Access within the Classroom through Universal Design for Learning and Key Learning Elements

2014 ◽  
pp. 253-278
Author(s):  
Joe Grimes ◽  
Mark Grimes
Keyword(s):  
Social Justice ◽  
Universal Design ◽  
Equal Opportunity ◽  
Universal Design For Learning ◽  
Training And Development ◽  
Access To Education ◽  
Learning Success ◽  
The World ◽  
Design For Learning

Much has been done to assure that social justice is achieved by providing equal opportunity for access to education, but less has been done to provide equal opportunity for learning success. This chapter addresses how an organizational trainer/faculty (instructor) may become an Equal Opportunity Instructor for Learning Success (EOILS). In particular, it provides guidance for how Universal Design for Learning (UDL) and Elements of Learning may be combined in an innovative manner to design and implement classes that will provide equal opportunity for learning success. This is accomplished by presenting the UDL Principles and Elements of Learning while showing how course improvements may be made. There are three examples resulting in the final implementation that incorporates significant use of UDL Principles and Elements of Learning. Faculty and organizational trainers (training and development) around the world would likely benefit from the use of UDL.

Universal Design for Learning

2021 ◽  
pp. 002205742110319
Author(s):  
Sandra Levey
Keyword(s):  
Second Language ◽  
Students With Disabilities ◽  
Language Learners ◽  
Visual Information ◽  
Universal Design ◽  
Second Language Learners ◽  
Universal Design For Learning ◽  
Design Learning ◽  
The World ◽  
Design For Learning

This review presents the Universal Design Learning (UDL) approach to education. Classrooms have become increasingly diverse, with second language learners, students with disabilities, and students with differences in their perception and understanding information. Some students learn best through listening, while others learn best when presented with visual information. Given the increased number of new language learners across the world, the UDL approach allows successful learning for all students. UDL has allowed students to acquire information more effectively. UDL provides guidance to educators that is especially valuable for the diversity of classrooms and the diversity in modalities in learning,

The Role of Student Affairs in Promoting Social Justice in South Africa

2014 ◽  
Vol 15 (4) ◽  
Author(s):  
Birgit Schreiber
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Social Justice ◽  
Student Affairs ◽  
Universal Design ◽  
Conceptual Models ◽  
Universal Design For Learning ◽  
The Social ◽  
Design For Learning

AbstractStudent affairs, as an integral part of universities, has taken on a key position in contributing to social justice as one of the central imperatives of higher education in South Africa. This article sketches the development of this role and outlines some important tasks for contemporary student affairs. Three conceptual models within the social justice framework are utilized: participatory parity, universal design for learning, and student engagement. These models are uniquely useful to strengthen student affairs’s contribution to the development of social justice in South Africa. It is suggested that student affairs leaders articulate a more explicit position on social justice in order to contribute more cogently to students’ awareness of positionality, privilege, and exclusion.

Universal Design for Learning: Guidelines for Accessible Online Instruction

2017 ◽  
Vol 29 (1) ◽  
pp. 20-31 ◽  
Author(s):  
Carol Rogers-Shaw ◽  
Davin J. Carr-Chellman ◽  
Jinhee Choi
Keyword(s):  
Social Justice ◽  
Adult Learners ◽  
Online Instruction ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Online Course ◽  
Learner Centered ◽  
Design For Learning ◽  
Teaching Learning

Universal Design for Learning (UDL) is a framework for the teaching–learning transaction that conceptualizes knowledge through learner-centered foci emphasizing accessibility, collaboration, and community. Given the importance of access to achieving social justice, UDL is a promising approach to meeting all learners’ needs more effectively. In this article, the history and philosophy of UDL are discussed and elaborated, followed by an explanation of how the principles of UDL were used to improve an existing online course offering for adult learners.

Beyond Novelty

2020 ◽  
pp. 22-42 ◽  
Author(s):  
Frederic Fovet
Keyword(s):  
Higher Education ◽  
Social Justice ◽  
Teaching And Learning ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Instructional Designers ◽  
Pedagogical Approach ◽  
Pedagogical Innovation ◽  
Design For Learning

This chapter examines how fully accessible teaching and learning, and particularly Universal Design for Learning (UDL), currently attracts much attention in higher education (HE) as an innovative pedagogical approach. Having highlighted all the dimensions of UDL that currently qualify it as “innovative”, the chapter further examines the concept of pedagogical innovation and what constitutes such a perception within the field. It is argued that far from being new, the notion of accessible teaching and learning draws from other pedagogical concepts and schools of thought that are well established in the literature and very much traditional and readily accepted. The chapter discusses that despite this recent “framing” or branding, UDL is not so much a novelty as a return to a fundamental questioning on the part of educators and instructional designers around engagement and social justice and their place in pedagogy.

Increase Engagement and Learning

2020 ◽  
pp. 137-147
Author(s):  
Philip Gene Pulley
Keyword(s):  
Universal Design ◽  
Universal Design For Learning ◽  
Learning Experience ◽  
Real Life ◽  
Fair Use ◽  
Growing Up ◽  
Course Content ◽  
The World ◽  
Design For Learning ◽  
Interchange Format

With the infusion of educational technology and internet access into classrooms, including 1:1 laptops, iPads, and Chromebooks, educators must realize the importance of visuals for their online course content. Today's students are growing up in an internet-forward culture. Social media is an important part of how students connect with their friends, peers, and the world. Their interactions use accompanying memes, emojis, and GIFs (graphics interchange format) that are used to describe and supplement events happening “IRL”—in real life. Just as we use technology to enhance the learning experience in the classroom, it is perhaps equally as important to speak students' language to improve both student engagement and learning while using those devices in the classroom. This chapter reviews research concerning visual use in course content, discusses visuals in the context of universal design for learning (UDL), provides tips on for using visual appeal to improve engagement and learning, briefly discusses the topic of copyright and fair use, and gives examples of visuals including GIFs.

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