Universal Design for Learning January, 2010

1. Universal Design for Learning January, 2010

2. First, is UDL important? • I) NIMAS (2006) • The National Instructional Materials Accessibility Standard

3. in public policy • ..NIMAS is a standard for digital source files that can be used to accurately and reliably produce instructional materials in a variety of alternate formats using the same source file.

4. …addresses the national need to increase the availability and timely delivery of print instructional materials in accessible formats to blind or other students with print disabilities in elementary and secondary schools.

5. What do we mean by Disability?

6. What do we mean by Diversity?

9. Diversity in Recognition Networks Students with Williams syndrome Students with Down syndrome

10. Students with Williams Syndrome Students with Down Syndrome

11. Students who vary in visual acuity Students who vary in decoding ability Students who vary in cognitive strategies

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

13. Universal

14. What do we mean by Design? Profoundly different in the Digital Age.

16. Circa 1450 – 1990 • The Advantages of Print were most prominent: • standardization, permanence, uniformity

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

18. In a standardized curriculum, this is the problem

19. New Media

20. A foundation for flexibility

21. The virtue of NIMAS or XML NFF

22. Flexible display

23. Flexible Display: Multiple Representation Tale of Two Cities …It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of

24. Multiple representations

25. Multiple representations

26. Designing for individuals Adjustable Challenge and Support

27. The idea of universal 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

32. Multiple Means of Expression and Action Examples: NSF’s Science Writer Carnegie’s Strategy Tutor Scholastic’s Expert Space

33. What do we mean by Learning?Also profoundly different in the digital age

34. Posner and Raichle, Images of the Brain

35. What learning looks like*

36. What learning looks like*

37. Vygotsky in the Brain

38. What does this ability to visualize the functioning brain teach us about learning?

39. 1) Learning is highly diverse by individual What do we learn from modern neurosciences?

40. FMRI -Dyslexia • From Shaywitz et al.

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

42. 2) Learning is highly diverse in its distribution What do we learn from modern neurosciences?

44. 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

45. First, some structural anatomy to help us consider what parts of the brain might or might not be involved in “neurodiversity.”

46. How to make sense of all of the possible distributed learning in the brain?

47. How to make sense of all of the possible distributed learning in the brain?