The document discusses a conference on inclusion and universal design for learning (UDL) in innovative learning spaces that foster global citizenship. It addresses how education must adapt to an uncertain world where linear learning models no longer apply and people feel alienated. UDL aims to create barrier-free learning environments through equitable design, flexibility, perceptible information and other principles. The conference will discuss topics like shaping inclusive discourse, using technology to imagine greater access, responding to change through flexibility and digital learning, and applying UDL best practices through a network. It concludes that education is at a crossroads and must focus on skills, mobility, innovation and transnational leadership through vision and risk-taking to meet community needs in a globalized world.

1. EDUSPACES 21
CONFERENCE
Inclusion and UDL in
the innovative
learning spaces of
global citizenship
Dr. Alan Bruce
ULS Ireland
Warsaw: June 2016

2. Purposive learning in an age of
uncertainty
 End of linear models of learning
 Cognitive dissonance: what is needed is not being
provided
 Alienation and anomie in a changing world
 Labor market flux and the loss of autonomy
 Adaptability and innovation as norm, not
exception
 Globalized paradigms/fractured community
 Elephants in the room: power and ownership

3. Towards Global Citizenship
Education must fully assume its central role in
helping people to forge more just, peaceful, tolerant
and inclusive societies. It must give people the
understanding, skills and values they need to
cooperate in resolving the interconnected
challenges of the 21st century.
United Nations: Global Education First Initiative
(2012)

4. Shaping Inclusive Discourse
 Ethnic demographics
 Discrimination regarding disability
 National frameworks and Socio-cultural structures
 Flexibility and adaptability
 Educational systems and the ownership of learning
 Interculturalism and diversity.
Inclusion is not necessarily a neutral concept, although it is universally
valued in academic literature and policy statements. Part of this
inclusionary dynamic is to find newer and more innovative ways to
include those normally excluded from educational provision.

5. ICT and re-imagining access
 Contradictory and paradoxical process
 Never greater potential - side by side with
increasing disparities of access
 What we think:
 Citizens
 Shared knowledge
 Participative engagement
 What we have:
 Consumers
 Increasing exclusion
 Significant problems with equitable access

6. Responding to change
 Flexibility
 Digital learning
 Learning outcomes, added value
 Sustainability
 Sugata Mitra:
Comprehension/Communication/Computation
 Social capital and inclusion
 Visions of excellence

7. Universal Design meets learning
 Equitable use. Design useful to people with diverse abilities.
 Flexibility in Use. Design accommodates wide range of individual
preferences and abilities.
 Simple and intuitive. Design easy to understand, regardless of user's
experience, knowledge, skills or current concentration level.
 Perceptible information. Design communicates necessary information to
user, regardless of ambient conditions or the user's sensory abilities.
 Tolerance for error. Design minimizes hazards and adverse consequences
of unintended actions.
 Low physical effort. Design can be used efficiently, comfortably, and with a
minimum of fatigue.
 Size and space for approach and use. Appropriate size and space is
provided for approach, reach, manipulation, and use regardless of user's
body size, posture, or mobility.

8. Technology Innovation
Partnerships (CITED 2006)
The Universal Design concept has roots in three
areas:
1. Design of physical environments
(residential and commercial space)
2. Web development
3. Teaching and learning (Universal
Design for Learning).

9. Aim of UDL
 UDL aims to create barrier-free environments that
enable teachers to apply universal design
concepts in ways that support the needs of the
widest range of learner differences. With the
learning needs of today’s students becoming
increasingly diverse, enhanced understanding and
application of UDL is essential.
 UDL is a field of inquiry and practice that
considers ways of developing course content in a
manner that is proactively accessible to as wide of
an audience as possible.

10. UDLnet
 UDL aims to create barrier-free environments that enable today's
teachers to apply universal design concepts in ways that support the
needs of the widest range of learner differences.
 UDL is a field of inquiry and practice that considers ways of
developing course content in a manner that is proactively accessible
to as wide of an audience as possible.
 UDLnet aims to the collect and create best practices under the
framework of UDL from a wide range (generic guidelines down to
more specific ones) of four envisaged themes: inclusive learning
environments, accessible resources, teachers' and school leaders'
competences, examination of barriers and identification of
opportunities.

11. Crisis impact: system change

12. Conclusions
 Education at crossroads: both structure and process
 Global learning focus is on mobility, skills and
innovation
 Leadership critical
 Leadership requires planning and clear goals
 Transnational action is the only method in a globalized
world
 Depends on vision and understanding for community
needs
 Innovative learning demands imagination and risk
taking

13. Dziękuję
Dr. Alan Bruce
ULS Dublin
abruce@ulsystems.com
Associate Offices: BARCELONA - HELSINKI - SÃO PAULO - CHICAGO