1. Applying Universal Design for Instruction to Online and Blended Courses
Joseph Madaus Ph.D.
Manju Banerjee Ph.D.
Kim McKeown, M.A.
Nicholas Gelbar, M.A.
Center on Postsecondary Education and Disability
Center for Students with Disabilities
University of Connecticut
The UDI Online Project is funded through the
U.S. Department of Education, Office of Postsecondary Education
PR/Award #P333A080053
UDI Online Project Team University of Connecticut, 2010

2. Presentation Objectives
Provide an overview of Universal Design for Instruction (UDI) and its application to online & blended courses
Describe the UDI Online Project
Describe the UDI e-Toolbox and demonstrate the use of several e-Tools
Poll – What is your roll at your institution? – raise hands
Faculty, ID, Admin, Staff
Poll – How familiar are you with UDI? – raise hands
Not at all, Somewhat familiar (I’ve heard of the construct), I know the basic concept, I know all about UDI
UDI Online Project Team University of Connecticut, 2010

3. UDI Online Project Team University of Connecticut, 2010
Universal Design
Time permitting, it is informative to note the originator of UD, Ronald Mace, and some biographical info about him (childhood polio survivor who became an architect who also used a wheelchair)
“The design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design.”
Center for Universal Design, North Carolina State University
UDI Online Project Team University of Connecticut, 2010

4. UDI Online Project Team University of Connecticut, 2010
UDI at UConn
Project One (1999 – 2002): Assuring Equal Academic Access for College Students with Learning Disabilities by Implementing Universal Design in the Instructional Environment (McGuire & Shaw)
Project Two (2002 – 2005): Designing Inclusive College Teaching: Empowering Faculty to Promote Equal Educational Access for Students with Cognitive Disabilities, (McGuire, Scott, & Shaw)
Project Three (2008 – 2011): UDI Online, (Madaus & Banerjee)
Applying UD to Pedagogy
An informative note could be that the first cycle of funding for college students with disabilities sponsored by OPE began in 1999 – just a decade ago. This relates to the developmental nature of incorporating UD approaches into the college teaching environment and the fact that research studies are just emerging.
Universal Design can enhance accessibility of the curriculum to a variety of diverse learners:
Minority students
Second-language learners
Returning students
Students with disabilities
Universal Design principles can “bring us closer to making learning accessible to anyone, anywhere, at anytime.” (Burgstahler, n.d., p. 7)
The Co-Project Investigators on the first project were Drs. Joan McGuire and Stan Shaw. This project was titled “Assuring Equal Academic Access for College Students with Learning Disabilities by Implementing Universal Design in the Instructional Environment,” and it established the Nine Principles of Universal Design for Instruction©.
The second project was titled “Designing Inclusive College Teaching: Empowering Faculty to Promote Equal Education Access for Students with Cognitive Disabilities.” The principle investigators on this project were Drs. Joan McGuire, Sally Scott, and Stan Shaw. This project extended the prior work in UDI through the use of faculty communities of practice.
The current project, “UDI Online,” extends the Principles of UDI© into the online and technology blended course environments, with Co-Project Investigators Drs. Joseph Madaus and Manju Banerjee.
UDI Online Project Team University of Connecticut, 2010

5. Universal Design for Instruction
“UDI is the proactive design and use of inclusive instructional strategies that benefit a broad range of learners including students with disabilities.”
Scott, McGuire, & Shaw, 2001
UDI Online Project Team University of Connecticut, 2010

6. Nine Principles of UDI©
Principle 1 : Equitable Use
Principle 2 : Flexibility in Use
Principle 3 : Simple and Intuitive
Principle 4 : Perceptible Information
Principle 5 : Tolerance for Error
Principle 6 : Low Physical Effort
Principle 7 : Size and Space for Approach and Use
Principle 8 : A Community of Learners
Principle 9 : Instructional Climate
Scott, McGuire, & Shaw, 2001
Principles with definitions and examples can be found at:
UDI is guided by nine Principles which are adapted and defined for the postsecondary learning environment.
The nine Principles of UDI© reflect the seven Principles of Universal Design that were developed by the Center for Universal Design at North Carolina State University and are rooted in architecture, and two additional Principles that reflect evidence-based practices with secondary students with learning and attentional problems, and research on effective teaching strategies at the postsecondary level, including the work of Arthur Chickering and Zelda Gamson.
UDI Online Project Team University of Connecticut, 2010

7. UDI Online Project Team University of Connecticut, 2010
UDI: Some Assumptions
Focus on proactive planning and design to enhance:
Accessibility
Usability
Effectiveness
Concurrent goal is to reduce need for:
Retrofitted accommodations
Modifications
Faculty as designer
Use of the term “universal” is not meant to imply that all users can or will use all elements of a course design.
UDI does not imply that EVERY student’s learning situation or needs will be met.
UDI does not imply lowering academic and technical standards or expectations. The Principles of UDI© espouse maintaining high expectations for all students. This includes keeping intact all academic and technical standards set by the programs and the faculty member teaching the course.
faculty determine the UDI elements to incorporate based on course parameters
Universal design is an attitude, not a “prescriptive set of procedures.” (Bissonette, 2006) In addition, UDI is an approach or attitude towards instruction rather than a list of prescribed steps or procedures for teaching.
UDI Online Project Team University of Connecticut, 2010

8. Appling UDI to Online & Blended Courses
4.6 million students were taking at least 1 online course
Allen & Seaman, 2010
> 1 in
4 students
Why are we applying UDI to online and blended courses? In higher education, the numbers of online courses and students taking online courses is growing.
• Over 4.6 million students were taking at least one online course during the fall 2008 term, or More than one in four higher education students now take at least one course online. (Allen & Seaman, 2010)
That’s a 17% increase over the number reported the previous year. (Allen & Seaman, 2010)
• The 17% growth rate for online enrollments far exceeds the 1.2% growth of the overall higher education student population. (Allen & Seaman, 2010)
• More than one in four higher education students now take at least one course online. (Allen & Seaman, 2010)
UDI Online Project Team University of Connecticut, 2010

9. Students with Disabilities in Higher Education
Students w/ disabilities are 11% of all college students GAO, 2009
The number of students with disabilities entering higher education institutions is growing.
Students with disabilities make up about 11% of all college students. (GAO, 2009)
Students with ADHD and LD make up about 27% of those with disabilities in college. (GAO, 2009)
Learners with cognitive disabilities are the largest disability group worldwide. (WebAim, n.d.)
Web accessibility has focused on physical disabilities, such as blindness. (Bohman & Anderson, 2005)
UDI Online Project Team University of Connecticut, 2010

10. UDI Online Project Team University of Connecticut, 2010
About UDI Online
US Department of Education, OPE Grant (PR/Award # P333A080053, 10/1/08-9/30/11)
Collaborative project between CPED and CSD
Faculty as designer
United States Department of Education, Office of Postsecondary Education Grant (PR/Award # P333A080053, 10/1/08-9/30/11)
Collaborative project between the Center on Postsecondary Education and Disability (Neag School of Education) and the Center for Students with Disabilities (Division of Student Affairs)
Faculty as designer: faculty determine the e-Tools to incorporate into courses based on pedagogical need
Project Activities:
Step 1: Literature Review
Step 2: Needs Assessments
Step 3: Selection of e-Tools
Step 4: Review of e-Tools
UDI Online Project Team University of Connecticut, 2010

11. Student Survey & Interview Results
Advantages
Challenges
Recommendations for Online & Blended Courses
Surveys and interviews of students and faculty regarding online and blended courses were conducted as part of the UDI Online project. Initial results of those surveys and interviewers found advantages, challenges, and recommendations for online/blended course.
Advantages
Flexibility (related to time – work around schedule)
Flexibility (related to space – no commute)
Ability to work at your own pace
Access to a wide range of resources
Opportunity for reflection, in-depth processing
Challenges
Lack of communication, feedback, and teacher interaction
Required to teach and manage self
Learn through reading only
Trouble with receiving extended time for exams
Recommendations for Online & Blended Courses
Need to plan for more time on course related assignments and activities
Need for clear and explicit directions and expectations from instructor
Increased need for interaction and communication with professor and fellow students
UDI Online Project Team. (2010). Working documents of student survey and interview results. University of Connecticut. Center for Postsecondary Education and Disability.
UDI Online Project Team University of Connecticut, 2010

12. Faculty Survey & Interview Results
Advantages
Challenges
Recommendations for Online and Blended Courses
Surveys and interviews of students and faculty regarding online and blended courses were conducted as part of the UDI Online project. Initial results of those surveys and interviewers found advantages, challenges, and recommendations for online/blended course.
Advantages
Convenience
Collaboration among students from diverse backgrounds
Access to resources and ease of incorporating into course
Ability to update information in timely manner
Challenges
Lack of connections with and among students (communication and interaction)
Students’ self-management skills
Technical issues
Time required by instructor (24/7)
Recommendations for Online and Blended Courses
Clear statement of expectations and deadlines
Sensitivity to potential discrepancy between faculty expectations and students’ time management and course engagement
Instructional environment that promotes rapport with and among students
UDI Online Project Team. (2010). Working documents of student survey and interview results. University of Connecticut. Center for Postsecondary Education and Disability.
UDI Online Project Team University of Connecticut, 2010

13. e-Tool Selection Process
Considerations for e-Tool selection:
Cost
Accessibility
Usability
Effectiveness
Tools selected based on results of literature review and needs assessment
Tools identified by project team, instructional designers, and/or faculty reviewers
Considerations for e-Tool selection:
Cost
Accessibility
Usability
Effectiveness
UDI Online Project Team University of Connecticut, 2010

14. UDI Online Project Team University of Connecticut, 2010
e-Tool Review Process
Faculty Reviewers at 5 institutions
Faculty Reviewers reviewed e-Tools
Students reviewed e-Tools
Faculty reviewers at 5 institutions (UConn, MCC, SCSU, Mitchell, Keene State) selected at least 2 e-Tools to incorporate into their courses
Faculty reviewers reviewed e-Tools for accessibility, usability, and effectiveness
Students reviewed e-Tools for accessibility, usability, and effectiveness
UDI Online Project Team University of Connecticut, 2010

15. UDI Online Project Team University of Connecticut, 2010
e-Tool Assumptions
UDI is not about instructional technology alone
An e-Tool alone is not an example of UDI
Not all e-Tools will work with all students
Before we take a look as several examples of e-tools, there are a few assumptions about UDI and the use of the e-tools we would like to clarify.
First, UDI is not about technology alone, rather the use of an e-tool should purposefully match a specific pedagogical need or objective.
Also, different faculty may use the same e-tool in different ways, which may result in a different, yet important application of a UDI Principle.
Additionally, an e-tool alone is not an example of UDI or one of the nine Principles, rather it is how the e-tool is used within an instructional environment that creates the application of UDI.
Finally, not all e-tools will work with all students, and depending on the specific situations and needs, some students will still require alternate formats, methods of presentation (e.g., providing text to support an audio clip), or methods of response.
UDI Online Project Team University of Connecticut, 2010

16. UDI Online Project Team University of Connecticut, 2010
UDI e-Toolbox
The UDI Online Project at UConn has created a toolbox of “e-tools” that faculty can use in the planning, delivery, and assessment of student learning in their online and blended courses. The web site continues to expand. The current list of e-tools can be accessed at
UDI Online Project Team. (2010). E-Toolbox. University of Connecticut. Center on Postsecondary Education and Disability.
UDI Online Project Team University of Connecticut, 2010

17. UDI e-Toolbox: Cognitive Access
Cognitive Access within UDI Online refers to approaches and elements that assist diverse learners to acquire, comprehend, recall, apply, evaluate, integrate, and express information within a digital learning environment.
UDI Online Project Team University of Connecticut, 2010

18. UDI e-Toolbox: Communication Access
Communication Access within UDI Online refers to approaches and elements that provide multiple opportunities for interaction and dialogue to engage diverse learners within a digital learning environment.
UDI Online Project Team University of Connecticut, 2010

19. UDI e-Toolbox: Physical Access
Physical Access within UDI Online refers to approaches and elements that support the ease of navigation of course web sites, clarity in the display of course content, and creation and presentation of course information in multiple formats to provide opportunities for diverse learners to acquire and manipulate course content within a digital learning environment.
UDI Online Project Team University of Connecticut, 2010

20. UDI Online Project Team University of Connecticut, 2010
UDI e-Toolbox
Cognitive Access
Course organization and expectations
MS Word
Instructional supports and materials for course content
Adobe Acrobat
Student assessment
Rubrics
Demo of:
MS Word – inserting hyperlinks (pull up syllabus)
Adobe – highlight/comment (pdf from EPSY Course)
Rubrics – Rubistar and first year writing sample rubric
UDI Online Project Team University of Connecticut, 2010

21. UDI Online Project Team University of Connecticut, 2010
UDI e-Toolbox
Communication Access
Faculty – Student and Student – Student engagement
Twitter
Demo of Twitter – explain Dr. Rubega’s bird assignment, show tweets from ppt.
UDI Online Project Team University of Connecticut, 2010

22. UDI Online Project Team University of Connecticut, 2010
UDI e-Toolbox
Physical Access
Navigation
Jing
Display
VoiceThread
Demo of:
Jing – Screen capture and record audio (example for Joe or Manju’s courses)
VoiceThread -
UDI Online Project Team University of Connecticut, 2010

23. UDI Online Project Team University of Connecticut, 2010
UDI Web Site
Resources
Professional Development Modules
Technical Briefs
Discussion Board
Other resources under development on the website include professional development modules, such at this one, on UDI, Legal considerations, Learning Disabilities and ADHD. There will also be links to other toolboxes, information, presentations, and resources.
UDI Online Project Team University of Connecticut, 2010

24. UDI Online Project Team University of Connecticut, 2010
Q & A
Questions?
Thank You
UDI Online Project Team University of Connecticut, 2010

25. Additional Information
UDI Online Project
Manju Banerjee
Joseph Madaus
Kim McKeown
Permission is granted to copy this document for educational purposes; however, please acknowledge your source using the following citation:
University of Connecticut, Center on Postsecondary Education, UDI Online Project. (2011, February). Applying universal design for instruction to online and blended courses. Presentation at the 2011 NERCOMP Annual Conference.
Thank you.
UDI Online Project Team University of Connecticut, 2010