
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REACHING ALL LEARNERSUDL IN ONLINE COURSE DESIGN
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
“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 Learning
▸ Multiple Means of Engagement▸ Multiple Means of
Representation▸ Multiple Means of Action and
Expression
WHAT IS UDL?
STUDENT-CENTEREDLEARNING-CENTERED
REACHING ALL LEARNERS WITH UDL IN MINDStrategies for Implementing UDL Guidelines in Course Design and Development
“▸ What are the learning needs of my students? (What are my online students struggling with?)
▸ How can I meet this need in the online classroom?
▸ What UDL principle addresses this need?
▸ How can I make this principle actionable in an online course?
GETTING STARTED WITH UDL
“GETTING STARTED WITH UDL
Credit: UDL on Campus, udloncampus.cast.org
ISSUE 1. ACCESS TO ONLINE CONTENT AND STRATEGIC USE OF MATERIALS
Multiple Means of Representation
The What? Of Learning
COMPREHENSION
▸ Activate or supply background knowledge:▹ Explicit Connections▹ Concept Maps/ Diagrams▹ Self-Assessments
▸ Highlight patterns, critical features, relationships, big ideas▹ Weekly Overviews▹ Glossary▹ Key Elements
*Recommendation provided by the UDL Guidelines To learn more about UDL in higher education, visit
udloncampus.cast.org.
COMPREHENSION
▸ Maximize transfer and generalization.▹ Checklists/Due Dates▹ Options for Reviewing Content▹ Assignment
Templates/Examples
*Recommendation provided by the UDL Guidelines To learn more about UDL in higher education, visit
udloncampus.cast.org.
LANGUAGE / SYMBOLS
▸ Provide options for language, mathematical equations, and symbols.▹ Glossary/Key Definitions▹ Text-to-Speech for Equations▹ Legend/Key
*Recommendation provided by the UDL Guidelines To learn more about UDL in higher education, visit
udloncampus.cast.org.
PERCEPTION
▸ Provide options for perception.▹ Audio/Video/Text▹ Proper Structure and Formatting▹ Chunk Content
*Recommendation provided by the UDL Guidelines To learn more about UDL in higher education, visit
udloncampus.cast.org.
UDL IN ONLINE COURSE DESIGN
REACHING ALL LEARNERSPair-and-Share
Identify 2-3 strategies that may help you to address the following online student success issues.
Access to Online Course Materials
Strategic Use and Application of Online Course Materials
ISSUE 2. GOAL-SETTING & MONITORING PROGRESS IN THE ONLINE ENVIRONMENT
Multiple Means of Expression
The How? Of Learning
EXECUTIVE FUNCTIONS
▸ Guide appropriate goal-setting.▹ Communicate Expectations▹ Learning Contracts▹ Class Website▹ Model Goal-Setting
▸ Support Planning and Strategy Development▹ Communicate Timing/Format▹ Narrated Weekly Instructions▹ Group Discussions▹ Frequent Assessments/Updated
Grades▹ Readiness Assessment
EXECUTIVE FUNCTIONS
▸ Enhance capacity for monitoring progress.▹ Checklists/Self-Check Quizzes▹ Communicate Timing and
Expectations▹ Group Accountability▹ Discussion Prompts▹ Frequent, Low-Stakes Assessments
COMMUNICATION/COMPOSITION▸ Use multiple media for
communication.▹ Note-Taking / Annotations▹ Social Media▹ Video/Audio
▸ Use multiple tools for construction and composition.▹ Writing/Drawing/Concept Mapping...▹ Multiple Tool Options
▸ Build fluencies with graduated levels of support for practice and performance.
▹ Self-Check Quizzes▹ Conditional Release▹ Immediate Feedback
ACTION
▸▸ Vary methods for response and navigation.▹ Organize Resources/ Manage
Information▹ Links for Easy Navigation▹ Clear Headings and Icons▹ Chunking Content
▸ Optimize access to tools and assistive technologies. ▹ Tool Options for Assignments ▹ Student Involvement▹ Collaboration with Disability
Resource Centers
UDL IN ONLINE COURSE DESIGN
REACHING ALL LEARNERSPair-and-Share
Identify 2-3 strategies that may help you to address the following online student success issue.
Setting Goals and Monitoring Progress in the Online Environment
ISSUE 3. ONLINE ENGAGEMENT & MOTIVATION
Multiple Means of Engagement
The Why? Of Learning
SELF-REGULATION
▸▸ Promote expectations/beliefs that optimize motivation.▹ Assignments Requiring Frequent
Log-Ins▹ Personalized Feedback▹ Faculty-Student, Student-Student
Relationships
▸ Facilitate Personal Coping Skills▹ Self-Regulation/Time-Management▹ Real Life Examples/Strategies for
Learning Management
SELF-REGULATION
▸▸ Develop Self-Assessments/Reflections▹ Timely Feedback▹ Access to Alternatives▹ Self-Assessments without Penalties
EFFORT/PERSISTENCE
▸▸ Heighten salience of goals and objectives.▹ Frequent Communication▹ Clear Expectations▹ Student Engagement in
Establishment of Goals
▸ Vary demands and resources to optimize challenge.▹ Assess Readiness Early▹ Complexity of Assessments
EFFORT/PERSISTENCE
▸▸ Foster collaboration and community.▹ Regular Communication Regarding
Expectations▹ Clear Goals/ Group Responsibilities▹ Support Peer Interactions
▸ Increase mastery-oriented feedback.▹ Frequent Readiness Assessments ▹ Measurements of Engagement -
Views/Logins▹ Personalize Feedback
RECRUITING INTEREST
▸▸ Optimize individual choice and autonomy.▹ Choices, choices, choices!▹ Student Engagement in Planning
Activities/Tasks▹ Student Engagement in Setting Goals
RECRUITING INTEREST
▸▸ Optimize individual choice and autonomy.▹ Choices, choices, choices!▹ Student Engagement in Planning
Activities/Tasks▹ Student Engagement in Setting Goals
RECRUITING INTEREST
▸▸ Optimize relevance, value, and authenticity.▹ Demonstrate Relevance ▹ Performance-Based Assessments▹ Learning Contracts▹ Portfolios/Blogs/Journals▹ Meaningful, Collaborative Activities▹ Optional Synchronous Activities
RECRUITING INTEREST
▸▸ Minimize threats and distractions.▹ D2L Files (Accessible File Types)▹ Limited Video/Content Length▹ Assessments without Penalty▹ Clear Ground Rules▹ Conditional Release for Focused
Assessment
UDL IN ONLINE COURSE DESIGN
REACHING ALL LEARNERSPair-and-Share
Identify 2-3 strategies that may help you to address the following online student success issue.
Setting Goals and Monitoring Progress in the Online Environment
“▸ What issues are evidenced in my online course(s)? Accessibility? Strategic use of materials? Goal-setting? Motivation?
▸ How can I address this issue?
▸ What UDL principle addresses this issue?
▸ How can I make this principle actionable in my online course(s)?
1 Guideline + 1 Strategy + 1 Tool
NEXT STEPS
REACHINGALL LEARNERS
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]
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