UDL Strategies for Creating Motivational Learning Modules and Assessment Tools David Robinson, Ed.D. Towson University

Objectives 1. Participants will be presented with case study information about Universal Design for Learning (UDL) in the creation of motivational instruction modules and alternative assessment tools to best meet the needs of all learners. 2. Based on tenants of UDL, participants in this session will develop strategies for incorporating UDL into course design and learning modules. 3. Session attendees will receive resources for designing course modules and assessment tools that facilitate the incorporation of UDL.

Quick Survey Teaching: undergraduate, graduate, or both Content areas Class sizes

UDL – Personal Beginnings Case Study Vignettes The Civil War: a collaborative effort Reader Quasi Researchers Production – Video Production - Editing

Evidence Via technology integration and students centered learning, the students learned more than in a traditional setting. Historical Reference: Apple Computer. (1991). Apple classrooms of tomorrow: Philosophy and structure and what is happening where. Eugene, OR: ERIC Clearinghouse on Educational Management. (ERIC Document Reproductive Service No. ED340349).

UDL – Personal Beginnings Dysgraphia and accommodations for Joe More time for testing Alternatives to handwriting Conversations The end goal – representation

The End Goals - Assessments What are the students to know? How can the information be presented to students? In what forms the students can relay their knowledge?

Management Need to be constantly monitoring during activities, very much a facilitator Flexibility – stuff comes up Availability Instructor access – especially for online activities

UDL Set of principles for curriculum development… provide all students equal opportunities to learn. Universal Design for Learning (UDL) is an educational framework based on research in the learning sciences, including cognitive neuroscience, that guides the development of flexible learning environments that can accommodate individual learning differences. (Rose, Meyer, Strangman & Rappolt, 2002; CAST 2011).

UDL Elements Flexibility built into materials Recognition networks- methods of presentation with examples and alternatives.

UDL Elements Strategic networks- methods of expression, feedback, and apprenticeship.

UDL Elements Affective networks- options for engagement which provide choice, support and challenges.

Brain Storming Regroup. Share strategies for items highlighted on QM and UDL checklist in small groups. Discuss barriers in your settings to implementing UDL. Large group sharing.

UDL and Online Design UDL yields the following fundamental research-based considerations for course design (inclusive on online, face- to-face and hybrid courses). Based on UDL, participants in online courses should be provided with: – A sense of prior background knowledge that is required in the course (UDL 3.1). – Clearly stated and measureable learning objectives (UDL 3, 5, 6). – Varied course activities, assessments and resources tied to fully enumerated grading policies (UDL 4, 5). – Course design, navigation, technologies and implementation that exemplify accessibility for all learners (UDL 1).

Templates for Course Design Templates will be shared for the consideration of each of the UDL principles in the design and implementation of course modules and assessment tools.

Instructional Planning Engaging Online Events Intriguing case- a puzzle

Methods of Presenting Video & Pictures Provide vivid information

Useful Graphics

Consider a new app

Use a Chart- group differences

Feedback Audio – video options Screen capture files Timely replies