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Applying Universal Design for Learning to the Online Classroom. James L. Olive, Ph.D. Ashland University jolive@ashland.edu Sarah A. Hall, Ph.D. Ashland University sahall@ashland.edu. Universal Design.
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Applying Universal Design for Learning to the Online Classroom James L. Olive, Ph.D. Ashland University jolive@ashland.edu Sarah A. Hall, Ph.D. Ashland University sahall@ashland.edu
Universal Design • Universal Design (UD) is 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 • The intent is to simplify life for everyone by making products, communications, and the built environment more usable by as many people as possible at little or no extra cost • UD benefits people of all ages and abilities (Center for Universal Design, 2008)
7 Principles of Universal Design • Equitable use • Flexibility in use • Simple and intuitive • Perceptible information • Tolerance for error • Low physical effort • Size and space for approach and use (Burgstahler, 2009)
Universal Design for Instruction • “UDI comprises a framework for faculty to use in planning and delivering instruction and assessing of learning outcomes” (McGuire & Scott, 2006, p. 125). • Values • High academic standards • Inclusive instructional approaches
9 Principles of UDI • Equitable use • Flexibility in use • Simple and intuitive • Perceptible information • Tolerance for error • Low physical effort • Size and space for approach and use • A community of learners • Instructional climate (McGuire & Scott, 2006)
Universal Design for Learning • Provides flexibility in the ways information is presented, students respond or demonstrate knowledge and skills, and students are engaged • Reduces barriers in instruction • Provides accommodations, supports, and challenges • Maintains high achievement expectations for all (CAST, 2012)
The principles of UDL (CAST, 2011)
Importance of UDL • Reduce barriers • Create flexible learning environments • Accommodate for diverse student characteristics: • Cultural backgrounds • English Language Learners • Disabilities • Learning styles • Learning preferences
Strengths • Students learn from peers (note-taking strategies) • Students with disabilities expressed a feeling of equality (Smith & Buchannan, 2012) • Reduces stigma associated with having a disability • Increased enrollment of students from different cultures (Embry, Parker, McGuire, & Scott, 2005)
Challenges • Faculty resistance • Training issues • Technology • Lack of legal mandate (Embry, Parker, McGuire, & Scott, 2005)
Considerations in Planning • Which course elements lend themselves to multiple formats? • Resources • Assignments • Assessments • Presentation of Information • Who can provide assistance? • Office of Disability Services • Community Service Providers • Colleague mentor/teams
Multiple Means of Representation • Learners differ in how they perceive and comprehend information presented to them • Allows students to make connections within, as well as between, concepts • Provide the same information through different sensory modals • Provide information in a format that will allow for adjustability by the user (CAST, 2013)
Course Resources • Audio versions of articles • Closed captioned videos & audio • Textbook: print, audio, electric versions • Disability statement in syllabus • Rubric for all assignments • Offer all content online • Links to additional information • Translator (Google translation features) • Offer text-only, mobile, & offline options • Email resources if requested (Elias, 2010; Rao & Tanners, 2011)
Assignments • Interactive description with links to resources • Provide an example or model • Provide a rubric or template • Web-based resources to define concepts • PowerPoint presentations with audio • Video or audio clip to highlight major points • Interactive website assignments (Morra & Reynolds, 2010; Smith, 2012)
Presentations • Record lectures to make podcasts • Students can replay lectures to reinforce learning • Include captions on videos • Allow for use of text-to-speech • Lectures available in multiple formats • Audio, video, plain text transcriptions • Provide transcriptions of podcasts • Notes posted online • Color-coding or highlight key points • Graphic organizer to summarize topic (Smith, 2012; Smith & Buchannan, 2012)
Technology Considerations • Easy-to-navigate windows • Searchable content • Mobile interface • Text-only interface • Screen readers • Allow for use of a magnifier • Allow change of background color • Text-to-speech • Captions, descriptors, & transcriptions • Ability to edit after posting • Confirmation before sending assignments (Elias, 2010; Smith, 2012)
Multiple Means of Expression • Learners differ in how they navigate a learning environment and express what they know • Learners are provided with alternatives for demonstrating what they know (CAST, 2013)
Importance of Choice • Exams or Papers: • Instructors may be measuring ability to take tests or write papers instead of ability to comprehend course material • When possible, allow for alternative ways of showing that a student knows the content (Morra & Reynolds, 2010) • Learners may be able to express themselves well in writing but not speech, & vice versa • Offer the option of an oral exam (CAST, 2013)
UDL in Assessment Assessments should: • be available in digitized formats • be designed for accessibility • free of bias to the extent possible • amenable to accommodations • provide clear instructions • utilize comprehensible language and legible print (Ketterlin-Geller & Johnstone, 2006, p. 168)
UDL in Assessment • Define the construct to be measured • Reduce constructs that may act as barriers • Use ‘built in’ accommodations in computers • Allow as much time as needed • Flexible options • Digital formats, text-to-speech, voice activated transcription of responses & automated translations (including Braille)
Possible Choices of Assessments • Tests & quizzes • Papers & discussion posts • Interactive online assignments • Create a web-based or digital product • Digital portfolio of products • Group or individual projects • Hands-on activity • Speech (videotaped or in person) • Personal scrapbook • Graphic organizer • YouTube video • Service activity (Morra & Reynolds, 2010; Smith, 2012; Smith & Buchannan, 2012)
Assessment Accommodations • UDL does not completely remove need for accommodations • Accommodations do not change difficulty, but change accessibility (standards are maintained) • Changes may be made to the setting, timing, presentation, response mode, or equipment (Ketterlin-Geller & Johnstone, 2006)
Multiple Means of Engagement • Affect is a crucial element to learning • Learners differ markedly in how they are engaged or motivated to learn • Neurology, culture, personal relevance, subjectivity, & background knowledge can influence affect • Examples • Spontaneity and novelty • Working independently or with peers (CAST, 2013)
Personal Interests • Students select own topic, assignment, or materials • Work in groups or individually • Students research areas of interest • Personal journal questions • Broad reflection questions • Videos • Website searches • Personal research (Morra & Reynolds, 2010; Smith, 2012)
Student Interactions • Set up study groups & tools • Peer feedback on assignments • Share marked-up text with each other • Discuss through text, audio, video • Collaborative note-taking • Provide links to support services • Library, administration, disability, writing labs, peer tutoring services, etc. (Elias, 2010; Smith & Buchannan, 2012)
Instructor Interactions • Involvement in discussion forums • Post announcements on the course management system (CMS) • Regular contact through group emails, personal emails, Skype, phone • Available for one-on-one meetings • Teach how to navigate the course, use online tools, & organizational options (Elias, 2010)
Asynchronous Formats • Asynchronous Technologies • Course management systems • Discussion forums • Websites, blogs • Videos • Emails • Posted assignments • Posted instructional resources
Asynchronous Tips • Use CMS tools consistently • List each week’s assignment • Respond to each student’s assignment submission with specific comments • Use collaboration tools (such as Voicethread) as a discussion forum • Students watch multimedia presentations • Respond using text, audio, or video • Use email for individual questions
Synchronous Formats • Synchronous Technologies • Web-conferencing • Chats • Videoconferencing • Lectures, small/large group activities “Instructors can emulate some of the interactions that take place in a face-to-face class” (Rao & Tanners, 2011, p. 213)
Synchronous Tips • Use a visual presentation (PowerPoint, etc.) • Record each session and post • Make resources available to review afterwards • Make synchronous sessions optional • Conferencing tools include: Elluminate Live!, Vsee, Skype, WebEx, etc. (Rao & Tanners, 2011)
Resources & Examples UDL Guidelines: Examples and Resourceshttp://www.udlcenter.org/implementation/examples Systemic Change Planner (K-12) http://www.udlcenter.org/implementation/planningtemplates/districtresources Postsecondary Education & UDL http://www.udlcenter.org/implementation/postsecondary BrainPOP http://www.brainpop.com/free_stuff/ HTML Books http://media.pearsoncmg.com/ebookplus/cg/html_test/Biology/html/page_i.html
Questions? James L. Olive, Ph.D. Department of Leadership Studies Ashland University jolive@ashland.edu Sarah A. Hall, Ph.D. Department of Inclusive Services & Exceptional Learners Ashland University sahall@ashland.edu
References Burgstahler, S. (2009). Universal design: Process, principles, and applications. DO-IT. University of Washington. McGuire, J. M., & Scott, S. S. (2006). Universal design for instruction: extending the universal design paradigm to college instruction. Journal of Postsecondary Education and Disability, 19, 124-134. CAST. (2013). The three principles of UDL. Retrieved from: http://www.udlcenter.org/aboutudl/whatisudl/3principles CAST (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA: Author. Retrieved from: http://www.udlcenter.org/aboutudl/udlguidelines CAST (2012) UDL and UD Provisions in the Higher Education Opportunity Act (P.L.110-315) Retrieved from: http://www.udlcenter.org/advocacy/referencestoUDL/HEOA Center for Universal Design. (2008). About UD. Retrieved from: http://www.ncsu.edu/ncsu/design/cud/about_ud/about_ud.htm Elias, T. (2010). Universal instructional design principles for Moodle. International Review of Research in Open and Distance Learning, 11, 110-124. Embry, P. B., Parker, D. R., McGuire, J. M., & Scott, S. S. (2005). Postsecondary disability service providers’ perceptions about implementing universal design for instruction (UDI). Journal of Postsecondary Education and Disability, 18, 34-48.
References Ketterlin-Geller, L. R., & Johnstone, C. (2006). Accommodations and universal design: Supporting access to assessments in higher education. Journal of Postsecondary Education and Disability, 19, 163-172. Morra, T., & Reynolds, J. (2010). Universal design for learning: Application for technology-enhanced learning. The Journal of the Virginia Community Colleges, 15, 43-51. Rao, K., & Tanners, A. (2011). Curb cuts in cyberspace: Universal instructional design for online courses. Journal of Postsecondary Education and Disability, 24, 211-229. Smith, F. G. (2012). Analyzing a college course that adheres to the universal design for learning (UDL) framework. Journal of the Scholarship of Teaching and Learning, 12(3), 31-61. Smith, R. E., & Buchannan, T. (2012). Community collaboration, use of universal design in the classroom. Journal of Postsecondary Education and Disability, 25, 259-265.