scholarly journals Beyond Pokémon: Augmented Reality Is a Universal Design for Learning Tool

SAGE Open ◽  
2017 ◽  
Vol 7 (4) ◽  
pp. 215824401773781 ◽  
Author(s):  
Zachary Walker ◽  
Don D. McMahon ◽  
Kara Rosenblatt ◽  
Tracy Arner
Keyword(s):  
Augmented Reality ◽  
Rapid Growth ◽  
Universal Design ◽  
Developmental Stages ◽  
Universal Design For Learning ◽  
Digital Information ◽  
Diverse Range ◽  
Design For Learning ◽  
The Masses ◽  
Support Students

The success of Pokémon Go is demonstrating that augmented reality (AR) is reaching the masses quickly and can be a robust tool to enhance student engagement and learning. Leveraging AR for instructional purposes has the potential to become a powerful medium for Universal Design for Learning (UDL) by providing new tools for multiple means of representation, action and expression, and engagement. One of the advantages of using AR applications and AR platforms is the ability to display context relevant digital information to support students’ needs in real time and in specific contexts. Although many educational AR applications are in their developmental stages, the rapid growth of AR is likely to continue. The examples presented in this article focus on how educators can use mobile devices and AR to apply the principles of UDL. Combining AR with the principles of UDL can help educators create lessons that are accessible, engaging, and powerful for a diverse range of learners.

scholarly journals “Helping Nemo!”—Using Augmented Reality and Alternate Reality Games in the Context of Universal Design for Learning

2020 ◽  
Vol 10 (4) ◽  
pp. 95
Author(s):  
Nayia Stylianidou ◽  
Angelos Sofianidis ◽  
Elpiniki Manoli ◽  
Maria Meletiou-Mavrotheris
Keyword(s):  
Augmented Reality ◽  
Formative Assessment ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Second Grade ◽  
Research Approach ◽  
Teaching Intervention ◽  
Alternate Reality Games ◽  
Design For Learning ◽  
Alternate Reality

This article reports on the main experiences gained from a teaching intervention which utilised the alternate reality game ‘Helping Nemo’ in an augmented reality environment for formative assessment. The purpose of the study was to explore the ways in which the affordances arising from the combination of alternate reality games and augmented reality, situated in the context of Universal Design for Learning, might facilitate students’ learning amongst the aspects of engagement, participation, and response to students’ variability. The study took place in a public primary school located in a rural area of Cyprus. A second-grade class consisting of 24 students aged 7–8 years old was selected to comprise the sample. A qualitative research approach was adopted. The data collection methods included classroom observations and focus groups with the students. Findings gained from the teaching intervention suggest that the creation of a multimodal environment that draws on the principles of Universal Design for Learning and combines the affordances of alternate reality games and augmented reality for formative assessment contributes towards higher levels of engagement and participation in learning of all students, including bilingual students, students with learning disabilities, and students who are currently disengaged.

scholarly journals Learning with Lessened Limitations

2021 ◽  
Vol 2 (1) ◽  
Author(s):  
Brenda Llewellyn Ihssen
Keyword(s):  
Universal Design ◽  
Universal Design For Learning ◽  
Multiple Identities ◽  
Inclusive Classroom ◽  
Design For Learning ◽  
Support Students ◽  
Taking Responsibility

This essay explores how one enlisting the spirit of the “Choose Your Own Adventure” approach to accepting major papers or projects might support students who are learning to take agency and understand themselves as political negotiators in the classroom and in their own learning. To that end, this essay will first briefly explore the method of Universal Design for Learning in the classroom, and then survey how dedication to an inclusive classroom can assist and encourage students of multiple identities in taking responsibility for the management of their own time and their learning.

Tic of the Iceberg: Strategies to Support Students With Tourette Syndrome in Higher Education

2021 ◽  
pp. 1-9
Author(s):  
Sandra Elsom ◽  
Angela Hansen
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Tourette Syndrome ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Learning Engagement ◽  
Design For Learning ◽  
Negative Effect ◽  
Teaching Team ◽  
Support Students

Abstract Tourette syndrome (TS) is a challenging and poorly understood condition that can have a considerable negative effect on an individual’s ability to learn, despite there being little to no impact on their intelligence. In this paper, we detail the experiences of 2 higher education staff who supported a student with severe TS to undertake studies in a university bridging program. We make suggestions and recommendations for teachers who have students with TS. Over the course of 5 semesters, the teaching team researched TS in order to understand what the student was facing and adjusted their teaching strategies and the learning environment to overcome the complications that the condition presented. The design of the learning environment and the embedded accessible pedagogy that we found helpful are framed and discussed using the 3 primary principles of universal design for learning: engagement, representation, and action and expression. The authors utilise the minimal model of Rolfe, Freshwater, and Jasper (2001) to reflect upon and share their practice.

Using Universal Design for Learning to Support Students with Disabilities in a SCALE-UP Physics Course

2021 ◽  
Vol 59 (5) ◽  
pp. 320-324
Author(s):  
Westley James ◽  
James H. Cooney ◽  
Jacquelyn J. Chini ◽  
Eleazar Vasquez ◽  
Jillian Schreffler
Keyword(s):  
Students With Disabilities ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Scale Up ◽  
Design For Learning ◽  
Physics Course ◽  
Support Students

scholarly journals A MOOC on universal design for learning designed based on the UDL paradigm

2019 ◽  
Vol 35 (6) ◽  
pp. 30-47
Author(s):  
Liliana Herrara Nieves ◽  
Emilio Crisol Moya ◽  
Rosana Montes Soldado
Keyword(s):  
Universal Design ◽  
Universal Design For Learning ◽  
Virtual Education ◽  
Online Course ◽  
Design Development ◽  
Diverse Range ◽  
Massive Open Online Course ◽  
Design For All ◽  
Design For Learning ◽  
The University

This article presents the design and pilot of an open online course, based on the principle of universal design for learning (Center for Applied Special Technology, 2011), to promote inclusive virtual education as an improvement transferable to other contexts. The course constitutes the first massive open online course (MOOC) training proposal of the University of Atlántico in Colombia. In this case study, we employed the instructional design methodology of analysis, design, development, implementation, and evaluation (Branch, 2009) and the universal design for learning guidelines. The design of this online training activity enhances the quality of inclusive virtual education, improves accessibility with no need for platform adjustments, and involves participants in their learning. This educational initiative complements the academic offer for students, graduates, administrators, teachers, and external guests, and contributes to the democratisation of education. The result is the creation of a MOOC, “Inclusive Educational Contexts: Design for all”, which is accessible to a diverse range of learners.

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