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Embedding Universal Learning Design In The Classroom: Low And No-Cost Strategies That Work David Arendale, Ph.D., Associate Professor University of Minnesota.

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Presentation on theme: "Embedding Universal Learning Design In The Classroom: Low And No-Cost Strategies That Work David Arendale, Ph.D., Associate Professor University of Minnesota."— Presentation transcript:

1 Embedding Universal Learning Design In The Classroom: Low And No-Cost Strategies That Work David Arendale, Ph.D., Associate Professor University of Minnesota arendale@umn.edu http://arendale.org (612) 625-2928 1

2 Learning Objectives Understand why instructors must embed learning assistance in their classrooms Examine theory and guidelines for Universal Learning Design (ULD) Case studies of ULD use in intro level courses Learning technology tools Identify available resources and allies Develop a plan for ULD implementation 2

3 WHY INSTRUCTORS MUST BECOME INVOLVED 3 Used with permission by the University of Minnesota

4 Trends for the Field Eliminate DE courses at many four- year colleges Stigma is a powerful influence Movement towards embedded or mandatory participation There is no such thing as a DE student OR everyone is. 4

5 WHAT DO YOU THINK IS KEY FACTOR FOR 1 ST YEAR SUCCESS? A. Recruiting the most academically-prepared students B. Front-loading student-centered people with the new students C. Higher funding for postsecondary education 5

6 Key Factor in First-Year Success: "Front Loading" Services To make the first-year student connection, institutions must adopt the concept of "front loading", putting the strongest, most student-centered people, programs and services during the first year -- Noel, Levitz, & Saluri, Increasing Student Retention, 1985 6

7 Tinto’s Themes of Attrition Difficult adjustment Difficulty level high day-to-day Incongruence Social isolation Financial need Negative social group pressure -- Vincent Tinto, Leaving College, 1987. 7

8 Shift of Perspective: Who Needs to Change More? Older Models “Medical model” or “Deficit model” Student focused Newer Models Institution adapts itself to the holistic needs of students “Value added model” Institution focused 8

9 Scenario: Expanding Access and Service to More Students Key elements: Historically-difficult course, lecture note taking difficult for most. Note taker now in class helping one student with disability. Other students want help too. Student Senate posed to demand more help. Questions: How can needs of the one student with a learning disability be met through an action or service that is also available for all students in the classroom? How leverage the limited campus budget to serve more students? 9

10 HOW MEET NEEDS OF MORE STUDENTS? A. Note taker posts lecture notes to course web site B. Instructor provides full or mostly complete PP lecture slides ahead of time to course web site C. Instructor places copies of all handouts through course web site ahead of class session D. All of the above E. None of the above 10

11 UNIVERSAL LEARNING DESIGN Embedding the Best of Learning Assistance and Developmental Education In the Classroom 11

12 Universal Design (UD) and Universal Learning Design (ULD) UD focused on architecture ULD focused on learning –Reduce barriers for all students –Accommodations for a few are often helpful for all students 12 Used with permission by the University of Minnesota

13 Universal Learning Design Create a respectful learning environment Determine essential course components Establish clear expectations & feedback Develop natural learning supports and technologies that already exist Use multiple teaching strategies Provide multiple ways to display mastery Encourage students & faculty to connect 13

14 HOW HAVE YOU USED ULD IN YOUR CLASS? A. Provided course materials ahead of time B. Changed the way the class sessions are conducted C. Modified the course assignments, in-class activities, or examination procedures. D. All of the above 14

15 Case Studies for Use of ULD in Introductory Courses 15

16 Intro Anthropology Proactively present invitation for course accommodation needs –Clear statement in syllabus –Emphasize syllabus information in a positive manner (“level playing field”) –Self-disclose own disabilities Variety of course assessment activities –Performance-based (music, drama) –Relate assessment to diverse cultures 16

17 Intro Psychology Course Difference in approaches to learning –Personalized approach - Individual attention and support for student to complete common learning objectives (Keller) –Individualized approach – Individual students have choices of learning objectives. Course design features: –Faculty and lab assistants consult, not lecture –Small units to master –Technology delivered, small group facilitated –Self-pacing of learning activities 17

18 Intro Mathematics Course Course design feature: students have choice for learning modalities: –Traditional lecture format with student tutors –Computer-based, personalized learning format (see Intro to Psychology case study example) 18

19 Intro Anatomy Course Audio podcast recording and posting of class lectures –Originally intended to serve primarily the 2 nd language learners in class –Now extended for all students enrolled in the class (or worldwide through Apple’s iTunes) Assessment through assignment to create visual representation of key course concept. 19

20 Intro Writing Course (1 st Generation & Historically Underrepresented) Computer classroom use for assignments with use of all software supports Integrate reflection on race, class, and culture in class discussion & assignments Student choice regarding writing topic and differing levels of difficulty Accepting various writing styles that are appropriate and effective Extended time to write & complete 20

21 Common Features: Univ. of Minnesota Case Study Different modalities of learning Different competency assessments Embedded academic development and support for all students Accessibility of course elements for all Constant reflection on essential course goals, objectives, and activities Attend to issues of race, class, and culture in course design and delivery 21

22 Planning and Assessment Tool Select an activity within the classroom to reengineer to increase access for all students. 22 Used with permission by Freedigitalphotos.net

23 Introductory History Course Introductory U.S. multicultural history course Global history and culture course See GC Book and PASS-IT Book for chapter with further detail and examples. Used with permission of Wikipedia Image Commons 23

24 Universal Learning Design Create a respectful learning environment Determine essential course components Establish clear expectations & feedback Develop natural learning supports and technologies that already exist Use multiple teaching strategies Provide multiple ways to display mastery Encourage students & faculty connection 24

25 Outline of ULD Use with the History Course Preparing learners and instructor prior to class sessions Accessibility of information before, during, and after class Multiple modalities of learning Preparing learners for exams and developing metacognition Debriefing major exams Diverse ways to demonstrate mastery 25

26 Preparing Learners Prior to Class Sessions PowerPoint slides provided ahead of time in slide and outline format in PDF and PP format Post assigned readings and media ahead of class sessions and quiz over material Provide schema by providing list of potential exam essay questions and key vocabulary terms in advance of major exams Continuous review of essential course goals, objectives, and activities (examples: value the syllabus, make implicit the important) 26

27 Preparing Instructor Prior to Class Sessions Survey students regarding experience with learning technologies Ten minute interview with all interested students in instructor’s office. Goals include: −Personal connections with students −Understand cultural background −Preferences for learning environment −Reaction to current learning activities and receive recommendations for changes −Invitation to return for other office visits 27

28 Accessibility of Information: Before Class Session Readings and media online Assigned audio and video files with written transcription as needed No paper textbook or purchased materials Complete set of PP slides provided in advance both in PDF and PP format ADA approved web site (e.g., Moodle) Potential vocabulary and essay questions already posted to exam review web site 28

29 Accessibility of Information: During Class Session Readings and media online (assigned/supplemental) Complete set of PP slides in PP format −note taking in PP notes section −Includes instructor’s lecture notes More verbal description of images displayed during class lectures or video clips 29

30 Accessibility of Information: During Class Session (Continued) Demonstrate use of technology tools (e.g., course management system, social media) Audio amplify voice of instructor and students Refer directly to information within the official course documents −Course syllabus −Assigned readings and media segments 30

31 Accessibility of Information: After Class Session Class session capture and availability online (e.g., Camtasia, ScreenFlow) Course management system provides all resources online Online tutorials for use of learning technologies and completing course assignments 31

32 Multiple Modalities of Learning Traditional lecture and discussion Extensive use of video clips and images Historical simulations History field trips on-campus Audio and video podcasts e-reading documents and media In-class structured peer learning Use of “wait time” for questions and discussion 32

33 WHAT SOCIAL MEDIA DO YOU USE FOR CLASS ACTIVITIES? A. Twitter B. Facebook C. Podcasting D. LinkedIn E. YouTube F. All of the above 33

34 Preparing Learners for Exams & Developing Metacognitive Skills Co-constructed exam study review web site (http://myworldhistory.org)http://myworldhistory.org David TV (http://justin.tv )http://justin.tv Class ‘lecture rewind’ history music video Previous class lectures (e.g., Screenflow) Scoring rubrics provided on course website and printed on exams Employ graphic organizers, tables, and mind maps 34

35 Preparing Learners for Exams & Developing Metacognitive Skills (continued) Low stakes feedback class activities Markups of key pages from readings Quizzes tied to exam question format Complete worksheets during class Co-constructed class session podcast 35

36 Podcast Definition Internet radio series Episodes arrive on a regular basis after the listener “subscribes” to the series Listen when and where wanted Can be listened to through desktop computer or downloaded to a MP3 player (e.g. iPod) Also posted to course web site

37 Then and Now Podcast: Global History and Culture Link to course blog page at http://thenandnow.org http://thenandnow.org Link to subscribe to Then & Now at http://subscribethenandnow.info http://subscribethenandnow.info Link to wiki web page at http://myworldhistory.org http://myworldhistory.org 37 Used by permission of Apple, Inc.

38 Used by permission by Erik Tolesrud

39 LISTEN TO COURSE AUDIO/VIDEO PODCAST http://thenandnow.org Subscribe through iTunes store, Search for “Then and Now” or “Arendale” 39

40 Weekly Co-constructed Podcast Unit overview Understanding potential essay Q’s Student contributions (study tips) Connecting todays newspaper headlines with readings and media Music selections by students Transcript through voice recognition software as needed 40

41 Special Podcasts Special music shows devoted to world regions (http://musicalley.com)http://musicalley.com Interviews with community experts on issues (e.g., Hmong, Somali) Interviews with students (e.g., Iraq war veterans, study abroad) Special exam preparation episodes PP slide music video lecture rewind Rebroadcast podcasts of other shows 41

42 Lessons Learned from Podcasting Provide sustained awareness and continuous IT training within the class Students are less skilled than assumed Learning curve difficult for podcasting and wiki web page editing Students enjoy support in learning IT Involve students in the creation, narration and editing of wiki pages and podcasts

43 Suggested Next Steps Listen to podcasts Learn how to podcast Experiment with podcasting Involve students Keep going, it gets better

44 LISTEN TO LECTURE REWIND MUSIC VIDEO Created using PP slides saved as JPEG images Imported into Animoto music software Downloaded as MP4 video from Animoto Uploaded to course blog page and course podcast series 44

45 Leverage Expertise by Other Podcasters History According to Bob Matt’s Today in History Military Channel Video Podcast Grammar Girl: Quick and Dirty Tips Kahn Academy Arithmetic English as a Second Language Podcast 45

46 FREE PODCASTS THROUGH ITUNES http://itunes.com 46

47 Co-Constructed Exam Study Guide Web Site Unit summary Glossary of term vocabulary terms Outlines of potential essay questions http://myworldhistory.org 47

48 VIEW COURSE EXAM REVIEW WEB SITE http://myworldhistory.org Created through Google “Sites” 48

49 Metacognitive Learning and Feedback from Major Exams Students complete self assessment regarding previous major exam –Exam preparation activities –Exam taking behaviors –Individual responses analyzed and returned divided by behaviors by students earning A or B versus C and below. Behaviors have consequences. 49

50 Diverse Ways to Demonstrate Mastery of Skills and Knowledge Diverse exam formats: objective, writing Classroom participation (e.g. simulations) Low stakes papers (e.g., Historpedia entry, history field trip) History music video (http://animoto.com )http://animoto.com Podcast and wiki web contributions for exam preparation (http://myworldhistory.org and http://thenandnow.org )http://myworldhistory.org http://thenandnow.org Extended time for all on in-class exams 50

51 History Music Videos Present significant historical event Work in teams of 1 to 3 Integrate text, images, and music Music and final processing provided through http//:animoto.comhttp//:animoto.com Students screen videos and select top ones 51

52 VIEW SAMPLE HISTORY MUSIC VIDEO http://animoto.com/education/ 52

53 VIEW HISTORPEDIA WEB SITE http://historpedia.org 53

54 Constructing e-Book by/for Students Students work in teams Permit diversity of contributions: copyright free images, text, PowerPoint slides, web links, audio or video files 54 Used with permission by Apple, Inc.

55 Review of ULD Use with the History Course Preparing learners and instructor prior to class sessions Accessibility of information before, during, and after class Multiple modalities of learning Preparing learners for exams and developing metacognition Debriefing major exams Diverse ways to demonstrate mastery 55

56 ULD Outcomes Student outcomes –Students who are academically-underprepared successfully transfer and graduate at rates slightly below students in other campus units –Transferred students report high satisfaction Institutional outcomes –Less occasions for expensive individualized accommodations for students with a disability –Higher success rates for 1 st generation college and historically-underrepresented student populations 56

57 Suggested Next Steps 1. Observe use of ULD and learning tools by others 2. Experiment with personal use of the technology and ULD 3. Experiment with use of ULD with one unit in the course 4. Learn more and add to the course 5. Keep going, it gets better 57

58 CREATING A CLIMATE FOR CHANGE 58 Used by permission from Freedigitalphotos.net

59 Theory of Sequencing Change Kurt Lewin Change agents help engender dissatisfaction with the present As people “unfreeze” from customary behavior, new ones are introduced Change agents establishes a model that others can use Support and rewards for people to continue new behaviors 59

60 Scenario: Fostering Change and Innovation by Faculty/Staff Key elements: The DSO seeks to mainstream accommodations in classrooms. Some faculty are reluctant since they perceive themselves as overworked and underpaid. Campus budgets have been slashed and workloads increased. Labor negotiations are contentious and morale is shaken. Questions: − How encourage others to become dissatisfied enough by the current environment that they are open to change? − How are others motivated to change? − What are the motivators for individuals? − What are the barriers that have to be overcome? 60

61 HOW ENCOURAGE FACULTY TO EXPERIMENT WITH ULD? A. Share data on student success/failure B. Provide workshops on ULD C. Recruit leading faculty innovators to experiment and share with other faculty colleagues D. Provide small incentive grants for faculty during summer to redesign course components E. All of the above 61

62 Gatherings of faculty and staff Gatherings of faculty and staff Campus offices Campus offices Off-campus offices Off-campus offices Campus leaders and influencers Campus leaders and influencers Building and classroom inventory Building and classroom inventory Campus policies Campus policies Professional development and reward system Professional development and reward system ULD Resources Inventory 62

63 New faculty orientation New faculty orientation Beginning of term meeting or extended workshop Beginning of term meeting or extended workshop Periodic meetings during the academic term for conversation and sharing Periodic meetings during the academic term for conversation and sharing Teaching/learning professional development Teaching/learning professional development Technology professional development Technology professional development Gatherings of Faculty and Staff 63

64 Visible top-level partnership among academic and student affairs Visible top-level partnership among academic and student affairs Office for Students with a Disability Office for Students with a Disability Center for Teaching and Learning Center for Teaching and Learning Center for Instructional Technology Center for Instructional Technology Campus Learning Center Campus Learning Center Department or School of Education Department or School of Education Campus Offices 64

65 Public school district office for students with a disability Public school district office for students with a disability PASS-IT web site PASS-IT web site Other Internet-based offices and resources Other Internet-based offices and resources Off-campus Offices 65

66 Campus champions for change Campus champions for change Student Senate Student Senate Faculty Senate Faculty Senate Staff Bargaining Unit Staff Bargaining Unit Faculty Bargaining Unit Faculty Bargaining Unit Campus retention taskforce Campus retention taskforce Chief Student Affairs Office Chief Student Affairs Office Chief Academic Affairs Office Chief Academic Affairs Office Enrollment Management Enrollment Management Multicultural Affairs Multicultural Affairs Office for Students with a Disability Office for Students with a Disability Campus Leaders and Influencers 66

67 Computer classrooms Computer classrooms Classrooms with adaptive equipment and software Classrooms with adaptive equipment and software Detailed analysis of all pathways, rooms, buildings, and other architectural design features Detailed analysis of all pathways, rooms, buildings, and other architectural design features Building and Classroom Inventory 67

68 Textbook adoption guidelines Textbook adoption guidelines Boilerplate language included in course syllabus Boilerplate language included in course syllabus Course curriculum guidelines or requirements Course curriculum guidelines or requirements Course pedagogy guidelines or requirements Course pedagogy guidelines or requirements Campus Policies 68

69 Travel to professional conferences related to ULD and learning assistance (ATP, CRLA, NACADA, NADE, NCLCA, NODA) Travel to professional conferences related to ULD and learning assistance (ATP, CRLA, NACADA, NADE, NCLCA, NODA) Purchase of materials related to ULD Purchase of materials related to ULD Summer stipends for faculty to attend workshops & work with one another Summer stipends for faculty to attend workshops & work with one another Overload pay for faculty and staff to work on ULD issues Overload pay for faculty and staff to work on ULD issues Meaningful impact on annual evaluation and salary raise criteria Meaningful impact on annual evaluation and salary raise criteria Professional Development and Reward System 69

70 Embedded Learning Assistance Higbee, J. L., Lundell, D. B., & Arendale, D. R. (Eds.). (2005). The General College vision: Integrating intellectual growth, multicultural perspectives, and student development. http://purl.umn.edu/5 357 http://purl.umn.edu/5 357 70

71 Universal Learning Design Higbee, J. L., & Goff, E. (Eds.). (2008). Pedagogy and student services for institutional transformation: Implementing Universal Design in higher education. http://www.eric.ed.gov/ PDFS/ED503835.pdf http://www.eric.ed.gov/ PDFS/ED503835.pdf 71

72 FINAL THOUGHTS 72

73 Are We in the Business of Developing or Identifying Smartness? “... the under prepared student is a kind of pariah in American higher education, and some of the reasons are obvious: since most of us believe that the excellence of our departments and of our institutions depends on enrolling the very best-prepared students that we can, to admit under prepared students would pose a real threat to our excellence. These educators value being smart much more than... developing smartness.” (Astin 1998, p. 12) 73

74 “First Things First” Priority Action Steps What are two new ideas just learned that you will act upon in the next week? Who else can you talk about these new ideas in the next week? 74 Used by permission from Freedigitalphotos.net

75 David Arendale, Ph.D., Associate Professor University of Minnesota arendale@umn.edu http://arendale.org (612) 625-2928 75

76 Image References Slide images #3, 12, 15, 70, and 71 used by permission from the University of Minnesota Slides images #5, 8-10, 14, 20, 22, 31, 32, 35, 43, 57, 58, 61, and 74 used by permission from http://Freedigitalphotos.net http://Freedigitalphotos.net Slide image #21, World map, By Ktrinko (Own work) [CC0], via Wikimedia Commons, http://commons.wikimedia.org/wiki/File%3AEckert4.jpg http://commons.wikimedia.org/wiki/File%3AEckert4.jpg Slide image #33 used by permission of Apple, Inc. http://www.apple.com/pr/products/itunes/itunes.html http://www.apple.com/pr/products/itunes/itunes.html Slide image #38 used by permission of Erik Tolsrud Slide image #54 used by permission of Apple, Inc. http://www.apple.com/pr/products/ipad/ipad.html http://www.apple.com/pr/products/ipad/ipad.html 76


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