1. © 2006 Rehabilitation Research Design & Disability (R 2 D 2 ) Center, UW-Milwaukee, www.r2d2.uwm.edu Universal Design and the Learning Centered Campus Begin Presentation Go to Accessibility Instructions

2. © 2006 Rehabilitation Research Design & Disability (R 2 D 2 ) Center, UW-Milwaukee, www.r2d2.uwm.edu 22 In addressing the “issues” in post- secondary education for students with disabilities, 1. Is it the individual? or 2. Is it the environment?

3. © 2006 Rehabilitation Research Design & Disability (R 2 D 2 ) Center, UW-Milwaukee, www.r2d2.uwm.edu 33 “ While nondiscriminatory in intent, accommodations are rarely based on pedagogical decisions by faculty concerning the best way to promote student learning.” “ Learning environments can be made more accessible and inclusive!” David Edyburn, PhD (2007)

4. © 2006 Rehabilitation Research Design & Disability (R 2 D 2 ) Center, UW-Milwaukee, www.r2d2.uwm.edu 44  UD Curriculum strategically supports all students.  UD framework encourages the use of technologies to support best teaching practices.

5. © 2006 Rehabilitation Research Design & Disability (R 2 D 2 ) Center, UW-Milwaukee, www.r2d2.uwm.edu 5 A Useful Quote  “Most teachers have been lifelong learners. At some point in this journey, teachers need to develop a personal understanding of what learning and teaching mean.” - Steve J. Thein 5

6. © 2006 Rehabilitation Research Design & Disability (R 2 D 2 ) Center, UW-Milwaukee, www.r2d2.uwm.edu 6 The Journey to a Universally Designed Campus Means at least the following:  Considering your view of teaching and  Considering your use of technology 6

7. © 2006 Rehabilitation Research Design & Disability (R 2 D 2 ) Center, UW-Milwaukee, www.r2d2.uwm.edu 7 Two Views of Teaching  Teaching as Telling  Teaching as Organizing Student Activity 7

8. © 2006 Rehabilitation Research Design & Disability (R 2 D 2 ) Center, UW-Milwaukee, www.r2d2.uwm.edu 8 Teaching as Telling  Transmit authoritative content  Demonstrate procedures  Develop teacher content expertise 8

9. © 2006 Rehabilitation Research Design & Disability (R 2 D 2 ) Center, UW-Milwaukee, www.r2d2.uwm.edu 9  Present knowledge clearly  Organize ideas coherently  Master delivery techniques  Relate content to students through personal examples as evidence

10. © 2006 Rehabilitation Research Design & Disability (R 2 D 2 ) Center, UW-Milwaukee, www.r2d2.uwm.edu 10 Teaching as an Organizing Activity  Elicit student activity and construction of knowledge  Actively engage students  Expand repertoire of strategies for involving students 10

11. © 2006 Rehabilitation Research Design & Disability (R 2 D 2 ) Center, UW-Milwaukee, www.r2d2.uwm.edu 11 How do I get where I want to be? A Model for Teaching as Telling:  Lecture (20%)  Exercises (20%)  Conversations and Sharing (20%)  Guest speakers and video (20%)  Previews, assignments (20%) 11

12. © 2006 Rehabilitation Research Design & Disability (R 2 D 2 ) Center, UW-Milwaukee, www.r2d2.uwm.edu 12 7 Strategies for Learner-Centered Instruction 1.Students do more learning tasks 2.Students do more discovery 3.Teachers do more design work 12

13. © 2006 Rehabilitation Research Design & Disability (R 2 D 2 ) Center, UW-Milwaukee, www.r2d2.uwm.edu 13 4.Teachers do more modeling 5.Students do more learning from and with each other 6.Teachers focus on climate for learning 7.Teachers do more with feedback

14. © 2006 Rehabilitation Research Design & Disability (R 2 D 2 ) Center, UW-Milwaukee, www.r2d2.uwm.edu 14 Using more technology for Telling and Learner-Centered  Universally Designed electronic format provides OPTIONS 14

15. © 2006 Rehabilitation Research Design & Disability (R 2 D 2 ) Center, UW-Milwaukee, www.r2d2.uwm.edu 15 Options might include :  Read Aloud – computer or screen reader  Printed on a Braille printer  Spoken or Written Translation  Organizational supports  Include Hyperlinks to more in-depth study

16. © 2006 Rehabilitation Research Design & Disability (R 2 D 2 ) Center, UW-Milwaukee, www.r2d2.uwm.edu 16 Improving Outcomes for College Students with Disabilities: 10 strategies for Instructors 3 Tincani, Matt. (2004)

17. © 2006 Rehabilitation Research Design & Disability (R 2 D 2 ) Center, UW-Milwaukee, www.r2d2.uwm.edu 17 Accessible syllabusGuided notes Study objectivesResponse Cards (or Technology) Study guidesPeer tutoring Frequent testsFluency building Remedial activitiesFeedback

18. © 2006 Rehabilitation Research Design & Disability (R 2 D 2 ) Center, UW-Milwaukee, www.r2d2.uwm.edu 18 Are these strategies really exclusive to students with disabilities or are they components of UNIVERSAL DESIGN?

19. © 2006 Rehabilitation Research Design & Disability (R 2 D 2 ) Center, UW-Milwaukee, www.r2d2.uwm.edu 19 What do we know about today’s learners that makes UNIVERSAL DESIGN so relevant to all students?

20. © 2006 Rehabilitation Research Design & Disability (R 2 D 2 ) Center, UW-Milwaukee, www.r2d2.uwm.edu 20 DIVERSITYDIVERSITY AND.... Culture Language Age Learning Style

21. © 2006 Rehabilitation Research Design & Disability (R 2 D 2 ) Center, UW-Milwaukee, www.r2d2.uwm.edu 21  Digital  Connected  Experiential  Social  Immediate Majority of “underclassmen” are:

22. © 2006 Rehabilitation Research Design & Disability (R 2 D 2 ) Center, UW-Milwaukee, www.r2d2.uwm.edu 22 Generation Y “The Internet Generation” The "Millennials” Echo Boom Generation

23. © 2006 Rehabilitation Research Design & Disability (R 2 D 2 ) Center, UW-Milwaukee, www.r2d2.uwm.edu 23 As opposed to or in connection with “The B.C. Generation” (born before the mid-late 1970’s)

24. © 2006 Rehabilitation Research Design & Disability (R 2 D 2 ) Center, UW-Milwaukee, www.r2d2.uwm.edu 24 New buzzwords in higher education “blended learning” & “ hybrid course ”

25. © 2006 Rehabilitation Research Design & Disability (R 2 D 2 ) Center, UW-Milwaukee, www.r2d2.uwm.edu 25 From the “Sage on a Stage” A Continuum in Hybrid or Blended Learning

26. © 2006 Rehabilitation Research Design & Disability (R 2 D 2 ) Center, UW-Milwaukee, www.r2d2.uwm.edu 26 “Guide by the Side” To

27. © 2006 Rehabilitation Research Design & Disability (R 2 D 2 ) Center, UW-Milwaukee, www.r2d2.uwm.edu 27 Dynamic Course Design 3 4 Steps to Integrating Universal Design and Learner Centered Education (LCE)

28. © 2006 Rehabilitation Research Design & Disability (R 2 D 2 ) Center, UW-Milwaukee, www.r2d2.uwm.edu 28 Eliminate barriers through UD Provide accommodations for what you cannot modify (1) (2)(3) (4) From LCE From ADA

29. © 2006 Rehabilitation Research Design & Disability (R 2 D 2 ) Center, UW-Milwaukee, www.r2d2.uwm.edu 29 GROUP ACTIVITY

30. © 2006 Rehabilitation Research Design & Disability (R 2 D 2 ) Center, UW-Milwaukee, www.r2d2.uwm.edu 30 Review of Presentation: Learning Goals Met? Do you understand the concepts of UD and LCE 1 and how they are interrelated? Are you able to utilize Dynamic Course Design 2 to integrate both concepts? Have we given you any tools to become a confident teacher/presenter in reaching all students, as well as colleagues (Role of the DARC)?

31. © 2006 Rehabilitation Research Design & Disability (R 2 D 2 ) Center, UW-Milwaukee, www.r2d2.uwm.edu 31 What can you do to share what you have learned today with others in your department?

32. © 2006 Rehabilitation Research Design & Disability (R 2 D 2 ) Center, UW-Milwaukee, www.r2d2.uwm.edu The Beginning

33. © 2006 Rehabilitation Research Design & Disability (R 2 D 2 ) Center, UW-Milwaukee, www.r2d2.uwm.edu THANK YOU!

34. © 2006 Rehabilitation Research Design & Disability (R 2 D 2 ) Center, UW-Milwaukee, www.r2d2.uwm.edu 34 References  Chickering, A W., & Gamson, Z. (1987) Seven Principles for good practice in undergraduate education. Washington, D.C: American Association for Higher Education. (ERIC Document Reproduction Service ED282491)  Harrison, E.G., Working With Faculty Toward Universally Designed Instruction; The Process of Dynamic Course Design, Journal of Postsecondary Education and Disability, (19)2,152 –162.

35. © 2006 Rehabilitation Research Design & Disability (R 2 D 2 ) Center, UW-Milwaukee, www.r2d2.uwm.edu 35  Tincani, M. (2004). Teaching college students with disabilities: 10 strategies for instructors. College Teaching, 52, 128-132.  Weimer, M.(2002) Learner-Centered teaching. San Francisco. Jossey-Bass.

36. © 2006 Rehabilitation Research Design & Disability (R 2 D 2 ) Center, UW-Milwaukee, www.r2d2.uwm.edu 36 Presenter Options, Including Universal Access Features  The “speaker notes” function in PowerPoint is used as a universal access feature.  The speaker notes contain text descriptions of the graphics, because it was not feasible to do this with PowerPoint’s ALT text function to provide access for people with disabilities, including vision and cognitive impairments.  The notes can also be used to prepare a presenter for delivering the slides.  Where graphics repeat, the descriptions for graphics only describe what has changed from the previous slide.  Unfortunately, current versions of the free PowerPoint Viewer do not support “speaker notes.”

37. © 2006 Rehabilitation Research Design & Disability (R 2 D 2 ) Center, UW-Milwaukee, www.r2d2.uwm.edu 37 Presenter Options – Viewing Speaker Notes  Using the “Slide Show” view  In Windows, right click on the slide in use or use the context key to bring up the menu, and then select “speaker notes”  On a Mac, using Ctrl + Click on the slide and select “speakers notes” from the menu.  The notes can also be seen as a part of the “Normal” view or directly by using the “Notes Page” view.  When in “Normal” view, F6 can be used to switch between the slide, notes, and outline panes respectively. Go back to the opening presentation slide