Developing a Passion for Learning: An Interview With Dr. David Rose

2020 ◽  
pp. 105345122091488
Author(s):  
Kyle Higgins ◽  
Randall Boone
Keyword(s):  
Driving Force ◽  
National Science Foundation ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Principal Investigator ◽  
Department Of Education ◽  
Journal Articles ◽  
National Science ◽  
Design For Learning ◽  
Education Projects

Dr. David Rose is perhaps best known for his connection to the Center for Applied Special Technology (CAST) and as a main and driving force behind the collection of instructional, assistive, and access principles known as Universal Design for Learning (UDL). His research background includes principal investigator on National Science Foundation and U.S. Department of Education projects and he has authored dozens of journal articles, book chapters, and books, which comprise much of the foundation for UDL.

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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