Universal Design for Learning

 

Universal Design for Learning

I have just read Universal Design for Learning:  Guidelines for Accessible Online Instruction, written by Carol Rogers-Shaw, Davin J. Carr-Chellman, and Jinhee Choi.  This article seeks to break down Universal Design for Learning (UDL) as it might apply to adult learners in an online setting.  Before we get into the specific applications for adult distance learners, we must first understand what UDL is and what it aims to accomplish.

UDL is an educational approach to meeting the needs of all learners more effectively, and specifically focuses on accessibility, collaboration, and community.  UDL was originally created as an inclusive approach to architecture.  The goal was to offer more flexibility in the original design versus adding accommodations for certain individuals as an afterthought.  When this thought process is applied to education, it seeks to do a very similar thing, offer greater flexibility and inclusivity for learners.  The creators of UDL do not believe in a one size fits all approach to education.

UDL seeks to ensure that all learners have multiple means to engage in learning, piquing their interest and increasing their motivation.  They also believe all learners should be given information through multiple modalities.  A combination of text, audio, and visual components is a great example of offering multiple ways for students to acquire knowledge.  Finally, the UDL framework also calls for learners to be able to demonstrate their knowledge in multiple ways. 

The adult distance learner must be highly motivated and self-directed.  The choice of text is an important first step in engaging the adult, distance learner.  The text should provide multiple representations, offering the student the flexibility of choice to select the method or methods that are best for them.  Additionally, the syllabus should include visual and interactive elements, making it easier to understand.  Community can be initiated by including an instructor photo or even an inspiring message to students.  Communication should occur throughout the course and the instructor should offer feedback to the students in a variety of ways.  

In connecting UDL to my lesson plan for this course, and in considering the feedback from my peers on our most recent discussion board, I plan on editing my lesson plan to be more inclusive.  I think a simple way to integrate UDL into my lesson plan is to offer visual examples of strong, well-developed performance bios and headshots, as well as visual examples of what not to do.  This offers a visual component to go along with the bullet pointed assignment and slides. 

The CAST website offers a breakdown of strategies and resources to help educators implement UDL in their classrooms and curriculum.  For my lesson plan, I am utilizing the “Optimize Individual Choice and Autonomy” strategy from the “Recruiting Interest” method of engagement.  In the development of their professional performance bio, headshot, personal website, and personal branding, my students are free to choose their design elements, color, graphics, and layouts.  This can not only aid in helping students feel more connected to their work, but it can also help them feel prouder of their final product. 

In reading through the list of strategies, the “Develop Self-Assessment and Reflection” strategy under “Self-Regulation” stood out to me.  I think this would be an excellent strategy to implement in my lesson plan.  As the initial task might feel overwhelming, I could create a small self-assessment chart for students to use on their own, in completing their assignments.  This would allow for more checkpoints throughout the process.  It would also simplify the lecture points into a more concise, visual reference.  This of course, is a great example of offering more flexibility and means of engagement, representation, and expression. 

References

About universal design for learning.  CAST.  (2022, February 8).  https://www.cast.org/impact/universal-design-for-learning-udl#.XGn5889Kho4

Rogers-Shaw, C., Carr-Chellman, D. J., & Choi, J. (2018).  Universal design for learning:  guidelines for accessible online instruction.  Adult Learning, 29(1), 20-31.