Universal design for learning: Achieving post-secondary success

Universal design for learning: Achieving

post-secondary success

Frances G. Smith, Ed.D, CVE

2011-12 Post-doctoral UDL Fellow

CAST and Boston College Lynch School of Education

Social Participation“New kinds of online resources—such as social networking

sites, blogs, wikis, and virtual communities—have allowed people with common interests to meet, share ideas, and collaborate in innovate ways. The emphasis on social learning stands in sharp contrast to the traditional Cartesian view of knowledge and learning—I think therefore I am”

“This new social way of learning says,

We participate, therefore we are

Brown, J. S. & Adler, R. P. (2008). Minds on fire: Open education the long tail, and learning 2.0, EDUCAUSE Review

Social Participation“Participatory culture shifts the focus of literacy fromone of individual expression to community. The newliteracies almost all involve social skills developedthrough collaboration and networkinginvolvement.”

Jenkins, H., Clinton, K., Purushotma, R., Robison, A., & Weigel, M. (2006). Confronting the Challenges of Participatory Culture: Media Education for the 21st Century. Retrieved November 29, 2009 from http://digitallearning.macfound.org/atf/cf/%7B7E45C7E0-A3E0-4B89-AC9C-E807E1B0AE4E%7D/JENKINS_WHITE_PAPER.PDF

• Students are drawn to hot technologies.

• Students report technology delivers major academic benefits.

• Students prefer, and say they learn more in, classes with online components.

• Students juggle personal and academic interactions.

Time-to-Adoption:

• One year or less –Mobile AppsTablet Computing

• Two to three years –Game-Based LearningLearning Analytics

• Four to five years –Gesture-Based ComputingInternet of Things

Digital Media Consumption

Medium 1999 2004 2009

TV content 3:47 3:51 4:29

Music/audio 1:48 1:44 2:31

Computer :27 1:02 1:29

Video games :26 :49 1:13

Print :43 :43 :38

Movies :18 :25 :25

Total media exposure 7:29 8:33 10:45Multitasking proportion 16% 26% 29%

Total media use 6:19 6:21 7:38

Platform 2004 2009

iPod/MP3 player 18% 76%

Cell phone 39% 66%

Laptop 12% 29%

Among all 8- to 18-year-olds, average amount of time spent with each medium in a typical day:

Among all 8- to 18-year-olds, percent who own each platform:

Source: Kaiser Family Foundation (2010). Generation M2: Media in the Lives of 8- to 18-Year-Olds

Digital Media Consumption

Members of the 18-24 age group and…

Texting: Mean = 109.5 message a day (3,200 per month) More than double 25-34 age group (average of 41 messages a day)

Smart phones: No longer a luxury: 62% own smartphones Higher percentage than all other adult age groups aside from 25-34

year olds

Social media: 35% of all U.S. Facebook users are 18-25 years old (highest

percentage of any age group) 98% use any type of social media each month (again, the highest

percentage)

Sources: Burbary, K. (2011). Facebook Demographics Revisited – 2011 Statistics Experian Marketing Serivces. (2011) The 2011 Social Media Consumer Trend and Benchmark Report.Neilsen. (2012). Survey: New U.S. Smartphone Growth by Age and Income. Pew Research Center (2011). Pew Internet and American Life Project, Americans and Text Messaging

Universal Design for Learning (UDL)

Universal Design (Architectural Roots)

Examples of Universal Design

• Ramps

• Curb cuts

• Electric doors

• Captions on television

• Easy-grip tools

Emergence of UDL

Civil Rights

NeuroscienceTechnology

UD and UDL defined in lawUD in IDEA (2004)

The term “universal design” has the meaning given the term in section 3002 of title 29 [Assistive Technology Act of 1998, as amended].

20 U.S.C. § 1401(35)

UDL in HEOA (2008)The term “universal design for learning” means a scientifically valid framework for guiding educational practice that-- (A) provides flexibility in the ways information is presented, in the ways students respond or demonstrate knowledge and skills, and in the ways students are engaged; and (B) 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.

20 U.S.C. §1003(24)

National Education Technology Plan

(2010)

• Emphasized use of technology to promote

personalized learning that is more participatory and

engaging.

• Discussed UDL as a framework that can benefit all learners, in particular

those that have been underserved.

The Power of Digital Media• Digital media are

versatile.

• Digital media are transformable.

• Digital media are dynamic by nature.

• Digital media can be manipulated.

Rose, D. H. & Gravel, J. W. (2012). Curricular opportunities in the digital age Boston: Jobs for the Future. Retrieved online from http://www.studentsatthecenter.org/papers/curricular-opportunities-digital-age

Origins of Universal Design for Learning (UDL)

CAST believes that “barriers to learning are not, in

fact, inherent in the capacities of learners, but

instead arise in learners' interactions with

inflexible educational goals, materials, methods,

and assessments.”

Teaching Every Student in the Digital Age, p. vi

http://www.udlcenter.org/

UDL Origins• UDL moves away from deficit model of disability - learner variability is viewed as a function of barriers in curriculum/environment.

• Books and other curricula materials are often inaccessible to students …present a barrier as a fixed media.

Universal design for learning

Combines new insights from brain research about the nature of learner differences …

… with a century of best practices in progressive education.

Why UDL?

• A framework focused on developing

learner expertise

LEARNERDESIGN for

diversity difference

variability

Learner variability is the norm!

http://udlseries.udlcenter.org/presentations/learner_variability.html?plist=

explore

• Learners vary in the ways they take in information

• Learners vary in their abilities and approaches

• Learning changes by situation and context

• Learners vary across their development

Three Key Findings

• “Students come to a classroom with preconceived ideas

about how knowledge works and their initial

understanding needs to be engaged. Learning transfer

is heightened or hampered by the orientation of this

prior knowledge ”

• “Distinctions are evident between expert and novice

learners. Experts are able to notice, organize, and

interpret information more successfully than novices.

Experts have developed the skills to quickly recognize

patterns in information and organize knowledge around

key concepts.

• “Students need to develop a metacognitive approach

to learning so that they can self-assess, understand,

and appreciate their strengths and differences ”

Bransford, Brown, & Cocking (2000). How people learn: Brain, mind, experience, and school. Washington: National

Academy Press

“As a Platform for Student Centered Learning…“..the term UDL

emphasizes the special purpose of learning environments….they foster changes in knowledge and skills that we call learning”

“…success also requires that the means for learning– the pedagogical goals, methods, materials and assessments….are accessible…to all students”

Rose, D. H. & Gravel, J. W. (2012). Curricular opportunities in the digital ageBoston: Jobs for the Future. Retrieved online fromhttp://www.studentsatthecenter.org/papers/curricular-opportunities-digital-age

3 Networks = 3 UDL Principles

UDL: Neurological Underpinnings

Recognition Networks

The "what" of learning

Strategic Networks

The "how" of learning

Affective NetworksThe "why" of

learning

“When we deal with brain science, we are dealing with the organ that makes us unique individuals, that gives us our personality, memories, emotions, dreams, creative abilities, and at times our sinister selves.”

Neurodiversity = Functional diversitySources: Rose & Meyer, 2002. Teaching Every Student in the Digital Age. Fischbach, R. L. in Ackerman, Sandra J, ed. Hard Science, Hard Choices. (2006).

http://www.udlcenter.org/sites/udlcenter.org/files/updateguidelines2_0.pdf

Multiple Means of Representation

Examples

Variation in the mode of presentation

Text-to-speech

Video with captioning

Built-in talking glossary

Built-in language translation

Highlight phrases/patterns

“Chunking” information

Graphic Organizers to illustrate the big picture and key concepts

Guiding questions

One book: Many options•Digital/print access•Sectioned chapters•Embedded structural supports•Links to support background knowledge•Links to media, web to activate interests

http://aim.cast.org/w/page/2020learning/l3

Multi-media for student expression (video, audio, text, drawing)

Concept mapping tools

Scaffolds and prompts (stop and think) that gradually fade over time

Checklists

Embedded coaches and mentorsAssessment rubrics

Multiple Means of Action and Expression

Multiple Means of Engagement / Affective

Examples

- Choice afforded

- Rewards/recognition

- Age appropriate and culturally relevant activities

- Charts/schedules/ visible timers

- Computer-based/digital scheduling tools

- Display of goals

- Group work/collaboration

- Personal journals

- Collecting and displaying of data

1: Provide options for perception 4: Provide options for physical action 

7: Provide options for recruiting interest 

1.1 Offer ways of customizing the display of information 1.2 Offer alternatives for auditory information 1.3 Offer alternatives for visual information 

4.1 Vary the methods for response and navigation 4.2 Optimize access to tools and assistive technologies 

7.1 Optimize individual choice and autonomy 7.2 Optimize relevance, value, and authenticity 7.3 Minimize threats and distractions 

èè UDL Guidelines 1, 4 & 7: The foundational levels (guidelines) for learner access, success and involvement. çç

2: Provide options for language, mathematical expressions, and

symbols 

5: Provide options for expression and communication

8: Provide options for sustaining effort and persistence

2.1 Clarify vocabulary and symbols2.2 Clarify syntax and structure2.3 Support decoding of text, mathematical notation, and symbols2.4 Promote understanding across languages 2.5 Illustrate through multiple media 

5.1 Use multiple media for communication 5.2 Use multiple tools for construction and composition5.3 Build fluencies with graduated levels of support for practice and performance 

8.1 Heighten salience of goals and objectives 8.2 Vary demands and resources to optimize challenge 8.3 Foster collaboration and community 8.4 Increase mastery-oriented feedback 

èè UDL Guidelines 2, 5 & 7: The strategic levels (guidelines) to build learner meaning, connection and understanding. çç

3: Provide options for comprehension 6: Provide options for executive functions 9: Provide options for self-regulation 

3.1 Activate or supply background knowledge3.2. Highlight patterns, critical features, big ideas, and relationships3.3 Guide information processing, visualization, and manipulation3.4 Maximize transfer and generalization 

6.1 Guide appropriate goal-setting 6.2 Support planning and strategy development 6.3 Facilitate managing information and resources 6.4 Enhance capacity for monitoring progress 

9.1 Promote expectations and beliefs that optimize motivation9.2 Facilitate personal coping skills and strategies 9.3 Develop self-assessment and reflection 

èè UDL Guidelines 3, 6 & 9: The mastery levels (guidelines) to solidify learner understanding, interest and capabilities. çç

http://udlseries.udlcenter.org/presentations/bach_to_gaga.html?plist=lead#

Implementation and UDL:4 Key Areas

GoalsAssessment

MethodsMaterials

Goals

Traditional

Learning goals may

get skewed by the

inflexible ways and

means of achieving

them.

UDL

Learning goals areattained in manyindividualized waysby many customized means.

Materials

Traditional

Mostly print and

everyone gets the

same materials.

Few options

UDL

Variety of

materials, media,

and formats to

reach learners with

diverse abilities,

styles, and needs

equally well.

Methods

Traditional

Teacher-centered (lecture)

Homogeneous grouping

Burden on student to adapt to “get it”

UDL

Interactivity

Heterogeneous grouping

Rich supports for understanding, independent learning

Assessment

Traditional

Confuse goals with means

Summative – when it’s too late to adjust instruction!

UDL

Many possible means as long as they measure learning!

Supports instructional improvement

Bob’s Development of Learning Expertise through a UDL lens

1.1 Provide differing ways to customize the information.

2. 5 Illustrate information through multiple media.

3.1 Provide

opportunities to

activate background

knowledge.

4.1 Vary the methods

for response and

navigation.

5.2 Use multiple tools for composition and construction.

6.1 Guide appropriate goal-setting.

7.1 Optimize individual choice and autonomy.

8.4 Increase mastery-0riented feedback.

9.3 Develop self-assessment and reflection.

UDL in Postsecondary Education

UDL

UDE

UID

UDI

UD

Promising Practices

Boston College

UVM

California State System

Colorado State University

George Washington University

New Tools and Resources

CAST UDL Bookbuilder

CAST UDL Exchange CAST UDL Toolkit CAST UDL Studio A New Digital Version:

“Teaching Every Student in the Digital Age”

UDL Connect Groups

For continued shared discussion….