Institutionalizing UDL: How to Implement Universal Design for Learning …and Make It Sustainable! June 25, 2008 Craig Spooner & Cathy Schelly The ACCESS.
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Institutionalizing UDL: How to Implement Universal Design for Learning …and Make It Sustainable! June 25, 2008 Craig Spooner & Cathy Schelly The ACCESS Project Colorado State University
Goals 1.Define UDL for effective buy-in at your institution 2.Identify UDL solutions for both instruction (teaching) and course materials (technology) 3.Identify stakeholders and resources at your institution that can effect “institutionalization” 4.Create action plan for dissemination and institutionalization at your institution
Activities 1.Watch a short video and discuss the ACCESS Project’s approach to UDL dissemination and research 2.Work through two case studies to identify UDL opportunities and strategies 3.Take a survey of teaching practices and discuss implications for UDL 4.Develop list of UDL stakeholders at your institution 5.Develop a sustainable plan for UDL implementation
Ice Breaker Break into groups of groups of five Identify and record all of the UDL stakeholder roles in each group The group with the most stakeholder roles wins the grand prize!
Video “Best Practices through Universal Design for Learning” Run time: 13 minutes http://accessproject.colostate.edu/video
Universal Design for Learning UDL is built on 3 key principles: 1.Presenting information and concepts in multiple ways and in a variety of formats 2.Allowing students multiple ways to express their comprehension and mastery of a topic 3.Encouraging students to engage with new ideas and information in multiple ways
Categories of UDL Two subcategories for each principle Technology (accessible course materials) Teaching (pedagogy)
More definitions of UDL… UDL is an extension of UD: accommodating the widest spectrum of users—including individuals with disabilities— without the need for subsequent adaptation or specialized design UDL acknowledges the diversity of students in today’s classrooms Instead of advocating any single best practice, UDL challenges instructors to reach and engage a diverse audience through a combination of instructional formats, technologies, and learning modalities.
UDL and Technology Electronic documents are essential Universally designed electronic documents work hand-in-hand with the latest technologies, including: – Cross-platform browsers – Alternative displays (e.g., PDAs, cell phones) – Assistive technologies
UDL Techniques for Word Organize content using Styles Use Outline view to create structure Describe images (alternative text) Add captions tables and diagrams Make web links descriptive Design for black and white viewing Convert to multiple formats
UDL Techniques for PowerPoint Build and edit in Outline View Embellish content in Speaker Notes Describe images (alternative text) Limit slide content, keep text size large Convert to accessible formats (or offer in PowerPoint’s native file format)
UDL Techniques for PDF Create “tagged” PDFs Use OCR for scanned pages Preserve “Reflow” capabilities Build bookmarks for navigation Don’t lock files unnecessarily Optimize to reduce file size Check for accessibility
UDL Techniques for the Web – Slide 1 Separate content (document structure) from its presentation (visual appearance) Describe images (alternative text) Specify text sizes in “relative units” Make web links descriptive Keep page layout and navigation simple and consistent Design for “no styles” viewing
UDL Training Modules Microsoft Word Microsoft PowerPoint Adobe PDF Web Pages using Dreamweaver Tech Tips for HTML Web Accessibility Tests using Firefox and WAVE E-text
The ACCESS Website http://accessproject.colostate.edu
UDL and Teaching UDL ties in with other best practices for teaching and learning: – Seven Principles for Good Practice in Undergraduate Education – Instructional Design – Learning Styles/Preferences
Seven Principles for Good Practice Good Practice… 1.Encourages contacts between students and faculty 2.Develops reciprocity and cooperation among students 3.Encourages active learning 4.Gives prompt feedback 5.Emphasizes time on task 6.Communicates high expectations 7.Respects diverse talents and ways of learning
Instructional Design Analysis Design Development Implementation (delivery of instruction) Evaluation
Learning Styles/Preferences Visual-Linguistic (reading and writing) Visual-Spatial (graphs and pictures) Auditory (listening) Kinesthetic (touching and moving)
Case Study #1 Jonathan Fredericks, calculus instructor Read case study Identify problems related to UDL (e.g., teaching, learning, instructional technologies, and universal accessibility) Discussion
Case Study #2 Dr. Amanda Goodheart, psychology instructor Review UDL “matrix” of principles and guidelines Read case study Identify problems related to UDL (e.g., teaching, learning, instructional technologies, and universal accessibility) Discussion
The ACCESS Project Funded by U.S. Department of Education, Office of Postsecondary Education UDL and Student Self-Advocacy Currently in year 3: the dissemination and institutionalization phase ACCESS II, beginning fall ’08, will involve an unprecedented expansion of dissemination and research
UDL Research Research about UDL is scarce The ACCESS UDL study is one of the first to test the real-world effectiveness of UDL as a framework for increasing student persistence and retention in higher education.
The ACCESS UDL Study Psychology 100 One of the freshman “gateway” courses 1,700 students each semester 7 sections – approximately 250 students per section Pre- and post-surveys of students and instructors Track retention rates of students with and without disabilities
Create an Action Plan Depending on your role, use worksheet to create a plan that will guide your efforts to: – Implement UDL in your classroom – Design course materials using UDL – Infuse UDL into your program or department – Institutionalize UDL across campus for many years to come
Identify Key Players 1. Who are the key players at your institution for UDL implementation and dissemination? 2. What is each key player’s role in making UDL a sustainable part of teaching, learning, and professional development? 3. Identify WIIFMs for each key player 4. What are the bottlenecks and roadblocks to institutionalization of UDL? 5. Who should drive UDL the institutionalization effort on your campus?
Tie UDL to the “Big Issues” What are the “institutional WIIFMs” of UDL implementation? Do the benefits of UDL overlap with the goals of your institution? Can UDL address some of the big challenges the institution faces? (e.g., recruitment/enrollment, retention, matriculation) Who are the stakeholders charged with addressing these issues?
Thank you! We welcome your comments and questions.