Innovative learning spaces: class management and universal design for learning

2021 ◽  
Author(s):  
Irit Sasson ◽  
Itamar Yehuda ◽  
Shirley Miedijensky
Keyword(s):  
Universal Design ◽  
Universal Design For Learning ◽  
Learning Spaces ◽  
Class Management ◽  
Design For Learning ◽  
Innovative Learning

Designing STEAM Learning Environments

2020 ◽  
pp. 1-23
Author(s):  
Haidee A. Jackson ◽  
James D. Basham ◽  
Kelli Thomas ◽  
Cassandra L. Hunt
Keyword(s):  
Learning Environments ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Educational Experiences ◽  
Collaborative Problem Solving ◽  
Learning Spaces ◽  
Steam Education ◽  
Design For Learning ◽  
21St Century Learners ◽  
Design Challenges

This chapter highlights some of the technological changes in society that have led to an increased need to consider instructional and design challenges in implementing STEAM education. Specifically, the chapter discusses how challenges related to designing learning environments in STEAM education can be mediated through application of the Universal Design for Learning (UDL) framework. Consideration is given towards designing for flexible and useable STEAM learning spaces by thinking about and planning for learner variability as a key component towards designing inclusive, humanistic educational experiences. In addition, STEAM learning spaces are discussed in terms of catalyzing learner creativity, providing for individualizing instruction, and empowering 21st century learners to develop collaborative, problem-solving tools, and soft skills.

scholarly journals Universal Design for Learning: The More, the Better?

2021 ◽  
Vol 11 (4) ◽  
pp. 164
Author(s):  
Marvin Roski ◽  
Malte Walkowiak ◽  
Andreas Nehring
Keyword(s):  
Quantitative Research ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Epistemic Beliefs ◽  
Learning Gains ◽  
Inclusive Settings ◽  
Design For Learning ◽  
Multiple Indicator ◽  
Science Classes ◽  
Mimic Approach

An experimental study investigated the effects of applying principles of the Universal Design for Learning (UDL). Focusing on epistemic beliefs (EBs) in inclusive science classes, we compared four groups who worked with learning environments based more or less on UDL principles and filled out an original version of a widely used EBs questionnaire or an adapted version using the Universal Design for Assessment (UDA). Based on measurement invariance analyses, a multiple indicator, and multiple cause (MIMIC) approach as well as multi-group panel models, the results do not support an outperformance of the extensive UDL environment. Moreover, the UDA-based questionnaire appears to be more adequately suited for detecting learning gains in an inclusive setting. The results emphasize how important it is to carefully adopt and introduce the UDL principles for learning and to care about test accessibility when conducting quantitative research in inclusive settings.

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