4.6 Universal design for access and equity  (Page 9/11)

The basic premise of universal design for learning is the creation of a flexible curriculum through varied methods and materials that enhance learning for ALL students. The Universal Design for Learning (UDL) model contains three curriculum based principles. The first principle, multiple methods of presentation , supports learners who have preferred modes of acquiring factual knowledge. It is critical that student build usable knowledge from a variety information sources. For example, students may comprehend by reading, listening, participating in hands-on demonstrations or simulations or using manipulatives. The second principle, flexible methods of expression , recognizes that students use a variety of procedural strategies to acquire knowledge. As student encounter the learning process they enact content related and learning related strategies. As students process information they use a variety of learning skills or techniques to interact with content. The third principle, flexible methods of engagement , relates to individual levels of motivation and involvement in learning. Students are more willing to learn if they are interested in the topic. These vary according to student background experiences, skills levels and interest in the content. Students may demonstrate what content they have learned through visual, written, oral, or modeling modes (Rose and Meyer, 2002; Rose, Harbour, Johnston, Daley and Abarbanell, 2006).

Universal design for learning offers educators with a curriculum model that aligns learner networks - recognition, strategic and affective, and principles - flexible presentation, representation and engagement to increase the potential for increased access to learning in a digital environment. Scheer, Terry, Doolittle and Hicks (2004) in a synthesis of strategies for effective distance education reported instructional design principles which includes a) assess learner goals and instructional contexts, b) align clearly defined instructional objectives with learning outcomes, c) select media and materials appropriate to learner outcomes, d) provide opportunities for practice, feedback and interaction, e) design evaluation and assessment to address outcomes. Consideration of online course design involves decisions regarding goals and objectives, learning materials and methods and evaluation. Specific examples of UDL course design that align principles with student networks are provided in the next section.

Representation

This principle offers opportunities to present information in multiple ways to insure equal access of knowledge and skills to the widest range of learners. Examples of strategies include:

• Ensure all class information posted on course website meets accessibility guidelines
• Offer choices among assignments
• Institute a cooperative learning community
• Use alternate forms of materials – e-textbooks, graphics, audio, accessible web-based materials, Braille, or digital source files
• Ask students to post notes and display for classmates
• Offer captioned lectures and provide printed guided notes or sign language interpreters
• Use graphs and images over text on lecture slides
• Use visual representations as as interactive concept maps, data displays and timelines
• Use natural supports such as peer note takers, study groups for all assignments
• Include captioned audio-video, you tube or film clips
• Assign small group exercises, simulations, games or case studies
• Use graphic organizers to highlight critical features, and relationships among concepts
• Use digital simulations or modeling tools
• Provide multiple assessment choices – research papers, texts, objective tests, take home assignments, media
• Develop a visual framework for course goals, objectives, assignments and evaluation
• Offer examples of products, assignments, or projects that demonstrate learning
• Explore availability of digital versions of textbooks