1. Universal Design for Instruction (UDI): Moving Beyond Accessibility into Classroom Application World Usability Day New England November 8, 2007 Manju Banerjee, Ph.D. University of Connecticut Loring Brinckerhoff, Ph.D. Educational Testing Service

2. Is there a need for Universal Design for Instruction?Is there a need for Universal Design for Instruction? What does the paradigm of Universal Design for Instruction (UDI) bring to pedagogy?What does the paradigm of Universal Design for Instruction (UDI) bring to pedagogy? UDI as a partnership model: Application through “tech enhanced’ and “non-tech” solutionsUDI as a partnership model: Application through “tech enhanced’ and “non-tech” solutions Presentation Objectives

3. In 2000   100 million Internet users around the world Among 18-29 yr old – 88% use the Internet; among 30-49 yr old – 84% http://www.pewinternet.org/PPF/r/163/report_display.asp http://www.pewinternet.org/PPF/r/163/report_display.asp  68% of Americans use a computer for their work; 84% say it is essential for their job http://www.npr.org/programs/specials/poll/technology/index.html Need for a New Paradigm for Instruction – The Changing Postsecondary Landscape

4. 2002 – Online undergraduate college application was 55% in 1998 and climbed to 90% in 2002 55% in 1998 and climbed to 90% in 2002 http://www.campuscomputing.net/ 2003 - “To succeed in today’s information-based economy, students need to know how to use technology to create and transform information.” economy, students need to know how to use technology to create and transform information.” (Kurt Landgraf, President ETS) 2006 - “Freshman are arriving on campus with better technologies than their colleges have to offer.” technologies than their colleges have to offer.” (Chronicle of Higher Education, September 22, 2006) Need for a New Paradigm for Instruction – The Changing Postsecondary Landscape

5. 2004 demographic profile of students:  38% of the student population was 25 or older  7% more women than men were enrolled  30.4% were racial/ethnic minorities  3.4% were international students  39% were attending college part-time (Chronicle of Higher Education Almanac, 2006) Need for a New Paradigm for Instruction – The Changing Postsecondary Landscape

6. Need for a New Paradigm for Instruction – The Changing Postsecondary Landscape All Disabilities LD 19782.3%no data 19844% 1.2% 19989.8% 3.5% 2004* 11.3% 7.5% Henderson, 1999; *Chronicle of Higher Education, 2006

7. Universal Design 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

8. 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)McGuire, & Embry (2002) Qualitative Research Theory Identifying Research Problem Formulating Hypotheses Variables Independent ControlIntervening Dependent Leads to These are based on May be

9. Basic Tenets of UDI  Anticipates the needs of diverse users  Builds in inclusive features from the beginning  Benefits a broad range of individuals  Often promotes cost and/or time saving in the long run  Results in a more inclusive climate McGuire, 2006 McGuire, M. (2006) www.facultyware.uconn.edu

10. What can UDI bring to pedagogy?  UDI encompasses “ good instructional practice” and helps to ground these practices in evidence-based theory  Encourages us to consider the breadth of issues in (1) planning, (2) delivery, and (3) assessment of instruction that promotes inclusive instruction  Creates a common language for dialogue (Mcguire, 2006)

11. Equitable use Principles of UDI Flexibility in use Simple and intuitive Perceptible information Tolerance for error Low physical effort Size & Space for use Community of learners Instructional climate 1. 2. 3. 4. 5. 6. 7. 8.* 9.* *Scott, McGuire, & Shaw 2001

12. Principle 1: Equitable Use Instruction is designed to be useful and accessible by people with diverse abilities FacultyInstructional Technologist Disability Services Personnel Understand that “access” should address both physical and cognitive access Recommend technologies for (1) multiple representation, (2) multiple engagement, (3)multiple expression Ensure that access does not reduce equity (i,e., access maintains a competitive edge)

13. Principle 1: Equitable Use Instruction is designed to be useful and accessible by students with diverse abilities Application: (Non tech) – Copies of PowerPoint slides, scribed notes (Tech) – Technology tools embedded into content, delivery, and assessment so as to support/scaffold student learning Example: - Adobe Acrobat professional (highlights PDF files and allows drop-in margin notes - http://www.wordtalk.org.uk/http://www.wordtalk.org.uk/ (free plug-in text-to-speech application)

14. Principle 2: Flexibility in Use Instruction is designed to accommodate a wide range of individual abilities FacultyInstructional Technologist Disability Services Personnel Anticipate abilities at both ends of the learning spectrum Look for ways to supplement core content for varying levels of background knowledge Technologies for creating advance organizers, outlines, dynamic notes Links to content enrichment Learning/ disability resources linked to syllabus

15. Principle 2: Flexibility in Use Instruction is designed to accommodate a wide range of individual abilities Application: (Non Tech) – Varied delivery of instruction (Tech) - Repository of “link” to tools that help in managing, sorting, and filtering information Example: - Visual mapping/outlining tools * Inspiration - http://www.inspiration.com/http://www.inspiration.com/ - Summarizing tools * Microsoft Word – Tools – Auto summarize

16. Principle 3: Simple and Intuitive Instruction is designed in a straightforward and predictable manner; eliminates “unnecessary” complexity FacultyInstructional Technologist Disability Services Personnel Identify construct irrelevant barriers to course content and assessment e.g. style of presentation Assist in creating a dynamic repository of resources that help to clarify a topic (electronic cliff notes) “Search” strategies online (e.g. archiving a search; selecting search words)

17. Principle 3: Simple and Intuitive ? Instruction is designed in a straightforward and predictable manner; eliminates unnecessary complexity Application: (Non-Tech) – Clearly stated course expectation/rubrics (Tech) - Locate and identify a list of legitimate websites/e-resources that can help to further explain the topic Example: - Tutorials for search and navigation skills for effective and efficient learning in open learning environments, like the Internet.

18. Principle 4: Perceptible Information Instruction is designed so that information is communicated effectively to the student, regardless of ambient conditions or sensory abilities FacultyInstructional Technologist Disability Services All students equally engaged? Display of information vs. content Disclosure Course design based on Principles of Instructional Design Multi-media enhancement/ accessibility Differentiated instruction for postsecondary Assistive technologies Self-advocacy

19. Principle 4: Perceptible Information Instruction is designed so that information is communicated effectively to the student, regardless of ambient conditions or sensory abilities. Application: (Non Tech) – Style of delivery of instruction (Tech) - Ways to construct/create course content in addition to course authoring tools such as WebCT (Create content for an audience of n=many vs. n=average) Example: - Web 2.0 – Wikis - Voicethread.com (Free account for educators, allows you to import graphics and add text comment)

20. Principle 5: Tolerance for Error Instruction anticipates variations in individual students learning pace and prerequisite skills FacultyInstructional Technologist Disability Services Multiple opportunities for demonstrating learning Fairness issues Ways to create logs/record of multiple learning opportunities and learning outcomes Error/miscue analysis

21. Principle 5: Tolerance for Error Instruction anticipates variations in individual students learning pace and prerequisite skills Application: (Non Tech) – Allow for multiple drafts of assignment (Tech) – Portable technologies and technologies that allow easy conversion into different formats on location Example: - Think pad - iPod

22. Principle 6: Low Physical Effort Instruction is designed to minimize nonessential physical effort in order to allow maximum attention to learning FacultyInstructional Technologist Disability Services Fatigue factor (often related to lab work and long class sessions) Ergonomics (physical and cognitive) Assistive technologies

23. Principle 6: Low Physical Effort Instruction is designed to minimize nonessential physical effort in order to allow maximum attention to learning Application: (Non Tech) – Session breaks; seating (Tech) – Tech supports for extensive note-taking Example: - Speech-to-text technologies - http://www.livescribe.com/sneakpeek/index.htmlhttp://www.livescribe.com/sneakpeek/index.html

24. Principle 7: Size and Space for Approach and Use Instruction is designed with consideration for appropriate size and space for approach, reach, manipulation, and use regardless of a student’s body size, posture, mobility, and communication needs FacultyInstructional Technologist Disability Services Issues concerning real and virtual space Platform compatibility Nettiquette guidelines

25. Principle 7: Size and Space for Approach and Use Instruction is designed with consideration for appropriate size and space for approach, reach, manipulation, and use regardless of a student’s body size, posture, mobility, and communication needs Application: (Non Tech) – Preview of physical premises, temperature (Tech) – Tech support for physical access Example: - FM systems

26. Principle 8: A Community of Learners The instructional environment promotes interaction and communication among students and between students and faculty FacultyInstructional Technologist Disability Services Communication opportunities Technologies that support cohesiveness among the students (Makes differences in tech skills less apparent) Nettiquette guidelines

27. Principle 8: A Community of Learners The instructional environment promotes interaction and communication among students and between students and faculty Application: (Non Tech) – Collaborative projects, group assignments (Tech) – Tech support for online collaboration Example: - Discussion board - Blogs

28. Principle 9: Instructional Climate Instruction is designed to be welcoming and inclusive. High expectations are espoused for all students FacultyInstructional Technologist Disability Services Inclusive instruction Range of instructional technologies – high to low end Statement in syllabus about diversity and disability

29. Principle 9: Instructional Climate Instruction is designed to be welcoming and inclusive. High expectations are espoused for all students Application: (Non Tech) – Modeling expected behavior (Tech) – Instructional expectation used to drive technologies used in the course and not vice versa Example: - Synchronous and asynchronous discussions on inclusive behaviors

30. Audience Q and A