Universal Design for Learning at the University of Waikato

2019 ◽  
Author(s):  
Myra Williamson
Keyword(s):  
Universal Design ◽  
Universal Design For Learning ◽  
Design For Learning ◽  
The University

scholarly journals College STAR for Librarians

2016 ◽  
Vol 74 (1) ◽  
Author(s):  
Clark Nall
Keyword(s):  
College Students ◽  
North Carolina ◽  
Learning Disabilities ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Success Rates ◽  
Students With Learning Disabilities ◽  
Innovative Program ◽  
Design For Learning ◽  
The University

College STAR is an innovative program of the University of North Carolina system intended to improve success rates for college students with learning disabilities.  Librarians can learn from the example of College STAR and from its underlying theory, Universal Design for Learning.

scholarly journals Universal Design for Learning in the University Classroom

2019 ◽  
Vol 4 (1) ◽  
pp. 38
Author(s):  
Patricia Kohler-Evans ◽  
Chayla D. Rutledge ◽  
Candice Dowd Barnes
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Traditional Lecture ◽  
Design For Learning ◽  
Design Paradigm ◽  
Learning Principles ◽  
K 12 ◽  
The University

Universal Design for Learning (UDL) is based on the architecture and industrial design paradigm, universal design. The UDL framework provides guidelines for teachers when they create, instruct, and assess the delivery of content. Based on three underlying principles: multiple means of representation, action and expression, and engagement, UDL targets the needs of every learner in the classroom. Although much has been written about UDL in the K-12 classroom, the principles apply equally to higher education. Most faculty are well versed in the delivery of content through a traditional lecture format, yet few consider applying UDL principles. It is not enough that an instructor provide knowledge. He or she must also ensure that critical content is accessible to all students entering the university classroom. Faculty members recognized for their excellence in teaching include teaching strategies that are aligned to UDL principles. These strategies include creation of positive learning environments, use of humor, active engagement vs passive engagement, and explicit structure. The primary purpose of the article is threefold: to discuss the importance of using a UDL approach in higher education, to help faculty begin using a UDL approach through professional development, and sharing strategies for students in the higher education classroom.  Recommendations are made for providing professional development to faculty to increase their use of universal design for learning principles with questions for consideration. Additional recommendations are made for teaching students through the UDL lens. By using a UDL framework, all students have access to curriculum in ways meaningful to each individual.

scholarly journals UNIVERSAL DESIGN FOR LEARNING - APPLICATION IN HIGHER EDUCATION: A GREEK PARADIGM

2014 ◽  
Vol 60 (1) ◽  
pp. 156-166
Author(s):  
Sotiria Tzivinikou
Keyword(s):  
Higher Education ◽  
Universal Design ◽  
Course Design ◽  
Universal Design For Learning ◽  
Learning Disabled ◽  
Study Guide ◽  
Post Evaluation ◽  
Design For Learning ◽  
Crucial Information ◽  
The University

Universal Design supported by literature as an appropriate and effective procedure can help all students including the learning disabled ones to improve their accessibility to written materials (Evans et al., 2010; Rose & Meyer, 2002). The present study reports a UDL application in higher education. More specifically, it aimed to investigate if the revision of the study guide of a Pedagogical Department according to the UDL principles helped the students to improve their access to crucial information regarding their studies. A quantitative method based on pre and post evaluation of the UDL revision of the study guide was employed. The results showed that this revision was regarded by the students as helpful and efficient as they could be well-informed about their studies and ready for making decisions related to their future careers. These findings could have an important impact on higher education course design, instruction and the produced academic written stuff, and finally, the university could become more accessible for all students. Key words: higher education, learning disabilities, universal design for learning.

scholarly journals Applying Universal Design for Learning to Center for English as a Second Language

2021 ◽  
Author(s):  
Karwan Kakabra Kakamad ◽  
Zana Hasan Babakr ◽  
Pakstan Faiq Mohamedami
Keyword(s):  
Language Learning ◽  
Learning Environments ◽  
English Language ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Learning Goals ◽  
Design For Learning ◽  
The University ◽  
Goals And Objectives ◽  
Quantitative And Qualitative Methods

This paper investigated the possibility of applying Universal Design for English Language Learning. Throughout the paper, both quantitative and qualitative methods were used for data collection. The students were first asked to critique the ESL program using a methodology created by Paulo Freire to ascertain how much freedom students have in creating their learning environments and establishing their own learning goals and objectives. The results showed that the majority of students rated the ESL program very low regarding their ability to influence the program's curriculum materials or learning outcomes. Moreover, the research shows that the majority of students did not believe they were adequately prepared for graduate-level studies in the University upon completion of the ESL program. As a result of these findings, several recommendations are made about creating more opportunities for individual students to use UDL principles to control their learning environments and establish their own learning goals and objectives.

scholarly journals Applying Universal Design for Learning to Center for English as a Second Language

2021 ◽  
Vol 4 (2) ◽  
Author(s):  
Karwan Kakabra Kakamad ◽  
◽  
Zana Hasan Babakr ◽  
Pakstan Faiq Mohamedami
Keyword(s):  
Language Learning ◽  
Learning Environments ◽  
English Language ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Learning Goals ◽  
Design For Learning ◽  
The University ◽  
Goals And Objectives ◽  
Quantitative And Qualitative Methods

This paper investigated the possibility of applying Universal Design for English Language Learning. Throughout the paper, both quantitative and qualitative methods were used for data collection. The students were first asked to critique the ESL program using a methodology created by Paulo Freire to ascertain how much freedom students have in creating their learning environments and establishing their own learning goals and objectives. The results showed that the majority of students rated the ESL program very low regarding their ability to influence the program's curriculum materials or learning outcomes. Moreover, the research shows that the majority of students did not believe they were adequately prepared for graduate-level studies in the University upon completion of the ESL program. As a result of these findings, several recommendations are made about creating more opportunities for individual students to use UDL principles to control their learning environments and establish their own learning goals and objectives.

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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