Review Universal Design for Learning Principles and types of barriers unique to the online setting. Examples using multiple means of representation, multiple means of engagement and multiple means of action/expression from the online classroom will be shared. Group discussion will inspire participants to conceptualize UDL strategies in their own disciplines.
During this innovative session, participants will learn about the three Universal Design for Learning (UDL) Principles and types of barriers unique to the online setting (Novack. & Thibodeau, 2016). Examples of multiple means of representation, multiple means of engagement and multiple means of action and expression (CAST, 2011) and strategies from the online classroom will be shared. Interactive question and answers, and attendee discussion will follow to inspire participants to conceptualize UDL strategies in their own disciplines to encourage collaboration and offer examples that have worked for them in online and blended courses.
As an online educator, I believe it is my responsibility to design and deliver courses that eliminate barriers that students bring to the online environment. UDL principles have been widely used in the K-12 setting (Burgstahler, 2017; CAST, 2011) but they apply to adult learners as well. The UDL framework assumes variability in motivation, interest and readiness and provides scaffolding in language function, skills and executive function while keeping learners engaged. These three principles align to learning “networks” identified in the cognitive sciences; the affective network, recognition network and strategic network (Novack & Thibodeau, 2016). If you want students to learn, all three networks need to be active. How do we activate these networks? By using the UDL framework!! The UDL framework assumes variability in motivation interest and readiness and provides scaffolding in language function, skills, and executive function while keeping learners engaged.
Material from this session will include PowerPoint slides to be posted to the conference website, handouts from CAST UDL Exchange (http://udlexchange.cast.org)and UDL on campus (http://udloncampus.cast.org/home). Website links for additional sources including DO-IT checklists (Burgstahler, 2017) and the UDL - IRN network (https://udl-irn.org) for learning more about UDL and strategies for course development to promote learning for a broad range of learners will be shared.
Participant learning objectives include:
- List at least two barriers to online learning
- Identify fundamental concepts of UDL and how UDL eliminates barriers in online courses
- Identify elements from online course using the principles of UDL
- Share one UDL example that faculty could implement when planning instruction for online learners
References:
CAST (2011). Universal Design for Learning Guidelines. Version 2.0. Wakefield, MA. www.cast.org Burgstahler, S. (2017). Equal access: Universal design for instruction a checklist for inclusive teaching. University of Washington pp. 1-6. deNoyelles, K., Zydney, J., & Chen, B. (2014). Strategies for creating a community of inquiry through online asynchronous discussions. Journal of Online Learning and Teaching. 10(1), 153-165. Novack, K. & Thibodeau, T. (2016). UDL in the cloud: How to design and deliver online education using universal design for learning. Cast Publishing. UDL - IRN network (https://udl-irn.org) UDL on campus (http://udloncampus.cast.org/home)UDL Exchange http://udlexchange.cast.org/