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Universal Design for Learning Higher Education Institute: June 2009

Universal Design for Learning Higher Education Institute: June 2009. What do we mean by Universal ?. Universal. Universal. Innovations emerge from the margins, not from the center or mainstream of the industry. Universal. Universal, But not uniform:

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Universal Design for Learning Higher Education Institute: June 2009

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  1. Universal Design for Learning Higher Education Institute: June 2009

  2. What do we mean by Universal?

  3. Universal

  4. Universal Innovations emerge from the margins, not from the center or mainstream of the industry

  5. Universal Universal, But not uniform: The power of individual differences

  6. Differentiating Individual Differences: Beyond IQ

  7. Individual Differences in the Means of Expression

  8. Individual Differences in the Means of Representation Students with Williams syndrome Students with Down syndrome

  9. Students with Williams Syndrome Students with Down Syndrome

  10. Individual Differences in engagement

  11. Student with Williams Syndrome Student with Down Syndrome Once upon a time when it was dark at night, the boy had a frog. The boy was looking at the frog, sitting on the chair, on the table, and the dog was looking through, looking up to the frog in a jar. That night he sleeped and slept for a long time, the dog did. But the frog was not gonna go to sleep. The frog went out from the jar. And when the frog went out, the boy and the dog were still sleeping. Next morning it was beautiful in the morning. It was bright, and the sun was nice and warm. Then suddenly when he opened his eyes, he looked at the jar and then suddenly the frog was not there. The jar was empty. There was no frog to be found. The frog is in the jar. The jar is on the floor. The jar is on the floor. That’s it. The stool is broke. The clothes is laying there. (Matched for IQ)

  12. What do we mean by Learning? Cognitive Neuroscience

  13. Learning is not one thing:a) Differs according to what is being learned?

  14. Posner and Raichle, Images of the Brain

  15. Left panel: the harmony condition activated the left side of the brain more than the right. It also activated inferior (or lower) regions of the temporal cortex as compared to the melody condition Center panel: the melody condition activated both sides of the area called the temporal cortex (which is known to represent sound) to a much greater extent than did the rhythm and harmony conditions. Right panel: much of the brain activation observed during the rhythm condition was in the cerebellum. PET scans by Lawrence Parsons, Peter Fox, and Donald Hodges Universty of Texas, San Antonio

  16. Word Reading in the Brain

  17. Learning is not one thing:b) Differs according to who the learner is

  18. FMRI -Dyslexia • From Shaywitz et al.

  19. Learning is not one thing:d) Differs according to when the learning occurs

  20. When reading emotion, teens (left) rely more on the amygdala, while adults (right) rely more on the frontal cortex. Deborah Yurgelon-Todd, 2000

  21. Learning is not one thing:c) Differs according to when the learning occurs: experience

  22. What learning looks like*

  23. What learning looks like*

  24. Vygotsky in the Brain

  25. Understanding Three Broad Types of Learning

  26. Learning networks Recognition network Strategic network Affective network

  27. Recognition networks • Takes information in from the environment and transforms it into knowledge

  28. Strategic networks • Set goals and strategies for action and expression

  29. Time = 3.7 sec Time = 0.0 sec

  30. Time = 0.0 sec Time = 102.8 sec

  31. Affective network • Interprets emotional and affective significance or importance

  32. What do we mean by Design?

  33. Design Ron Mace introduces concept of "universal design" in architecture. The design of all products and the built environment to be aesthetic and usable to the greatest extent possible by everyone, regardless of their age, ability, or status in life. 1941-1998 Ron Mace, founderand program director of The Center for Universal Design

  34. What is the problem?

  35. What’s the solution? Assistive Technologies Remedial Education Therapies Alternative placements

  36. What’s the problem, v.2.0?

  37. Not access but Learning • Education: Bloom’s Taxonomy of Learning • Three Domains: Cognitive, Psychomotor, Affective • Psychology: Vygotsky • Recognition of the information to be learned • Application of strategies to process that information • Engagement with the learning task (Vygotsky, 1962). Neuroscience Knowledge Skills Affect

  38. But if this is the problem…. • Circa 1450 – 1990 • The Advantages of Print were most prominent: • standardization, permanence, uniformity

  39. Compared to New Media • The Disadvantages of Print became more prominent • standardization, fixedness, uniformity

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