Presentation on theme: "Craig Spooner ACCESS Project Coordinator"— Presentation transcript:
1Craig Spooner ACCESS Project Coordinator Universal Design for Learning: A framework for good teaching, a model for student successCraig SpoonerACCESS Project Coordinator
2Universal Design for Learning “Universal Design for Learning (UDL) is a set of principles and techniques for creating inclusive classroom instruction and accessible course materials.teaching”technology
3Universal Design (UD) Build in accessibility from the start Curb cuts in city streetsRamps and automatic door openersTV closed captionsErgonomic kitchen utensilsEveryone benefits from a more flexible, user-friendly environment
4Universal Design for Learning (UDL) Inclusive pedagogyUDL applies to both teaching and technology
8Learning Styles VARK (Fleming, 1992 and 2006) Visual Aural/Auditory Reading/WritingKinestheticMultimodal (multiple preferences)Fleming, N. D., & Mills, C. (1992). Not another inventory, rather a catalyst for reflection. To improve the academy, 11(1), 137.Fleming, N., & Baume, D. (2006). Learning styles again: Varking up the right tree! Educational Developments, 7(4), 4.
12Disabilities in Higher Education Nationally, 11.3% of undergraduates report some type of disability1At Colorado State University29%–11% report a disabilityNon-apparent disabilities are by far the largest proportion and growingEven among students who say they have a disability, few seek accommodations1National Center for Education Statistics, 2008; U.S. Government Accountability Office, 20092Schelly, Davies & Spooner, Journal of Postsecondary Education and Disability (Feb. 2011)
13Universal Design for Learning: 3 Principles Instructors represent information and concepts in multiple ways (and in a variety of formats).Students are given multiple ways to express their comprehension and mastery of a topic.Students engage with new ideas and information in multiple ways.
15Alternative Representations* Lecture: Its strengths and weaknessesVideo/Audio podcastsShared note taking*Rose, David H., Harbour, Wendy S., Johnston, Catherine Sam, Daley, Samantha G., & Abarbanell, Linda. (2006). Universal design for learning in postsecondary education: Reflections on principles and their application. Journal of Postsecondary Education and Disability, 19(2),
16A Tale of Two Documents: The Technical Side of UDL ScannedOCR and Tags
17What makes a document Universally Designed? SearchabilityCopy and PasteBookmarks or an Interactive Table of ContentsText to Speech capabilityAccessibilityKeyboard access, alternative to images, etc.
18UDL Tech Tutorials Microsoft Word PowerPoint Adobe PDF Styles and HeadingsImagesPowerPointAdobe PDFVideo Captioning (new)HTMLE-Text
21CSU Psychology Undergraduates: What helps you learn? It helps me learn when the instructor…presents information in multiple formatsactively engages students in learningrelates key concepts to the larger objectives of the coursebegins class with an outlinesummarizes key pointshighlights key points of instructional videos
22CSU Psychology Undergraduates: What engages you? Strategies that increase engagementi>clicker questionsAsks questionsVideosPartner/group discussion and activitiesIn-class mini writing assignments
24Points of Discussion1. What percentage of essential information provided during class is presented in multiple formats, including text, graphics, audio, video, and/or physical movement?0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% N/A
25Points of Discussion2. In what percentage of each class session, on an average, do you actively engage students in learning?0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% N/A
26Points of Discussion4. In what percentage of class sessions do you relate key concepts to the larger objectives of the course?0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% N/A1 1 2
27Points of Discussion6. In what percentage of lectures do you begin with an outline of what will be covered?0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% N/A
28Points of Discussion7. In what percentage of lectures do you summarize key points, either during or at the end of lecture?0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% N/A
29Points of Discussion13. If videos are used in your courses, what percentage is captioned?0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% N/A
30Points of Discussion16. For what percentage of course content delivered outside of class are instructional technologies employed? (For example, RamCT, videos, podcasts, online materials, external websites, etc.)0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% N/A
31Points of Discussion18. What percentage of materials for your courses (other than the textbook) is accessible, clearly organized, and easy for students to use?0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% N/A
32Points of Discussion24. In what percentage of each class sessions, on an average, do you feel that students are engaged and motivated to learn?0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% N/A2 2 1
33ReferencesBurgstahler & Cory (2008). Universal design in higher education: From principles to practice. Cambridge, MA: Harvard Education Press. Rose, D., et al. (2006). Universal design for learning in postsecondary education: Reflections on principles and their application. Journal of Postsecondary Education and Disability, 19(2), Schelly, Davies & Spooner (2011). Student Perceptions of Faculty Implementation of Universal Design for Learning. Journal of Postsecondary Education and Disability, 24(1),