The Development of a Learning-Centered Instructional Design Model Applied Principle of Universal Design for Learning (UDL)

2020 ◽  
Vol 36 (2) ◽  
pp. 297-326
Author(s):  
Hyoseon Choi ◽  
Changwoo Nam ◽  
Ewha Kang ◽  
Ji-kyung Lee
Keyword(s):  
Instructional Design ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Instructional Design Model ◽  
Design Model ◽  
Learning Centered ◽  
Design For Learning

Designing Engaging Online Environments

2018 ◽  
pp. 280-298 ◽  
Author(s):  
Aleksandra Hollingshead
Keyword(s):  
Instructional Design ◽  
Student Engagement ◽  
Universal Design ◽  
Systematic Approach ◽  
Universal Design For Learning ◽  
Learning Needs ◽  
Online Environment ◽  
Asynchronous Instruction ◽  
Diverse Backgrounds ◽  
Design For Learning

Engagement in learning is critical to students' achievement of meaningful learning outcomes. Educators often describe engagement as a multi component concept that involves emotional, cognitive, and behavioral domains. In an online environment, student engagement is challenging to achieve. Both synchronous and asynchronous instruction needs to be thoughtfully designed to engage students at a meaningful level. Moreover, within an online environment, some of the differences between the students from diverse backgrounds may be more challenging for the instructors to address and thus require an intentional and systematic approach. Universal Design for Learning (UDL) is an instructional design framework that is based on a notion that all students are varied in their learning needs and therefore instruction needs to be flexible to ensure learning of all. This chapter will examine the construct of engagement, focus on learner variability, and offer practical instructional design solutions based in the framework of UDL.

Designing Engaging Online Environments

2021 ◽  
pp. 516-530
Author(s):  
Aleksandra Hollingshead
Keyword(s):  
Instructional Design ◽  
Student Engagement ◽  
Universal Design ◽  
Systematic Approach ◽  
Universal Design For Learning ◽  
Learning Needs ◽  
Online Environment ◽  
Asynchronous Instruction ◽  
Diverse Backgrounds ◽  
Design For Learning

Engagement in learning is critical to students' achievement of meaningful learning outcomes. Educators often describe engagement as a multi component concept that involves emotional, cognitive, and behavioral domains. In an online environment, student engagement is challenging to achieve. Both synchronous and asynchronous instruction needs to be thoughtfully designed to engage students at a meaningful level. Moreover, within an online environment, some of the differences between the students from diverse backgrounds may be more challenging for the instructors to address and thus require an intentional and systematic approach. Universal Design for Learning (UDL) is an instructional design framework that is based on a notion that all students are varied in their learning needs and therefore instruction needs to be flexible to ensure learning of all. This chapter will examine the construct of engagement, focus on learner variability, and offer practical instructional design solutions based in the framework of UDL.

Universal Design for Culturally-Diverse Online Learning

2011 ◽  
pp. 239-254 ◽  
Author(s):  
Jane H. Eberle ◽  
Marcus D. Childress
Keyword(s):  
Online Learning ◽  
Instructional Design ◽  
Instructional Strategies ◽  
Culturally Diverse ◽  
Universal Design ◽  
Online Courses ◽  
Universal Design For Learning ◽  
Global Learning ◽  
Design For Learning ◽  
Culturally Diverse Populations

This chapter outlines a framework for designing online learning using the principles of universal design. The authors define and give practical examples of instructional design models and universal design for learning as adapted for culturally-diverse populations and global learning. Online learning in a global society presents a variety of teaching issues that must be addressed if learning is to be universal, consistent, and culturally-sensitive. Adapting principles that the Center for Assistive Special Technology has developed for learners with special needs and combining those with practical instructional design techniques and instructional strategies can ensure that diverse learners will have equal access to the learning that will take place in their online courses.

Removing the Disability from Distance Education

2014 ◽  
pp. 156-168
Author(s):  
Christina Yuknis
Keyword(s):  
Distance Education ◽  
Instructional Design ◽  
Students With Disabilities ◽  
Technology Use ◽  
Universal Design ◽  
Course Design ◽  
Universal Design For Learning ◽  
Design For Learning ◽  
Accessibility Issues ◽  
Education Courses

Students with disabilities are increasingly opting to take distance education courses. As a result, many courses are not prepared to adequately meet the needs of their students. This chapter provides an overview of the main accessibility issues, including the delay in technology use and adaptation and assistive technology integration for people with disabilities in distance education courses. To mitigate these issues, a framework for instructional design, Universal Design for Learning (UDL), is presented. UDL is a set of three principles that, when applied from the beginning of the course design, can reduce the need for later modifications or accommodations. Instructors may use UDL to ensure that the course is accessible, not just for students with disabilities, but for all students in the course.

Removing the Disability from Distance Education

2016 ◽  
pp. 254-267 ◽  
Author(s):  
Christina Yuknis
Keyword(s):  
Distance Education ◽  
Instructional Design ◽  
Students With Disabilities ◽  
Technology Use ◽  
Universal Design ◽  
Course Design ◽  
Universal Design For Learning ◽  
Design For Learning ◽  
Accessibility Issues ◽  
Education Courses

Students with disabilities are increasingly opting to take distance education courses. As a result, many courses are not prepared to adequately meet the needs of their students. This chapter provides an overview of the main accessibility issues, including the delay in technology use and adaptation and assistive technology integration for people with disabilities in distance education courses. To mitigate these issues, a framework for instructional design, Universal Design for Learning (UDL), is presented. UDL is a set of three principles that, when applied from the beginning of the course design, can reduce the need for later modifications or accommodations. Instructors may use UDL to ensure that the course is accessible, not just for students with disabilities, but for all students in the course.

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