Universal design for learning: Achieving post-secondary success

1. 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

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

4. Social Participation “Participatory culture shifts the focus of literacy from one of individual expression to community. The new literacies almost all involve social skills developed through collaboration and networking involvement.” 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

5. 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.

6. 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

7. Digital Media Consumption 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

8. 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 StatisticsExperian 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

9. Universal Design for Learning (UDL)

10. Universal Design (Architectural Roots)

11. Examples of Universal Design • Ramps • Curb cuts • Electric doors • Captions on television • Easy-grip tools

12. Emergence of UDL

13. UD and UDL defined in law UD in IDEA (2004) 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) 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)

14. 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.

15. 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

16. 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' interactionswith inflexible educational goals, materials, methods, and assessments.” Teaching Every Student in the Digital Age, p. vi http://www.udlcenter.org/

17. 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.

18. 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.

19. Why UDL? A framework focused on developing learner expertise

20. DESIGNfor LEARNER difference diversity variability

21. 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

22. 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

23. “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

24. 3 Networks = 3 UDL Principles

25. UDL: Neurological Underpinnings Recognition Networks The "what" of learning Strategic Networks The "how" of learning Affective Networks The "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 diversity Sources: Rose & Meyer, 2002. Teaching Every Student in the Digital Age. Fischbach, R. L. in Ackerman, Sandra J, ed. Hard Science, Hard Choices. (2006).

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

27. Multiple Means ofRepresentation 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

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

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

30. Multiple Means of Action and Expression Multi-media for student expression (video, audio, text, drawing)Concept mapping toolsScaffolds and prompts (stop and think) that gradually fade over timeChecklistsEmbedded coaches and mentorsAssessment rubrics

31. 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

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

35. Implementation and UDL:4 Key Areas Assessment Goals Methods Materials

36. Goals Traditional UDL Learning goals areattained in manyindividualized waysby many customized means. • Learning goals may get skewed by the inflexible ways and means of achieving them.

37. Materials Traditional UDL Variety of materials, media, and formats to reach learners with diverse abilities, styles, and needs equally well. • Mostly print and everyone gets the same materials. • Few options

38. Methods Traditional UDL Interactivity Heterogeneous grouping Rich supports for understanding, independent learning • Teacher-centered (lecture) • Homogeneous grouping • Burden on student to adapt to “get it”

39. Assessment Traditional UDL Many possible means as long as they measure learning! Supports instructional improvement • Confuse goals with means • Summative – when it’s too late to adjust instruction!

40. Bob’s Development of Learning Expertise through a UDL lens 4.1 Vary the methods for response and navigation. 1.1 Provide differing ways to customize the information. 5.2 Use multiple tools for composition and construction. 2. 5 Illustrate information through multiple media. 6.1 Guide appropriate goal-setting. 3.1 Provide opportunities to activate background knowledge. 8.4 Increase mastery-0riented feedback. 9.3 Develop self-assessment and reflection. 7.1 Optimize individual choice and autonomy.

41. UDL in Postsecondary Education

42. Promising Practices

43. 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”

44. UDL Connect Groups For continued shared discussion….