scholarly journals The Role of the Teaching and Learning Center in Promoting Transformative Learning at a Metropolitan University

2018 ◽  
Vol 29 (3) ◽  
Author(s):  
Judy Ableser ◽  
Christina Moore
Keyword(s):  
Transformative Learning ◽  
Teaching And Learning ◽  
Universal Design For Learning ◽  
Learning Center ◽  
Collaborative Interactions ◽  
Diverse Student ◽  
Design For Learning ◽  
Change In Higher Education ◽  
Metropolitan University ◽  
Dramatic Shift

With many potential community partners and a diverse student population, the metropolitan university has many opportunities to operationalize transformative learning, which involves a dramatic shift in one’s assumptions that has a lasting change on their perspectives. The challenge of identifying transformative learning initiatives and making these initiatives take hold across a campus requires administrative direction and faculty buy-in. A teaching and learning center (TLC) can guide and sustain such transformation by providing the pedagogical expertise to identify and evaluate transformative learning initiatives, offering a collaborative forum for implementing these initiatives, and serving as an embedded structure to protect initiatives over time. The literature on organizational change in higher education and transformative learning has not yet explored the role TLCs can have in these areas. This article offers a narrative of how a TLC promoted transformative learning through two initiatives: creating a Universal Design for Learning (UDL) initiative to had better include diverse learners, and increasing community engagement through collaborative interactions with the university’s new Experiential Learning Center. This manuscript offers guidelines on leading, directly and collaboratively, such initiatives in a sustainable way, to assist other TLCs in meeting similar goals at their own metropolitan institutions.

scholarly journals Support to address barriers to learning for learners who are deaf

2018 ◽  
Vol 7 ◽  
Author(s):  
Peter Mapepa ◽  
Meahabo D. Magano
Keyword(s):  
South Africa ◽  
Support Services ◽  
Teaching And Learning ◽  
Research Policy ◽  
Universal Design For Learning ◽  
Qualitative Content Analysis ◽  
Barriers To Learning ◽  
Policy And Practice ◽  
Special Schools ◽  
Design For Learning

Background: There is great importance in support services for successfully addressing the barriers to learning optimally or learners who are deaf. The study, though conducted in South Africa, has national and international appeal.Objectives: The aim of the study was to identify educator reflections on support services needed for them to address barriers to learning of learners who are deaf.Method: The study used a qualitative design for collecting data in natural settings. A sample size of 11 educators of learners who are deaf was purposively selected from two provinces of South Africa. The study used an open ended individual interview questionnaire.Results: Data was analysed using qualitative content analysis considering the context of the schools in which the study was carried out. Results showed that there was: limited curriculum support in special schools; lack of support and inadequate teaching and learning materials; overcrowding in one school and; limited support of multidisciplinary professionals in most schools.Conclusion: The study provided a framework for support services important for research, policy and practice. Of significance was the relevance of the Universal Design for Learning (UDL) theoretical framework in implementing support services programmes in schools.

scholarly journals Distance Educators Attitudes and Actions towards Inclusive Teaching Practices

2021 ◽  
Vol 21 (2) ◽  
Author(s):  
Catherine Cash ◽  
Thomas Cox ◽  
Debbie Hahs-Vaughn
Keyword(s):  
Distance Education ◽  
Teaching Practices ◽  
Online Survey ◽  
Universal Design For Learning ◽  
Faculty Attitudes ◽  
Postsecondary Institutions ◽  
Future Research ◽  
Diverse Student ◽  
Design For Learning ◽  
Inclusive Teaching

As distance education continues to increase, it is vital that postsecondary institutions contribute time and resources towards sustaining inclusive teaching practices that decrease barriers and increase opportunities for diverse student populations. This study examined faculty (n = 116) attitudes and actions surrounding online accommodations and inclusive teaching practices that were based on Universal Design for Learning (UDL) principles using the Inclusive Teaching Strategies Inventory-Distance Education (ITSI-DE) online survey instrument. A Pearson product moment correlation confirmed a statistically significant correlation between faculty attitudes and actions towards inclusive teaching practices. Next, a multivariate analyses of variance (MANOVA) affirmed statistically significant differences between faculty attitudes and actions towards inclusive teaching practices based on gender. The implications of this research and future research recommendations are offered.

scholarly journals A System-Wide Approach to Universal Design for Learning Implementation

2018 ◽  
Vol 6 (1) ◽  
pp. 44-47
Author(s):  
Joni L Degner
Keyword(s):  
Learning Environments ◽  
Teaching And Learning ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Learning Experiences ◽  
Value System ◽  
Student Centered ◽  
Design For Learning ◽  
High Standards ◽  
Every Student Succeeds Act

Universal Design for Learning (UDL), an instructional framework based in neuroscience, optimizes teaching and learning by supporting learners through three overarching principles: Multiple Means of Engagement, Multiple Means Representation, and Multiple Means of Action and Expression (?About universal?). These principles and the subsequent framework that grew out of the work of CAST co-founders and framework co-creators Dr. David Rose and Anne Meyers has become greater than the sum of its parts. Practitioners who have even dabbled in Universal Design for Learning have likely come to the understanding that UDL is a student-centered value system of flexibility, accessibility, and high standards for all students; indeed, the goal of Universal Design for Learning is to create learning environments where students grow to be experts in their own learning. The Every Student Succeeds Act (ESSA) defines and endorses Universal Design for Learning as the framework for designing learning experiences that support the success of all learners

scholarly journals Using Webquest As A Universal Design For Learning Tool To Enhance Teaching And Learning In Teacher Preparation Programs

2011 ◽  
Vol 8 (3) ◽  
Author(s):  
Chien-Hui Yang ◽  
Pei Wen Tzuo ◽  
Cecile Komara
Keyword(s):  
Teacher Preparation ◽  
Problem Solving ◽  
Teaching And Learning ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Learning Needs ◽  
Problem Solving Skills ◽  
Diverse Learning ◽  
Design For Learning ◽  
Strongly Agree

Developed by Dodge (1995), WebQuest is an inquiry-based teaching tool, in which students of all ages and levels participate in an authentic task that use pre-designed, pre-defined internet resources, though other print resources can also be used. Learners will put the focus on gathering, summarizing, synthesizing, and evaluating the information within clearly defined parameters in order to accomplish an authentic task set by the instructor. WebQuest takes a problem-solving approach and exhibits a clear structure that guides the learning processes and interactions (Dodge, 2001), and can be used for different subject areas across age levels, from young children to adult learners (Ezell, Klein, Hines, & Hall, 2003). In teacher preparation, research has shown that WebQuest enhanced problem-solving skills, higher order thinking, motivation, creativity, critical thinking, active learning, connection to authentic contexts (Abu-Elwan, 2007; Allan & Street, 2007; Lim & Hernandez, 2007) and assisted in bridging the theory to practice gap (Lim & Hernandez, 2007). It should be noted that most studies were conducted on the subject areas of Math, literacy, or science. In Singapore context, many local teachers still havent heard of WebQuest and learned about using WebQuest in their teaching. Further, few research studies have focused on establishing WebQuest as an evidence-based practice in enhancing teaching and learning or a pedagogy promoting Universal Design for Learning and inquiry based learning. This research project intends to introduce WebQuest, to be modelled and integrated in a course training special education pre-service teachers (allied educators) in Singapore. Specifically, the following research questions were posed: (1) Does the use of WebQuest in teacher preparation promote special education teachers understanding on Universal Design for Learning (UDL) in accommodating students with diverse learning needs? (2) Does WebQuest a useful tool to enhance teachers higher order thinking, engagement, creativity, and collaborative learning skills? (3) Does the use of WebQuest in teacher preparation foster stronger desires for teachers to integrate ICT in teaching and learn more about WebQuest? Forty one teacher responded to a survey questionnaire after experiencing WebQuest developed by the course instructor in teacher preparation program. Teachers also learned about WebQuest as an Universal Design for Learning tool for students with diverse learning needs. The majoirty of teachers indicated strong favors over WebQuest activities over traditional teacher-directed learning methods. All participants found WebQuest helpful in accommodating individual differences and learning styles (Agree: 68.3%; Strongly agree: 31.7%). Forty teachers (N=41) reflected that they used more critical thinking and problem solving skills when they engaged in the WebQuest activities developed by the instructor (39% strongly agree and 56.1% agree). Thirty nine teachers agreed that they were required to use more creativity when they engaged in the WebQuest activities (24.4% of teachers stronly agree and 68.3% agree). The majority of teachers (26.8% strongly agree and 68.3% agree) felt that they know more about ways to incorporate technology for teaching and learning after experiencing WebQuest in this class. They also indicated that they would like to use more technology and web resources in teaching in the future after learning about WebQuest (41.5% strongly agree and 53.7% agree).

The Impact of Technology on the Teaching and Learning Process

2018 ◽  
pp. 235-257 ◽  
Author(s):  
Lisa A. Finnegan
Keyword(s):  
21St Century ◽  
Learning Process ◽  
Teaching And Learning ◽  
Universal Design For Learning ◽  
Thinking Skills ◽  
Learning Needs ◽  
Use Of Technology ◽  
Design For Learning ◽  
21St Century Learners ◽  
Education Act

The teaching and learning process of traditionally run classrooms will need to change to meet up with the requirements under the reauthorization of the Elementary and Secondary Education Act as the Every Student Succeeds Act (ESSA). Under the ESSA, the infusion of the Universal Design for Learning (UDL) framework into the teaching and learning environment sets the stage so that instruction and assessment support all levels of learners. Along with UDL, ESSA supports the inclusion of technology-rich learning environments to prepare students for 21st century problem-solving and critical thinking skills. Critical to preparing students comes an understanding of who the 21st century learners are. The current teaching and learning process involving the use of technology continues to hold students back as passive observers of content. Merging technology and the UDL framework in the classroom will be an avenue to meeting the learning needs and wants of 21st century students.

Cultivating Student Engagement in a Personalized Online Learning Environment

2020 ◽  
pp. 267-287
Author(s):  
Jeremy Anderson ◽  
Heather Bushey ◽  
Maura E. Devlin ◽  
Amanda J. Gould
Keyword(s):  
Online Education ◽  
Degree Completion ◽  
Adaptive Learning ◽  
Teaching And Learning ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Course Content ◽  
College Degrees ◽  
Design For Learning ◽  
Learning Frameworks

Higher education has a national imperative to change the ways it supports its increasingly non-traditional populations who seek completion of college degrees in more flexible online environments. However, online education can present challenges to such students learning remotely and often independently, and who may struggle with accessing, understanding, and processing course content and achieving mastery of outcomes. A unique model based on technology and data-driven decision-making that is undergirded by two teaching and learning frameworks—adaptive learning and universal design for learning—is presented, along with outcomes and best practices. By adopting revolutionary methods of engaging students online and ensuring mastery of course and program learning outcomes, which enhance persistence and degree completion, such a model addresses this national educational imperative.

scholarly journals Tech-Based Approaches To Supporting And Engaging Diverse Learners: Visual Strategies For Success

2018 ◽  
Vol 11 (2) ◽  
pp. 45-56
Author(s):  
Sarah E. Bryans-Bongey
Keyword(s):  
Teaching And Learning ◽  
Universal Design ◽  
Graphic Organizers ◽  
Universal Design For Learning ◽  
Autism Spectrum ◽  
Exact Nature ◽  
Technology Choice ◽  
Expressive Communication ◽  
Design For Learning ◽  
Learner Profile

This paper explores teaching and learning applications at the intersection between Universal Design for Learning, Assistive Technology, and mainstream educational technology. Informed by the SETT framework in which the technology choice is informed by student, environment, and task (Dell, Newton, & Petroff, 2017; Zabala, 2005), this paper is designed for a learner-profile consistent with learners who need concrete and visual approaches to optimize receptive and expressive communication. The visual and interactive approaches shared here include Universal Design, graphic organizers, and comic strip creations, and may appeal to teachers of students on the autism spectrum as well as others who are responsive to visual supports.  While it is not possible to predict the exact nature of the environment and tasks at hand for these students, the paper leaves those decisions in the hands of the readers. Approaches and suggestions shared here reflect practitioner experience, findings from the literature, and data from a 2016 course, in which a small number of diverse students reinforced the concept that UDL approaches increased their engagement and success.

scholarly journals Embracing Universal Design for Transformative Learning

2021 ◽  
Author(s):  
Larry McNutt ◽  
Ger Craddock
Keyword(s):  
Transformative Learning ◽  
Growth And Development ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Design For Learning ◽  
Technological University

The purpose of this paper is to introduce participants to our journey of integrating Universal Design as a central part of a new Technological University in addressing the challenge of a consistent quality experience for all learners. Adopting and combining both the principles of universal design and universal design for learning is not to make it easier but to offer a framework of principles and guidelines to make education appropriate and challenging for everyone. Ken Robinson wrote “A vibrant school can nourish an entire community by becoming a source of hope and creative energy…Poor schools can drain the optimism from all the students and families who depend on it by diminishing their opportunities for growth and development” (1)

scholarly journals The Oswald-Gentile Model of Instruction: A Holistic Approach

2021 ◽  
Vol 4 (2) ◽  
pp. 229-246
Author(s):  
Amber Gentile ◽  
A. Michele Oswald
Keyword(s):  
Classroom Management ◽  
Student Teachers ◽  
Teaching And Learning ◽  
Universal Design For Learning ◽  
Interdisciplinary Approach ◽  
Holistic Approach ◽  
Understanding By Design ◽  
Use Of Technology ◽  
Design For Learning ◽  
And Mathematics

The purpose of this article is to introduce a comprehensive instructional model that takes into consideration three frameworks for designing instruction (Universal Design for Learning, Understanding by Design, and the 7E Learning Cycle) and incorporates Technological Pedagogical and Content Knowledge and Mindset (attitudes, beliefs, dispositions toward teaching and learning) that serves to advance STEM (Science, Technology, Engineering, and Mathematics) instruction with pre-service teachers. The proposed model will be used in teaching pre-service prek-12 teachers in the following courses: Mathematics Methods, Science Methods, Human Development and Learning Theory, and Classroom Management. It explores how the frameworks, TPaCK, and Mindset can be integrated to form a holistic and interdisciplinary model for designing instruction, particularly in STEM courses. Each framework has a different focus, which is discussed, along with how TPaCK and Mindset can influence how one uses the framework to design instruction. Among these frameworks, there exists a convergence of pedagogy, instructional design, planning, and strategic use of technology that provides an opportunity for a holistic, interdisciplinary approach to designing instruction that serves both teacher and student: teachers in becoming more effective instructors, and students in becoming more effective learners. A brief review of each framework, TPaCK and Mindset is included as well as the description of The Oswald-Gentile Model of Instruction, a holistic approach to designing instruction that takes into consideration both the learner and the teacher.

Using Digital Tools to Foster Student Engagement Within the Universal Design for Learning Framework

2020 ◽  
pp. 411-428
Author(s):  
Lisa Harris ◽  
Lindsay Yearta ◽  
Allison Paolini
Keyword(s):  
Higher Education ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Higher Education Institutions ◽  
Digital Tools ◽  
Learning Needs ◽  
Learning Framework ◽  
Design For Learning

Students are diverse. They vary widely in their background knowledge, interests, languages, academic strengths, and learning needs. In order to retain these students, higher education institutions must create flexible and engaging learning environments. Universal design for learning (UDL) is a research-based framework used to guide the development of instructional goals, teaching methods, materials, and assessments to meet the needs of all learners. The three overarching UDL principles and corresponding guidelines are discussed as a framework for making decisions about integrating digital tools into teaching and learning environments. Examples of how the authors have used technology to meet the guidelines in higher education classrooms are provided.

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