scholarly journals Implementing Universal Design for Learning Elements in the Online Learning Materials of a First-Year Required Course

2021 ◽  
Vol 4 (1) ◽  
Author(s):  
Ben Rearick ◽  
Erica England ◽  
Jennifer Saulnier Lange ◽  
Corey Johnson
Keyword(s):  
Online Learning ◽  
Design Theory ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Learning Objects ◽  
Learning Materials ◽  
Study Results ◽  
Design For Learning ◽  
Before And After ◽  
Accessibility Guidelines

Universal Design for Learning (UDL) is a pedagogical design theory that accounts for variability across and within learners, both in physical classrooms and with online learning materials. Librarians at Washington State University implemented elements reflective of specific UDL checkpoints in a heavily-used LibGuide for a required undergraduate course. Online learning objects create opportunities for meeting UDL’s goals of not only multiple means of representation, but also engagement and action and expression extending beyond the baseline obligation to meet standard accessibility guidelines. We discuss our implementation of UDL elements, changes in LibGuide use before and after the introduction of UDL features, and usability study results, focusing on how students who face learning barriers view UDL. We explain considerations for successfully implementing UDL in online materials and the potential benefits.

Using the SAMR and UDL Models to Differentiate Online Instruction

2020 ◽  
pp. 141-157
Author(s):  
Joanne Caniglia ◽  
Michelle Meadows
Keyword(s):  
Online Learning ◽  
Students With Disabilities ◽  
Learning Environments ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Interactive Software ◽  
Review Of The Literature ◽  
Online Learning Environments ◽  
Inclusive Learning ◽  
Design For Learning

The purpose of this chapter is to discuss two frameworks that are useful for integrating and differentiating technology within online learning environments for students with disabilities: Universal Design for Learning (UDL) and the Substitution, Augmentation, Modification, Redefinition Model (SAMR). Following a review of the literature of each framework, the interactive software program, Desmos®, will be used to demonstrate how to integrate these two models. Finally, the authors make recommendations that will support all students to benefit from an online environment and engage in inclusive learning experiences.

scholarly journals Universal Design for Learning (UDL): A Content Analysis of Peer Reviewed Journals from 2012 to 2015

2016 ◽  
Vol 16 (3) ◽  
pp. 39-56 ◽  
Author(s):  
Ahmed Al-Azawei ◽  
Fabio Serenelli ◽  
Karsten Lundqvist
Keyword(s):  
Online Learning ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Publication Date ◽  
Design For Learning ◽  
Region Data ◽  
The Usa ◽  
Promising Solution ◽  
Learning Modes ◽  
Content Accessibility

Abstract: The Universal Design for Learning (UDL) approach is increasingly drawing attention from researchers and educators as a possible solution to promote content accessibility and fill the gap between learner abilities and individual differences. This study aims to analyse the content of a set of peer-reviewed papers published from 2012 to 2015, where UDL framework was applied. We selected 12 studies from different databases and journals depending on 4 criteria: peer-reviewed journals, papers with empirical results, papers that focused on UDL as a framework, and the publication date. These studies were, therefore, categorised into seven themes: type of results, study beneficiary (learners, teachers, both), sample features, geographical region, data collection techniques, data analysis techniques, and learning mode. Most of the selected studies tested the framework in a traditional or a blended learning mode, whereas only one study evaluated its effectiveness in a pure online learning. Positive results were yielded in 9 out of 12 papers, but the majority of them were implemented in the USA. Thus, more research is required in diverse cultural contexts and learning modes to confirm the soundness of this instructional model on learning outcomes and learner experience. Additionally, UDL application in online learning may represent a promising solution to design a flexible learning environment from the start which responds to a wide mix of learner needs, abilities, background knowledge, educational experiences, and cultural differences.

Implementing Accessible Online Learning for Blind and Visually Impaired Students

2007 ◽  
pp. 271-292
Author(s):  
Hugh O’Neill ◽  
Inmaculada Arned llo-Sanchez ◽  
Brendan Tangney
Keyword(s):  
Online Learning ◽  
Instructional Design ◽  
Design Process ◽  
Visually Impaired ◽  
Universal Design For Learning ◽  
Web Content ◽  
Blind And Visually Impaired ◽  
Design For Learning ◽  
Accessibility Guidelines ◽  
Visually Impaired Students

This chapter presents a framework for the design of accessible online learning environments for blind and visually impaired students in terms of accessibility and the design process. The conjunction of the Web content Accessibility Guidelines Version 1 and the Principles of Universal Design for Learning (Centre for Applied Special Technology) into the instructional design process forms the basis of our approach. The first cycle of this iterative study implements objectivist instructional design theory to teach blind and visually impaired students how to write Web pages in HTML. For future iterations, we argue for the implementation of objectivist instructional design theories to provide clarity of structure beneficial for blind and visually impaired learners, together with constructivist notions such as a clientcentred design approach and mechanisms for interaction to promote collaborative construction of knowledge.

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.

scholarly journals Application of Universal Design for Learning into Remote English Education in Australia amid COVID-19 Pandemic

2021 ◽  
Vol 4 (1) ◽  
pp. 55-69
Author(s):  
Hengzhi Hu ◽  
Feifei Huang
Keyword(s):  
Online Learning ◽  
Universal Design ◽  
English Education ◽  
Universal Design For Learning ◽  
Learning Experience ◽  
Assistive Technologies ◽  
Positive Effects ◽  
Positive Attitudes ◽  
Design For Learning ◽  
Remote Learning

Confronted with the challenges posed by COVID-19 pandemic, students, teachers, educators and other stakeholders have to make the best of online learning from home and look at ways of optimizing remote learning experience. Embedded in the nature of inclusive schooling and organized in a specific public secondary school in Victoria, Australia, this study explores the effectiveness of Universal Design for Learning (UDL) on English as an additional language (EAL) students’ online learning proficiency. The research findings indicate that in the discipline of EAL, with the assistance of multiple means of representation, expression and engagement as well as a range of information-communication technologies (ICTs), UDL has positive effects on students’ academic performance and can trigger their positive attitudes towards online learning experience. This sheds light on the feasibility of improving remote learning quality and promoting inclusive online schooling that engages every student via the implementation of UDL integrated with different assistive technologies, which can be summarized as that UDL is one of the possible solutions to online learning that affords ample opportunities or more precisely, technical promises for the implementation of UDL.

scholarly journals How do we employ UDL in our own practice?

2020 ◽  
Vol 2 (1) ◽  
pp. 43
Author(s):  
Rochelle Vincent ◽  
Mark Bailye
Keyword(s):  
Universal Design ◽  
Universal Design For Learning ◽  
Learning Experience ◽  
Learning Materials ◽  
Basic Principles ◽  
Quality Of Learning ◽  
Design For Learning

As learner diversity continues to grow, so does the need for institutions to ensure that the needs of all learners are considered and appropriately addressed in the learning, teaching and assessment experiences they design and develop. Creating content and providing a learning experience that is accessible for all students can be challenging. In this session, participants will be exposed to the basic principles behind Universal Design for Learning (UDL) and how this can be achieved in practice. When learning materials are well designed – the closer the parity and quality of learning experience becomes for all learners.

Engaging Preservice Teachers in Universal Design for Learning Lesson Planning

Inclusion ◽  
2019 ◽  
Vol 7 (1) ◽  
pp. 12-23
Author(s):  
Ruby L. Owiny ◽  
Aleksandra Hollingshead ◽  
Brenda Barrio ◽  
Katlyn Stoneman
Keyword(s):  
Preservice Teachers ◽  
Intellectual Disability ◽  
General Education ◽  
Students With Disabilities ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Lesson Plans ◽  
Significant Difference ◽  
Design For Learning ◽  
Before And After

Abstract General education teachers often feel unprepared to serve the needs of students with disabilities, including those with intellectual disability, because many teacher preparation programs do not adequately prepare teachers for the diverse classrooms they will encounter. With the increase of inclusion for students with disabilities, it is imperative that teachers develop the necessary skills for engaging all students, including those with intellectual disability, in meaningful instruction. Universal Design for Learning (UDL) can assist teachers in designing instruction that meets the needs of their diverse learners. The current study consisted of two parts. First, researchers surveyed preservice teachers on their perceptions of including students with disabilities in their future classrooms before and after instruction in UDL. Second, researchers analyzed preservice teachers' ability to design lessons using the principles of UDL. Results indicated perceptions of inclusion were positive prior to intervention and did not significantly change after the intervention. Lesson plans improved significantly in the use of UDL principles from baseline to postintervention, but there was no significant difference between the postintervention lesson plans and the end-of-semester lesson plans.

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