“Every little thing that could possibly be provided helps”: Analysis of online first-year chemistry resources using the Universal Design for Learning framework

2021 ◽  
Author(s):  
Charisse Tongson Reyes ◽  
Gwendolyn Angela Lawrie ◽  
Christopher D. Thompson ◽  
Sara Kyne
Keyword(s):  
Information And Communication Technologies ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Communication Technologies ◽  
First Year ◽  
Pedagogical Strategies ◽  
Learning Framework ◽  
Design For Learning ◽  
Information And Communication

Rapid advancements in information and communication technologies (ICTs) have afforded numerous variations to traditional chemistry curricula where pedagogical strategies that have been employed have assumed "one-size-fits-all". The translation of print-based...

Curriculum innovation with Universal Design for Learning

2020 ◽  
pp. 90-103
Author(s):  
Giovanni Arduini
Keyword(s):  
Information And Communication Technologies ◽  
Universal Design ◽  
Teaching Practice ◽  
Universal Design For Learning ◽  
Communication Technologies ◽  
Educational Success ◽  
Curriculum Innovation ◽  
Design For Learning ◽  
Information And Communication ◽  
The Relationship

Universal Design for Learning (UDL) is one of the approaches that most effectively emphasize the concept of individual uniqueness, at international level: each of us perceives the world in a different way, acquires and processes information in different ways, has multiple intelligences and skills. The trend of contemporary teaching places the focus on the characteristics and needs of the learner, so it is essential to recognize and value each member belonging to the class, including pupils with disabilities and learning difficulties. With the UDL it is possible to overcome the idea of modifying teaching activities at a later stage for those students who present difficulties, it starts from a design phase that already contemplates the differences between learners. Moreover, the relationship between the UDL, Information and Communication Technologies and disability highlights that ICT can facilitate daily teaching practice, renewing it and promoting significant learning that promotes the educational success of each learner. The conscious use of ICT is in fact one of the actions proposed by the UDL, in particular to achieve the flexibility sought in truly inclusive curricula.

Continuous Improvement in e-Teams for Collaborative Marketing Planning

2013 ◽  
pp. 167-191
Author(s):  
Tania von der Heidt
Keyword(s):  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
First Year ◽  
Marketing Plan ◽  
Curriculum Innovation ◽  
University Curriculum ◽  
Marketing Planning ◽  
Business Course ◽  
Information And Communication

Academics are charged with continuous and evidence-based curriculum improvement in a move toward more learner-centred teaching and assessment, whereby information and communication technologies increasingly facilitate this call. This chapter looks at technology enhanced teaching and learning in a university curriculum innovation. A major collaborative marketing plan assessment was designed to be undertaken in virtual or eteams in a compulsory first-year Marketing unit within a Bachelor of Business course. Using the Plan-Do-Study-Act improvement cycle, the efficacy of teamwork is evaluated for two successive delivery periods in 2011. Improvements to the eteam design are identified and implemented. It is found that external students can successfully conceptualise new products and develop marketing plans in a fully online learning environment. Further, with the improved eteam design, initial results suggest that teamwork is shifting from simply cooperative to genuinely collaborative.

Examining Fatigue for Students Who Are Deaf or Hard of Hearing Through Universal Design for Learning

2022 ◽  
pp. 302-320
Author(s):  
Natalia K. Rohatyn-Martin ◽  
Denyse V. Hayward
Keyword(s):  
Hard Of Hearing ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Inclusive Classrooms ◽  
Flexible Approach ◽  
Multilingual Students ◽  
Learning Framework ◽  
Design For Learning ◽  
School Day ◽  
Linguistic Backgrounds

In current educational contexts, Deaf or hard of hearing (D/HH) students are being educated in inclusive classrooms. However, academic and social outcomes for these bilingual or multilingual students remain highly variable indicating that meeting the needs for students who are D/HH continues to be challenging for many educators. Many D/HH students are reporting high levels of fatigue throughout their school day. To ensure the diverse cultural and linguistic backgrounds of students are being met, a more flexible approach needs to be considered to address barriers described by D/HH students. As such, the authors use the Universal Design for Learning framework to discuss fatigue for students who are D/HH in inclusive contexts, particularly those who are bilingual/multilingual.

Challenging Education's Inflexible Model

2022 ◽  
pp. 65-82
Author(s):  
Emily Art ◽  
Tasia A. Chatman ◽  
Lauren LeBental
Keyword(s):  
Effective Teachers ◽  
Professional Growth ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Social Emotional Development ◽  
Learning Framework ◽  
Design For Learning ◽  
Teachers And Students ◽  
The One ◽  
Exceptional Learners

Structural conditions in schools limit diverse exceptional learners' academic and social-emotional development and inhibit the professional growth of their teachers. Teachers and students are restricted by the current instructional model, which suggests that effective teachers lead all students through a uniform set of instructional experiences in service of objective mastery. This model assumes that diverse exceptional learners' success depends on access to the teacher-designed, one-right-way approach to the learning objective. This inflexible model prevents both the teacher and the student from co-constructing learning experiences that leverage their mutual strengths and support their mutual development. In this chapter, the authors argue that the Universal Design for Learning framework challenges the one-right-way approach, empowering teachers and students to leverage their strengths in the learning process. The authors recommend training teachers to use the Universal Design for Learning framework to design flexible instruction for diverse exceptional learners.

scholarly journals An interactive digital platform for preservice secondary English teachers’ reading: First iteration findings

2014 ◽  
Vol 30 (5) ◽  
Author(s):  
Judine Ladbrook
Keyword(s):  
Preservice Teachers ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Reading Engagement ◽  
First Year ◽  
Secondary English ◽  
Digital Platform ◽  
Secondary Teaching ◽  
Information And Communication ◽  
The Impact

<p>Preservice teachers of secondary English need sustained and confident experiences of the pedagogical affordances of information and communication technologies (ICTs), to overcome the constraints perceived by their secondary teaching colleagues. They also need to rapidly develop an extensive knowledge of adolescent fiction titles for progressing the reading engagement and success of their future students. Building on the students’ acceptance of ICTs, this study examines the impact of using an interactive digital platform within preservice secondary English courses, for adolescent reading requirements. This paper reports results of the first iteration of the innovation. Data were collected via a questionnaire and results show that using an interactive digital platform with social networking characteristics for writing and reading book summaries, augmented knowledge of titles, increased motivation for reading, developed a repository of titles for use in the first year of teaching, and demonstrated how a digital platform might be successfully used in schools. Recommendations for the second iteration of the innovation are also reported.</p>

Vodcasts! How to Unsuccessfully Implement a New Online Tool

2010 ◽  
pp. 118-129 ◽  
Author(s):  
Andrea Crampton ◽  
Thiru Vanniasinkam ◽  
Natalie Milic
Keyword(s):  
Information And Communication Technologies ◽  
New Technology ◽  
Medical Science ◽  
Communication Technologies ◽  
First Year ◽  
Online Tool ◽  
Face To Face ◽  
Online Tutorials ◽  
Information And Communication ◽  
Face To Face Instruction

Online technology is increasingly used in higher education and training. Recent advances in information and communication technologies (ICTs) have enabled the implementation of an array of tools, such as online tutorials, videos, podcasts and vodcasts, which are utilised within the education and business sectors. In this chapter the authors describe a study analysing the uptake of a new online tool by a cohort of internal and distance first year microbiology students enrolled in Pharmacy, Medical Science and Biotechnology programs. Key findings included the central role publicising the electronic resources plays in the uptake of new technology. Potential advantages and pitfalls of implementing online ICTs in a discipline that traditionally relies on face-to-face instruction and very little virtual learning are discussed making this study relevant to any field considering the adoption of new ICTs.

The Use of Tablet Technology to Support Inquiry Science for Students Incarcerated in Juvenile Justice Settings

2018 ◽  
pp. 590-612
Author(s):  
Michael Krezmien ◽  
Wardell Powell ◽  
Christina Bosch ◽  
Tracey Hall ◽  
Martina Nieswandt
Keyword(s):  
Juvenile Justice ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Science Instruction ◽  
Juvenile Corrections ◽  
Inquiry Science ◽  
Educational Setting ◽  
Learning Framework ◽  
Design For Learning

This chapter describes the challenges in implementing science instruction in juvenile corrections settings and present a tablet-based model for meeting the complex challenges. Project RAISE is a Project-based Inquiry Science (PBIS) curriculum designed in the Universal Design for Learning framework. It is developed in a tablet platform, and is designed to meet the unique needs of incarcerated learners. The chapter describes the juvenile justice educational setting, the characteristics of the classrooms, the learners, and the teachers. It provides an overview of one iBook that has been co-designed and tested with incarcerated learners.

Equity Pedagogies for Inclusive Online Classrooms in Higher Education

2022 ◽  
pp. 379-399
Author(s):  
Ieda M. Santos ◽  
Wenli Wu
Keyword(s):  
Collaborative Learning ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Learning Experiences ◽  
Future Research ◽  
Diverse Students ◽  
Learning Framework ◽  
Inclusive Learning ◽  
Online Classrooms ◽  
Design For Learning

Online learning continues to grow and is increasing including more diverse students. Diverse students with various backgrounds and experiences challenge educators to implement pedagogies to achieve equitable learning experiences and outcomes. This chapter aims to discuss four equity pedagogies commonly referred to in the literature that can contribute to democratic and inclusive learning experiences for all students. The chapter's four strategies include pedagogic voice, universal design for learning, equitable assessment, and collaborative learning. Although these strategies were discussed separately, the universal design for learning framework can incorporate both the pedagogic voice, equitable assessments, and collaborative learning while considering their unique perspectives. If well-designed and implemented, these strategies can help all students to receive fair education and prepare them to succeed in a changing world and become agents for social change. The chapter includes recommendations for practice and future research.

Cross-Institutional, Interdepartmental UDL Infusion in Elementary Education Teacher Preparation Curriculum

2021 ◽  
Vol 36 (1) ◽  
pp. 29-38
Author(s):  
Emily Hoeh ◽  
Jessica A. Curtis ◽  
Melissa D. McAllister
Keyword(s):  
Teacher Preparation ◽  
Elementary Education ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Teacher Preparation Program ◽  
Education Teacher ◽  
Learning Framework ◽  
State College ◽  
Florida Department ◽  
Design For Learning

The following describes a journey of collaboration across disciplines to support Universal Design for Learning (UDL) curriculum and assessment enhancements in an Elementary Education teacher preparation program within a college of education (COE). As a collaborative partner with a public university in Florida, a public state college in Florida completed a review and enhancement of the Elementary Education teacher preparation curriculum using The Roadmap for Educator Preparation Reform to create an overt and measured use of the Universal Design for Learning framework. This project was supported through a grant from the Florida Department of Education FLDOE 171-5015A-8CC01.

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