Universal Design for Instruction (UDI): Moving Beyond Accessibility into Classroom Application

1. Universal Design for Instruction (UDI): Moving Beyond Accessibility into Classroom Application World Usability Day New England November 8, 2007

2. Presentation Objectives • Is there a need for Universal Design for Instruction? • What does the paradigm of Universal Design for Instruction (UDI) bring to pedagogy? • UDI as a partnership model: Application through “tech enhanced’ and “non-tech” solutions

3. Need for a New Paradigm for Instruction – The Changing Postsecondary Landscape In 2000 • 100 million Internet users around the world Among 18-29 yr old – 88% use the Internet; among 30-49 yr old – 84%http://www.pewinternet.org/PPF/r/163/report_display.asp • 68% of Americans use a computer for their work; 84% say it is essential for their job http://www.npr.org/programs/specials/poll/technology/index.html

4. Need for a New Paradigm for Instruction – The Changing Postsecondary Landscape 2002 – Online undergraduate college application was 55% in 1998 and climbed to 90% in 2002 http://www.campuscomputing.net/ 2003 - “To succeed in today’s information-based economy, students need to know how to use technology to create and transform information.” (Kurt Landgraf, President ETS) 2006 - “Freshman are arriving on campus with better technologies than their colleges have to offer.” (Chronicle of Higher Education, September 22, 2006)

5. Need for a New Paradigm for Instruction – The Changing Postsecondary Landscape 2004 demographic profile of students: • 38% of the student population was 25 or older • 7% more women than men were enrolled • 30.4% were racial/ethnic minorities • 3.4% were international students • 39% were attending college part-time (Chronicle of Higher Education Almanac, 2006)

6. Need for a New Paradigm for Instruction – The Changing Postsecondary Landscape All Disabilities LD 1978 2.3% no data 1984 4% 1.2% 1998 9.8% 3.5% 2004* 11.3% 7.5% Henderson, 1999; *Chronicle of Higher Education, 2006

7. Universal Design The design of products and environments to be usable by all people, to the greatest extent possible without the need for adaptation or specialized design. Center for Universal Design, North Carolina State University

8. Qualitative Research Theory Leads to Leads to Identifying Research Problem Formulating Hypotheses Variables These are based on May be Independent Dependent Control Intervening Universal Design for Instruction “UDI is the proactive design and use of inclusive instructional strategies that benefit a broad range of learners including students with disabilities.” (Scott, McGuire, Shaw, 2001)McGuire, & Embry (2002)

9. Basic Tenets of UDI www.facultyware.uconn.edu • Anticipates the needs of diverse users • Builds in inclusive features from the beginning • Benefits a broad range of individuals • Often promotes cost and/or time saving in the long run • Results in a more inclusive climate • McGuire, 2006 McGuire, M. (2006)

10. What can UDI bring to pedagogy? • UDI encompasses “ good instructional practice” and helps to ground these practices in evidence-based theory • Encourages us to consider the breadth of issues in (1) planning, (2) delivery, and (3) assessment of instruction that promotes inclusive instruction • Creates a common language for dialogue (Mcguire, 2006)

11. 1. 2. Flexibility in use Equitable use Simple and intuitive 3. 9.* Principles of UDI Instructional climate Perceptible information 4. 8.* Tolerance for error Community of learners 5. Size & Space for use Low physical effort 7. 6. *Scott, McGuire, & Shaw 2001

12. Principle 1: Equitable Use Instruction is designed to be useful and accessible by people with diverse abilities

13. Principle 1: Equitable Use Instruction is designed to be useful and accessible by students with diverse abilities • Application: • (Non tech) – Copies of PowerPoint slides, scribed notes • (Tech) – Technology tools embedded into content, delivery, and assessment so as to support/scaffold student learning • Example: • Adobe Acrobat professional • (highlights PDF files and allows drop-in margin notes • http://www.wordtalk.org.uk/ • (free plug-in text-to-speech application)

14. Principle 2: Flexibility in Use Instruction is designed to accommodate a wide range of individual abilities

15. Principle 2: Flexibility in Use Instruction is designed to accommodate a wide range of individual abilities • Application: • (Non Tech) – Varied delivery of instruction • (Tech) - Repository of “link” to tools that help in managing, sorting, and filtering information • Example: • Visualmapping/outlining tools • * Inspiration - http://www.inspiration.com/ • - Summarizing tools • * Microsoft Word – Tools – Auto summarize

16. Principle 3: Simple and Intuitive Instruction is designed in a straightforward and predictable manner; eliminates “unnecessary” complexity

17. Principle 3: Simple and Intuitive Instruction is designed in a straightforward and predictable manner; eliminates unnecessary complexity • Application: • (Non-Tech) – Clearly stated course expectation/rubrics • (Tech) - Locate and identify a list of legitimate websites/e-resources that can help to further explain the topic • Example: • Tutorials forsearch and navigation skills for effective and efficient learning in open learning environments, like the Internet. ?

18. Principle 4: Perceptible Information Instruction is designed so that information is communicated effectively to the student, regardless of ambient conditions or sensory abilities

19. Principle 4: Perceptible Information Instruction is designed so that information is communicated effectively to the student, regardless of ambient conditions or sensory abilities. • Application: • (Non Tech) – Style of delivery of instruction • (Tech) - Ways to construct/create course content in addition to course authoring tools such as WebCT • (Create content for an audience of n=many vs. n=average) • Example: • Web 2.0 – Wikis • Voicethread.com (Free account for educators, allows you to import graphics and add text comment)

20. Principle 5: Tolerance for Error Instruction anticipates variations in individual students learning pace and prerequisite skills

21. Principle 5: Tolerance for Error Instruction anticipates variations in individual students learning pace and prerequisite skills • Application: • (Non Tech) – Allow formultiple drafts of assignment • (Tech) – Portable technologies and technologies that allow easy conversion into different formats on location • Example: • Think pad • iPod

22. Principle 6: Low Physical Effort Instruction is designed to minimize nonessential physical effort in order to allow maximum attention to learning

23. Principle 6: Low Physical Effort Instruction is designed to minimize nonessential physical effort in order to allow maximum attention to learning • Application: • (Non Tech) – Session breaks; seating • (Tech) – Tech supports for extensive note-taking • Example: • Speech-to-text technologies • http://www.livescribe.com/sneakpeek/index.html

24. Principle 7: Size and Space for Approach and Use Instruction is designed with consideration for appropriate size and space for approach, reach, manipulation, and use regardless of a student’s body size, posture, mobility, and communication needs

25. Principle 7: Size and Space for Approach and Use Instruction is designed with consideration for appropriate size and space for approach, reach, manipulation, and use regardless of a student’s body size, posture, mobility, and communication needs • Application: • (Non Tech) – Preview of physical premises, temperature • (Tech) – Tech support for physical access • Example: • FM systems

26. Principle 8: A Community of Learners The instructional environment promotes interaction and communication among students and between students and faculty

27. Principle 8: A Community of Learners The instructional environment promotes interaction and communication among students and between students and faculty • Application: • (Non Tech) – Collaborative projects, group assignments • (Tech) – Tech support for online collaboration • Example: • Discussion board • Blogs

28. Principle 9: Instructional Climate Instruction is designed to be welcoming and inclusive. High expectations are espoused for all students

29. Principle 9: Instructional Climate Instruction is designed to be welcoming and inclusive. High expectations are espoused for all students • Application: • (Non Tech) – Modeling expected behavior • (Tech) – Instructional expectation used to drive technologies used in the course and not vice versa • Example: • Synchronous and asynchronous discussions on inclusive behaviors

30. Audience Q and A