Multiple Paths to Success:

Universal Design for Online Learning

Jim JuliusIf you have a question during the webinar, please type it in the chat window, preface it with ???, and raise your hand. This will help streamline the question and answer process.

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The Plan

• Consider the origins of Universal Design for Learning (UDL)• Uncover ideas for UDL in online education• Generate enough “ahas” and “hmmms” to get you to follow up• Involve you!

• Follow along, or chart your own path, via http://goo.gl/15aiJ

• What do you already know (or think you know) about UDL?• What do you want to know?

Universal Design for Learning (UDL)• Principle I: Provide Multiple Means of Representation

(the “what” of learning)

• Principle II: Provide Multiple Means of Action and Expression (the “how” of learning)

• Principle III: Provide Multiple Means of Engagement (the “why” of learning)

UDLArchitecture & Design

Accessibility

Assistive & emerging

techInclusion

Research on brain & learning

“Just good teaching”

enact.sonoma.edu

“…the design of products and environments to be usable by all people, to the greatest extent possible, without the need of adaptation or specialized design.” -

Ron Mace

Accessibility & the Law• Section 504, 1973 Rehabilitation Act: Accommodations Model

(Reactive)providing accommodations or modifications based on a request by a

person with disability• Section 508, 1973 Rehabilitation Act: Access Model (Proactive)

proactively providing access in advance regardless of individual’s request or disclosure

• Section 55200, Title 5 (CA): Access Model (Proactive)“instruction provided as distance education is subject to the

requirements that may be imposed by the Americans with Disabilities Act and section 508 of the Rehabilitation Act of 1973, as amended”

Technologies

• CAST – Assistive technologies• Emerging technologies –

How can they help to increase access? How might they hinder?Which ones would you consider key at this time?

UDL

Architecture & Design

Accessibility

Assistive & emerging techInclusion

Research on brain & learning

“Just good teaching”

Are students disabled? or

Is our curriculum disabled?

UD UDL

Physical Environment Instructional Environment

Physical barriers may exist in our architectural environment

Learning barriers may exist in our curricular environment

Proactive design of physical space Proactive design of curriculum and instruction

Physical retrofitting can be costly and is often inelegant

Instructional accommodations can be time consuming and difficult to

implement12enact.sonoma.edu

Brain-based Learning NetworksBrain research indicates three distinct yet inter-related learning networks

(Rose, Meyer, Hitchcock, 2005):

Recognition Learning Network (what) How we make sense of presented information

Affective Learning Network (why) How motivation & participation impacts learning

Strategic Learning Network (how) How we demonstrate our learning or mastery

UDL Principles for Effective Instruction• Faculty can offer various ways to REPRESENT (show) essential course

concepts in support of recognition learning networks

• Faculty can offer various ways to encourage student ENGAGEMENT (participate) in support of affective learning networks

• Faculty can offer students various formats for EXPRESSION (demonstration) of what they have learned through strategic learning networks

Explore two resources on UDL in Higher Education• In your browser, pull up these two one-page PDFs• http://goo.gl/QY9M2 • http://goo.gl/JVYyq

• Record on the whiteboard or in the chat: What are your “ahas”? What are your “OMGs”?

AHAs and OMGs

UDL and Online Education

Distance is a positive principle, not a deficit. Online can be the privileged mode.

The possibility of the ‘online version’ is overstated. The best online courses are born digital.

‘Best practice’ is a totalising term blind to context – there are many ways to get it right.

Manifesto for Teaching Online – U. of Edinburgh

Your thoughts: How does online education help or hinder UDL?

Explore: UDL Principles & Examples for Online Education• In your browser, pull up this short page• http://goo.gl/QkOLq • Record on the whiteboard or in the chat:

What are examples of ways you are already “doing” UDL (online or on-ground)?

What ideas does this prompt for things you would like to try?

Which elements seem confusing, or difficult to implement, especially online?

AHAs and OMGs

Explore: UDL Tools & Ideas for Online Education• In your browser, pull up this short page• http://goo.gl/wLerq

• Again, please share your inspirations & doubts

AHAs and OMGs

Incorporating UDL into Online Education Quality Enhancement

Quality Online Learning & Teaching (QOLT)1. Course Overview & Introduction2. Assessment and Evaluation of Student Learning3. Instructional Materials & Resources 4. Instructional Design and Delivery5. Technology for Teaching & Learning6. Learner Support and Resources7. Accessibility and Universal Design

Explore: Rubric for Quality Online Learning & Teaching• In your browser, pull up this two-page PDF:• http://goo.gl/p047t

• How does your college currently “do” quality assurance for online education?

• How might a tool like this help faculty to incorporate principles of UDL into online education?

Final Questions/Discussion

References (in order of appearance)

• Outline and most links for this presentation: http://goo.gl/15aiJ • CCC DE Guidelines: http://extranet.cccco.edu/Portals/1/AA/DE/de_guidelines_081408.pdf • Manifesto for Teaching Online: http://www.swop.education.ed.ac.uk/manifesto.html• QOLT and similar online course design rubrics/guidelines http://goo.gl/CVcmK

QOLT is still being finalized; see http://goo.gl/a7b3x (Word doc) for summary of present draft

Evaluation Survey

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