UDL in Action

Image courtesy of Freepik.com

 

In this lesson, we'll begin to explore applying the principles of Universal Design for Learning, looking at how they can be put into action. 

Learner variation affects how effectively information is taken in. Some learners learn best through auditory means, some learn best through visual means, and some are kinesthetic learners.  This variation calls for different teaching styles as well.

The UDL principles have been developed to help support the premise that there is not a "one-size-fits-all" approach to teaching. 

 

---

_Ponder

An important consideration in putting UDL into action, implementing UDL in any learning environment, is including the learner in the learning process—supporting students to become an “expert” about their own learning. 

The goal is to find a way into the learning experience, remain persistent in the face of challenge or failure, and continue to build self-knowledge. Encourage students to communicate their learning preferences and needs. Include students in designing better learning environments.

 

_Read

In considering ways to apply UDL, it helps to examine different ways and best practices for how UDL being  implemented in classrooms. Read this excerpt from Universal Design of Instruction: Definition, Principles, and Examples of different creative ways that universal design can be  utilized: 

READ: How can universal design be applied to instruction? Links to an external site.

 

_Watch

UDL guidelines can be widely applied to corporate, K-12, and higher education environments.

The video below illustrates how UDL guidelines are implemented at McGill University: 

 

_Discuss

Before moving on, head to the discussion board to share your thoughts on the video with your peers: 

DISCUSS: UDL in Action Discussion

 

_Evaluate

Let's take a closer look at a real case example of UDL in Action...

Charles is a Senior Professor of Biochemistry at Midwestern University. His Ph.D. student cohort was interested in studying the structural aspects of bimolecular recognition and interactions.

The challenge for these  students was the abstract nature of biophysics concepts in molecular structure study. The students struggled to connect conceptual models of structure study, and without practical applications, the students we not able to understand the key concepts.

To overcome this barrier, Charles designed simulation videos to explain the concepts and used graphics to illustrate other concepts. Students were assigned to use video, graphics, and texts to explain key concepts in meaningful ways. This resulted in higher student experience course ratings. The students also expressed that the self-paced nature of using these additional resources helped to deepen their knowledge of the source material. 

 

_Reflect

Before moving on, think about this case example and reflect on the following: 

• Why did the addition of these materials help to deepen student learning? 
• What are some other UDL methods that Charles could use to enhance this experience for students? 

 

_Read

Take a few moments to read this overview of examples that demonstrate applying UDL in higher education environments:

READ: UDL in Action in College Online Courses  Links to an external site.

_Watch

_{Optional TEDx Talk - Why We Need Univeral Design / Michael Newmith / TEDxBoulder}