1. Focused on the future of learning. INCLUSIVE COURSE DESIGN: STRATEGIES IN THE ONLINE ENVIRONMENT 27-Feb- 2015 Dr. Sandra Law (CLDD) and Carrie Anton (ASD)

2. Polling question Where are you from (your faculty, centre, department)?

3. Agenda Introduction to Universal Design for Learning (UDL) principles Our students Distance education challenges UDL principles and design choices

4. Polling question When I mention the term universal design for learning (UDL) what comes to mind?

5. What is UDL? There are three main principles –Provide multiple means of representation –Provide multiple means of action and expression –Provide multiple means of engagement

6. Evidence-based design suggestions If at any time you would like to see the evidence that was used to formulate the guidelines please visit the CAST’s website, select UDL Guidelines and then select the tab that says “Explore the Research Evidence”.UDL Guidelines This evidence is available for each of the checkpoints as experimental/quantitative evidence and scholarly reviews and expert opinions.

7. UDL guidelines I. Provide multiple means of representation II. Provide multiple means of action and expression III. Provide multiple means of engagement 1.Provide options for perception Options that customize the display of information Options that provide alternatives for auditory information Options that provide alternatives for visual information 4. Provide options for physical action Options in the mode of physical response Options in the means of navigation Options for accessing tools and assistive technologies 7. Provide options for recruiting interest Options that increase individual choice and autonomy Options that enhance relevance, value, and authenticity Options that reduce threats and distractions 2. Provide options for language and symbols Options that define vocabulary and symbols Options that clarify syntax and structure Options for decoding text or mathematical notation Options that promote cross-linguistic understanding Options that illustrate key concepts non- linguistically 5. Provide options for expressive skills and fluency Options in the media for communication Options in the tools for composition and problem solving Options in the scaffolds for practice and performance 8. Provide options for recruiting interest Options that heighten salience of goals and objectives Options that vary levels of challenge and support Options that foster collaboration and communication Options that increase mastery-oriented feedback 3. Provide options for comprehension Options that provide or activate background knowledge (review) Options that highlight critical features, big ideas, and relationships (concepts map, flowchart) Options that guide information processing Options that support memory and transfer 6. Provide options for executive functions Options that guide effective goal-setting Options that support planning and strategy development Options that facilitate managing information and resources Options that enhance capacity for monitoring progress 9. Provide options for self-regulation Options that guide personal goal-setting and expectations Options that scaffold coping skills and strategies Options that develop self-assessment and reflection

8. Context for discussion of UDL Before we get to the nitty gritty of UDL and how to apply it in your design we will provide the context for the discussion –Diverse student body –Some statistics –Distance education context

9. Myth of the average student

10. AU students registered with ASD

13. Challenges of distance education Internet based communications (chat/discussion boards, audio/video conference) Web pages/LMS accessibility Document accessibility Graphical & multimedia content Text overload & language ICT function/compatibility Instructions & study skills

14. Polling question Whose job is it to make sure that course design follows UDL or similar guidelines?

15. I. Multiple means of representation Representation 1. Provide options for perception Options that customize display of information Options that provide alt for auditory information Options that provide alt for visual information 2. Provide options for language and symbols Options that define vocabulary and symbols Options that clarify syntax and structure Options for decoding text or mathematical notation Options that illustrate key concepts non- linguistically. 3. Provide options for comprehension Options that provide or activate background knowledge Options that highlight critical features, big ideas and relationships Options that guide information processing Options that support memory and transfer

16. 1. Options for perception Offer ways to customize display of information –Appropriate colour use - for emphasis or meaning –Module layout (hide/show) –Size of text & images –Adjustment of time based activities –Timing of video Alternatives for audio –transcripts, visuals, tactile, emotional (emotions) Alternatives for visuals –Captions, audio descriptions, physical objects (3D models), touch equivalents, sensory cues (key concepts, visual transitions)

17. Example - Decluttering page

18. Example – Don’t solely rely on color or other sensory cues

19. Example - Check colour contrast

20. Example - Give content context, captions/summary

21. Example - Describe graphics Q. Identify the saturated fat below. Instead: Identify the saturated fat that has a fat chain of 18 carbon, 36 hydrogen and 2 oxygen?

22. Example - Captioning/transcripts Technology assures deaf student can learn surgery at UC Davis School of MedicineTechnology assures deaf student can learn surgery at UC Davis School of Medicine

23. 2. Options for language and symbols Define vocabulary and symbols –Complex terms made up of simpler terms, provide embedded support (links, definitions) Clarify syntax and structure –Highlight structural relations, connect to prior knowledge, link ideas in concept map Support decoding text and notation –Voicing of math notation (MathML), key terms Illustrate through multiple media (e.g. math equation or concept depicted as graph, animation, video)

24. Example - (MathML) design & IT working together

25. Example – Graphic dictionary VisuWords

26. Example – Concept map

27. Example - Math worksheet Math interactive created with GeoGebraGeoGebra

28. 3. Provide options for comprehension Options provide or activate background knowledge –Link to relevant formulas in math text, advanced organizers, pre-requisite concepts, cross-curricular connections Highlight patterns, big ideas and relationships –Highlight key elements, use graphic organizers Options that guide info processing –Sequential steps, algorithms, interactive models, graduated scaffolds, info chunking Maximize transfer and generalization –Organizers, reminders, mnemonic strategies, reviews, embed new ideas in existing ones

29. Example – Pre-calculus modulesPre-calculus modules

30. Example – Exploratree

31. Example – Organise System concept descriptions provide: The missions, features, capabilities and functions of the system Major system components and interactions Operational environment including manual procedures required Operational modes such as production, backup and maintenance Interfaces with other systems Required performance characteristics such as response time, throughput and data volumes Quality attributes such as availability, reliability and usability Other considerations such as security, audit, safety and failure modes in emergency situations Deployment considerations such as acquisition of business data to support the system including data cleansing and loading The classes of users that will interact with the system Requirements for support of the system such as maintenance organization and help desk. System concept descriptions provide: Functional requirements The missions, features, capabilities and functions of the system Major system components and interactions Operational environment including manual procedures required Operational modes such as production, backup and maintenance Interfaces with other systems Non-functional requirements Required performance characteristics such as response time, throughput and data volumes Quality attributes such as availability, reliability and usability Other considerations such as security, audit, safety and failure modes in emergency situations Deployment and Operational Requirements Deployment considerations such as acquisition of business data to support the system including data cleansing and loading The classes of users that will interact with the system Requirements for support of the system such as maintenance organization and help desk.

32. II. Multiple means of action and expression Action and expression 4. Provide options for physical action Vary the methods for response and navigation Optimize access to tools and assistive technologies 5. Provide options for expression and communication Use multiple media for communication Use multiple tools for construction and composition Build fluencies with graduated levels of support for practice and performance 6. Provide options for executive functions Guide appropriate goal-setting Support planning and strategy development Facilitate managing information and resources Enhance capacity or monitoring progress

33. 4. Provide options for physical action Vary methods for response and navigation –Alternatives for rate, timing, speed and range of motor action; alternatives to pen and pencil and mouse control Optimize access to tools and assistive tech –Keyboard alternatives for mouse, choose software that works seamlessly with keyboard

34. Example – Keyboard functionality Go to YouTube and open up any video that interests you.Go to YouTube Tab through the interface to access the controls through the keyboard.

35. Example – Keyboard functionality AU Library

36. Example - UDL Tech Tool Kit wiki http://udltechtoolkit.wikispaces.com/

37. Example - Read & Write license ASD has a 100 seat license including take home versions for staff and students Includes Web App toolbar for reading and study skills on web/LMS pages http://youtu.be/5Mp_10tPcCU?list=PLvSZ bmGbKpCSnjIiQSFY8Iuiqs-tpKewjhttp://youtu.be/5Mp_10tPcCU?list=PLvSZ bmGbKpCSnjIiQSFY8Iuiqs-tpKewj

38. Example - Interactive presentation Chose one of the learning objects on the AU OCW site AU OCW Go through the activity then respond to the polling questions in the next slide

39. Polling questions What does this interactive presentation do right? What could be improved?

40. 5. Provide options for expression and communication Use multiple media for communication –Alternative assignment types (e.g. text, speech, drawings, video), physical manipulatives (e.g. 3D models), social media, varied problem- solving approaches Use multiple tools for construction and composition –Graphing calculators, concept-mapping tools, manipulatives, web apps Build fluencies with graduated levels of support for practice and performance –Skill level dependent scaffolds, differentiated feedback (customized to individual), authentic problem-solving tasks

41. Example – 3 minute dissertation Example of an alternate mode of expression, a video assignment in which a graduate student explains her PhD project, “The Battle of the Brain”.PhD project

42. Example - Simulation Ardcalloch simulation

43. 6. Provide options for executive functions Guide appropriate goal setting –Provide examples of goal-setting, provide tools for scaffolding goal-setting (e.g. checklists) Support planning and strategy development –Embed prompts to ‘show and explain work’, provide checklists and planning templates Facilitate managing information and resources –Provide graphic organizers and templates, guides for note-taking Enhance capacity for monitoring progress –Reflection questions, progress tracking, rubrics and exemplars

44. Example – Practice quizzes

45. Example - Sample rubrics Online discussion Projects (e.g. sciences) Collaboration Lab reports Mathematical proofs E-portfolios Research paper

46. Example – Mathematical proof rubric

47. III. Multiple means of engagement Engagement 7. Provide options for recruiting interest Optimize individual choice and autonomy Optimize relevance, value, authenticity Minimize threats and distractions 8. Provide options for sustaining effort and persistence Heighten salience of goals and objectives Vary demands and resources to optimize challenge Foster collaboration and community Increase mastery- oriented feedback 9. Provide options for self-regulation Promote expectations and beliefs that optimize motivation Facilitate personal coping skills and strategies Develop self- assessment and reflection

48. 7. Provide options for recruiting interest Optimize individual choice and autonomy –Practice opportunities, information gathering/production, design/layout of graphics, sequence for completing tasks Optimize relevance, value and authenticity –Personalization, relevance to individual learner, culturally and socially relevant, supports diversity Minimize threats and distractions –Accepting environment, vary level of novelty and risk, vary level of sensory stimulation

49. 8. Provide options for sustaining effort and persistence Heighten salience of goals and objectives –Achievable goal setting, scaffolding to visualize desired outcome, exemplars Vary demands and resources to optimize challenge –Flexibility in tools, emphasize process, rubrics Foster collaboration and community –Group work ground rules, support learning communities Increase mastery-oriented feedback –Encourage self-awareness, provide targeted & substantive feedback, identify success strategies

50. Example – Learning Communities

51. 9. Provide options for self- regulation Promote expectations and beliefs that optimize motivation –Provide prompts and reminders to increase on- task orientation, provide coaches/pedagogical agents that model goal setting Facilitate personal coping skills and strategies –Provided differentiated scaffolds and feedback to minimize frustration, help students to develop internal controls Develop self-assessment and reflection –Provide tools that allow students to monitor their own behaviour (e.g. charts, aids)

52. Range of student services / supports

53. Link to AU Resources Study Skills –Time management –Study schedule –Goal setting –Note taking LSS – Counselling, ASD, Advising Library tutorials Math Site Write Site Program websites Student Success Centre

54. Polling question Can you think of ways that you might incorporate UDL in your courses. Could you give an example?

55. UDL – Not an extra burden “… UDL is not an extra burden. Rather I would say that universal design for learning helps you maintain a high level of expectation and assessment and at the same time it helps students to reach those high standards and to achieve greater learning outcomes.” Dr. Sandra Yang, Cal Poly Pomona on applying UDL in her course “Introduction to Music”

56. Any questions?

57. Resources UDL on Campus – CASTUDL on Campus – CAST Washington University DO-IT Accessible Campus – Council of Ontario UniversitiesAccessible Campus – Council of Ontario Universities UDL-Universe National Centre for Accessible Media CLDD Accessibility Guidelines ASD Office Athabasca University Landing Accessibility GroupAthabasca University Landing Accessibility Group

58. Contact information Sandra Law –slaw@athabascau.caslaw@athabascau.ca Carrie Anton –carriea@athabascau.cacarriea@athabascau.ca