Bringing Equity and Inclusion to Remote Learning with UDL

Bringing Equity and
Inclusion to Remote
Learning with UDL
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Luis Perez
Technical Assistance
Specialist
CAST
Sam Johnston
Director of
Postsecondary &
Workforce
Development
CAST

Bringing Equity and Inclusion
to Remote Learning with UDL
July 30, 2020

@CAST_UDL| #CASTPL © 2019 CAST| Untillearninghas no limits
Presenters
Sam Johnston, Director of
Postsecondary and Workforce
Development
sjohnston@cast.org
Luis Pérez, Technical
Assistance Specialist, AEM
Center
lperez@cast.org

CAST
CAST has a singular ambition: Bust the barriers to
learning that millions of people experience every
day.
We do this by helping educators and organizations
apply insights from the learning sciences and
leading-edge practices to educational design and
implementation. UDL, pioneered at CAST, is our
main lever for change.

The AEM Center
National Center on Accessible
Educational Materials for Learning
Our mission is to increase the
availability and use of high-quality
accessible materials and technologies
(AEM) that support improved
learning opportunities for students
with disabilities

Goals for this Session
● Explain what UDL is and get to know the UDL Guidelines
as a tool for designing more inclusive learning
experiences
● Apply strategies for inclusive and equitable participation
in remote learning experiences
What is your intent for attending this webinar? Please share
with us in the chat.

© 2019 CAST| Untillearninghas no limits
Universal Design for Learning (UDL),
pioneered by CAST, is an approach to improve
and optimize teaching and learning for all by
setting clear, rigorous goals; anticipating
barriers; and proactively designing to
minimize those barriers.

Universal Design for Learning (UDL)
http://udlguidelines.cast.org/

3 Layers of the UDL Guidelines
BUILDING INDEPENDENCE: Internalize Learning
Behaviors
MAKING LEARNING MEANINGFUL: Build Learning
Skills
CREATING ACCESS: Universal Design and AT

Access Layer
CREATING ACCESS: Universal Design and AT

Part I - Access Matters

Do your learners understand the goals?
Help students understand the goal
and make personal connections to
enhance engagement?
Top Ten Tips for Developing Learning Goals (CAST
Professional Learning)

Are the goals achievable?
What barriers could keep
learners from achieving
them?

Definition of Accessibility (A-11-Y) - U.S. DOE/Office of Civil Rights
And do so in an equally effective and equally
integrated manner.

POUR
● Can everyone “sense” the
content?
● Can everyone navigate the
content with ease?
● Is the content presented in a
way that is intuitive and
predictable?
● Is the content compatible with
assistive technologies?

Designing for Accessibility with POUR

Model Accessibility - The Syllabus
In addition to your institution’s accommodations language,
consider including a statement in your syllabus that
describes accessibility/UDL supports
● Enhances usability
● Communicates a welcoming environment

Example Syllabus on UDL on Campus
● Personal video
introduction and video
tour of the course
(captioned)
● Provide syllabus in
multiple formats
● Providing a discussion
board for tech support
(including accessibility)
● What are your ideas?

Questions to ask technology providers
Is it accessible?
If it supports audio, does it support captions?
Can users perform all functions without a mouse?
Has it been tested using assistive technologies?
If so, which AT? What was your method? What were your findings? Who did the testing?
Is accessibility documentation available?
Terrill Thompson Do-IT Center, University of Washington, Keynote Presentation UDL Impact Conference,
Edmonton Alberta, January 29th 2016

Acquisition and Curation of AEM Resources

Part II - Meaning Matters

Build Layer
MAKING LEARNING MEANINGFUL: Build Learning
Skills

Tight on Goals: Loose on Means
Often the methods and materials used to assess
students require additional skills and understanding
that are not relevant to the construct being assessed.
Construct-irrelevant features of assessments may
pose barriers for some students, preventing an
accurate measurement of the construct.

Options for demonstrating understanding
Document evidence of learning - pre-
apprentices can show what they know in
different ways
Support skill and knowledge development -
trainers can target what skills they want pre-
apprentices working on, see their effort, give
feedback
Share your work with the right people -
employers, trainers

Supports + choice to complete assignment
Goal:
To document the user’s job skills through
their work at WRTP
Supports:
● Simple directions - just three steps
● Variety of media types for giving directions
● Responses can be submitted using photo,
video, and/or text
● Competencies can be tagged to the response
● Choice in how to get information through text
to speech
● Choice in how to record your responses
through speech to text

Part III - (In)dependence Matters

Internalize Layer
BUILDING INDEPENDENCE: Internalize Learning
Behaviors

Social to Self model of Self-regulation
Self-efficacy is a motivating belief. Two related constructs, self-determination and self-regulation,
are behaviors needed for actually turning motivation into action.
Self-efficacy develops when learners see diverse models succeed and multiple pathways to a goal
(Bandura, 1977, Ford, 1992)
Self-regulation develops socially, not internally. Observation, imitation and self-controlled
behavior before internalizing self-regulated behavior. (Schunk & Zimmerman, 1997)

We need to focus on processes of learning
Stuck Station - A standalone video
recording station (use Flipgrid for
remote learning) that students visit to
explore strategies to get “unstuck”.
Can provide prompts to helpstudents record
frustration, iterations, troubleshooting. Students
can reflect on each others strategies.
Playful Assessment Beyond Rubrics Toolkit

Support Good Conversations
Harkness Method and Map
Approach used to hold
student discussions with
teacher as facilitator.
Mapping is used to show
who is participating in
conversations.

Harkness Mapping Online
Using OneNote to create a Harkness
map
Key for marking student
contributions. This key can be shared
with students so they can self-assess.
Share maps out and get students to be
responsible for improving the quality
of conversations over time.

Wise Feedback
The mentor’s dilemma: How can one offer criticism
without undermining the motivation and self-
confidence needed to improve?
(Yeager et al., 2013, Jrnl Exp Psych)
An example: “Wise” Feedback
Control group:
I’m giving you these comments so you
have feedback on your essay.
“Wise feedback” group:
I’m giving you these comments
because I have high standards and I
know that you can meet them.

Wise Feedback cont.
Feedback description. The teacher describes the nature of the feedback being
offered.
High standards. The teacher emphasizes and explains the high standards used to
evaluate the student work and generate the instructional feedback.
Assurance of student ability. The teacher states explicitly that the student has the
skills necessary to successfully meet those standards.
More information on Wise feedback

More Tips for Support Independence in
Online Courses
● Ensure there is a clear starting
point (“Start here”) for every
lesson or module
● Use guiding questions at the
beginning of each module and
module summaries at the end
to highlight big ideas, key
concepts and important
relationships
● Progressively release content
as it is needed to reduce the
cognitive load
● Provide frequent
opportunities to reflect on
learning

In Summary
● Access Matters – model accessibility early and often (the
Syllabus)
● Meaning Matters – provide options for communication and
collaboration
● Independence Matters –support every learner in
accomplishing personal goals independently

Stay Connected!
● Sam: sjohnston@cast.org
● Luis: lperez@cast.org
● Follow us on Twitter:
@CAST_UDL, #AEM4All
● Like us on Facebook:
@CASTUDL

Bringing Equity and Inclusion to Remote Learning with UDL

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