universal design for learning and ict tools to make teaching & learning accessible for all...

Universal Design for Learning (UDL) and ICT tools to make teaching &

learning accessible for all students

Evelyn Cloosen (evelyn.cloosen@siho.be)

Inclusive Higher Education: National and International Perspectives22 - 23 September 2014 - University of Leipzig

Support Center for Inclusive Higher Education (SIHO)

• promote equal opportunities and full participation • higher education • www.siho.be

• Di(ver)sability Awareness (workshop): http://tinyurl.com/k4w4l45

Content

1. Diversity is the norm

2. Accessible environments: Universal Design (UD)

3. Accessible education: Universal Design for learning (UDL)

4. Implementing UDL

1. Diversity is the norm

Do you have students in your class who…

have a variety of academic abilities? have different educational experiences? have different backgrounds? have different learning styles? have different preferences? are used to instruction at different paces?

The way we learn is as unique as our fingerprints

The average student is a myth

The Myth of Average: Todd Rose at TEDxSonomaCounty: https://www.youtube.com/watch?v=4eBmyttcfU4

Memory

Language

Knowledge

Reading

Vocabulary

Curiosity

Perceptual

Cognitive

Interest

LOW AVERAGE HIGH

2. Accessible environments: Universal Design (UD)

When was the last time you used anautomatic door?

When was the last time you used anadjustable chair?

When was the last time you used awalk-in shower?

What do those 3 items have in common?

What do those 3 items have in common?

They are examples of Universal Design

(Roberts Campus, Berkeley, California)

Universal Design

• One size doesn’t fit all • Increases access opportunities for everyone• Anticipates a variety of needs• Proactive: designed from the beginning

From architecture to education

“Consider the needs of the broadest possible range of users from the beginning”

(Ron Mace, architect, founder and program director of The Center for UD)

3. Accessible education: Universal Design for learning (UDL)

Universal Design for Learning

“The essence of Universal Design for Learning (UDL) is flexibility and the inclusion of alternatives to adapt to the myriad variations in learner needs, styles and preferences… the ‘universal’ in Universal Design for Learning does not imply a single solution for everyone, but rather it underscores the need for inherently flexible, customizable content, assignments and activities.”

(David Rose and Ann Meyer in Journal of Special Education Technology (15.1))

UDL: A Framework for Inclusive Pedagogy

UDL

IMultiple means of

represent-tation

IIMultiple Means of

Action and

Expression

IIIMultiple Means of

Engagement

Principle I: Multiple Means of Representation

Present information and content in a variety of accessible formats

Example 1: Online video as an alternative for text and images

Example 2: Subtitling and translation of online videos for easy access

Example 3: interactive timelines as a mean for representing historical facts, processes, biographies, …

Example 4: Accessible digital text documents

Why is this necessary?

Creating accessible Word documents

i.e. add alternative text to images

i.e. use built-in styles • Headings• Lists• Emphasis

Use the Built-in Accessibility Checker

• File > Info > Check for Issues > Check Accessibility

More info: http://tinyurl.com/accesword

Example of multiple options for the content of the book “The Adventures of Tom Sawyer (Mark Twain )• Read the text in the actual novel• Access the text online in digital format (with screenshots

from the original book)• Access the full text online (without images)• Access the text in iBook format • Listen to the audio book• Watch the video

(www.wisconsinrticenter.org)

Principle II: Multiple Means of Action and Expression

• Differentiate the ways that students can express what they know 

Example 1: Let students visually outline thoughts, notes, structures, concepts, …

Example 2: Encourage online collaboration as a mean to work together

Example 3: Let students choose the method of presentation

Options

In-class presentation (20 minutes, limited to the first 5 requests)

Paper (minimum of 1500 words)

Voice over PowerPoint presentation (20 minutes)

Video summary (10 minutes)

Other formats can be approved by the instructor

Example from: The Built Environment (University of Wisconsin Stout) - http://www.uwosh. edu/wis/spring-conference/2012-spring-conference-presentations/14_Wirtanen-Rodriguez-UDL.pptx

Example 4: Let students choose the assessment method

Example from: Bachelor of Early Childhood Education (Karel de Grote University College, Antwerp, Belgium)

Options (min. 2 if

possible)

Written test

Multiple choice questions

Open-ended questions

Oral test

Principle III: Multiple Means of Engagement 

• Stimulate interest and motivation for learning 

Example 1: Engage your students with live polls and voting

Example 2: Create & play trivia games using Youtube videos

Example 3: Host online brainstorming sessions

4. Implementing UDL

Apply the principles to the four pillars of the curriculum

educational goals instruction methods

materials assessment

In a curriculum that is rooted in the 3 UDL principles

students have:

1. Options for how they learn2. Choices which will engage their interest3. Choices for how they demonstrate their learning

teachers provide:

1. Flexible ways of presenting lesson content2. Flexible options for student engagement3. Flexible methods of expression and assessment

Questions?