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ULibraries Workshop o Design - Handouts

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ULibraries Workshop o Design - Handouts

  1. 1. Incorporating Universal Design Principles in the Development, Delivery, and Assessment of Your Instruction<br />University of Minnesota<br />Library Staff<br />May 13, 2011, 9:00 a.m. – Noon<br />Room 120 Elmer L. Andersen Library<br />Presented by <br />Susan A. Aase, J.D., M.S.Ed., Outreach Coordinator, Disability Services<br />Ilene D. Alexander, PhD, Teaching Consultant, Center for Teaching & Learning<br />Tim Kamenar, M.S., Disability Specialist, Disability Services<br />Kate Martin, M.A., Teaching Consultant, Center for Teaching & Learning<br />Objectives<br /><ul><li>Establish a baseline understanding of Universal Design and how it generally applies to instruction.
  2. 2. Link the principles of Universal Design to practices in design and delivery of courses, workshops, instructional resources, or tools.
  3. 3. Apply a Universal Design framework to the assessment and next-stage planning related to the participant’s work.</li></ul> <br />Outcomes<br /><ul><li>Participants will leave with strategies for incorporating principles of Universal Design into their work.
  4. 4. Participants will be able to create a timeline for applying Universal Design to their work.
  5. 5. Participants will be able to develop a plan for assessing their work that incorporates Universal Design principles.</li></ul> Agenda<br /><ul><li>Activity/Introductions
  6. 6. Universal Design/Integrated, Aligned Design
  7. 7. Project Work
  8. 8. Wrap-up/Evaluation</li></ul>Published on [Universal Design for Instruction in Postsecondary Education] (http://udi.uconn.edu)<br />Home > The Nine Principles of UDI©<br />The Nine Principles of UDI©<br />Universal Design for Instruction (UDI) is an approach to teaching that consists of the proactive design and use of inclusive instructional strategies that benefit a broad range of learners including students with disabilities. The nine Principles of UDI© provide a framework for college faculty to use when designing or revising instruction to be responsive to diverse student learners and to minimize the need for "special" accommodations and retrofitted changes to the learning environment. UDI operates on the premise that the planning and delivery of instruction, as well as the evaluation of learning can incorporate inclusive attributes that embrace diversity in learners without compromising academic standards.<br />Principle Definition 1. Equitable use Instruction is designed to be useful to and accessible by people with diverse abilities. Provide the same means of use for all students; identical whenever possible, equivalent when not.2. Flexibility in useInstruction is designed to accommodate a wide range of individual abilities. Provide choice in methods of use.3. Simple and intuitiveInstruction is designed in a straightforward and predictable manner, regardless of the student's experience, knowledge, language skills, or current concentration level. Eliminate unnecessary complexity4. Perceptible informationInstruction is designed so that necessary information is communicated effectively to the student, regardless of ambient conditions or the student's sensory abilities.5. Tolerance for errorInstruction anticipates variation in individual student learning pace and prerequisite skills.6. Low physical effort Instruction is designed to minimize nonessential physical effort in order to allow maximum attention to learning.Note: This principle does not apply when physical effort is integral to essential requirements of a course.7. Size and space for approach and useInstruction is designed with consideration for appropriate size and space for approach, reach, manipulations, and use regardless of a student's body size, posture, mobility, and communication needs.8. A community of learnersThe instructional environment promotes interaction and communication among students and between students and faculty.9. Instructional climate Instruction is designed to be welcoming and inclusive. High expectations are espoused for all students.<br />Adapted From:<br />Principles of Universal Design for Instruction, by S. S. Scott, J.M. McGuire, & S.F. Shaw. Storrs: University of Connecticut, Center on Postsecondary Education and Disability. Copyright 2001.<br />Permission is granted to copy this document for educational purposes; however, please acknowledge your source using the following citation:<br />UDI Online Project. (2009). Examples of UDI in Online and Blended Courses. Center on Postsecondary Education and Disability, University of Connecticut, Storrs. http://udi.uconn.edu/index.php?q=content/examples-udi-online-and-blended... [1].<br />Source URL: http://udi.uconn.edu/index.php?q=content/nine-principles-udi%C2%A9<br />Links:[1] http://udi.uconn.edu/index.php?q=content/examples-udi-online-and-blended-courses<br />ACTIVITY: Your Own Project Work<br />I. Getting Started – Do this solo.<br />Using your "Nine Principles and "Universal Course Design" handouts, identify some concrete changes you could make to improve your course, workshop, or instructional materials. List them first. Then prioritize them. <br />II. Take your first priority. Set up a plan for making it happen and assessing its effectiveness. – Do this solo and/or with a colleague.<br />A. Resources<br />What further information, training, consulting will you need to make these changes?<br /><ul><li>Who / what office has the information needed?Will the change require technical assistance, if so, from which person/office?
  9. 9. Is the new information accessible (electronically)?</li></ul>B. Assessment Planning<br />1. How will you assess the progress and learning of your students while you are with them?<br /><ul><li>What type of actions/tools will you use to conduct a check on learning?Are there practical exercises that reinforce/extend the learning and provide an indication of participant understanding?
  10. 10. What are cues to active engagement and when will I adjust delivery/instruction to retain attention/focus?</li></ul>2. How will you assess the effectiveness of what you did? How will you know that you met students’ needs?<br /><ul><li>Multiple modes of allowing students to express knowledge
  11. 11. Assessment tied to learning objectives</li></ul>C. Timeline <br />What is a realistic timeline for getting your first priority done?<br /><ul><li>How long will it take to acquire the new resource or information?  Will my project completion date change (for each additional element)?
  12. 12. How long will changing or adding a technology element take to arrange, implement, and test?</li></ul>III. Start the work. Map out or begin to draft the new elements of your instruction or assessment. – Do this solo or with a colleague. <br />What is Universal Course Design?<br />Adaptation of PDF shared at the Early Childhood Instructors’ Wiki (UMass-Boston) at http://ecinstructors.wikispaces.umb.edu/file/view/What+is+UCD.pdf, incorporating The Nine Principles of UDI© as developed/set out at http://udi.uconn.edu.<br />Universal Course Design (UCD) is constructing college courses including course curriculum, instruction, assessment and the environment to be usable by all students, to the greatest extent possible, without the need for accommodations. <br />Faculty Goal: What should all students know and be able to do by participating in this learning experience? <br />Faculty Challenge: High standards and greater student diversity.<br /><ul><li>DESIGN CONSIDERATIONSUse in conjunction with Integrated Aligned Design UDI PRINCIPLESPrimary Starting PointsCourse CurriculumDetermine the specific content, skills, and strategies to be learned. Ask the question, “How will the students access the information?” Provide flexible media & materials to ensure information access & learning.Motivate & engage the students based on interest, experience & application. 1. Equitable use 2. Flexibility in use3. Simple and intuitiveInstructionProvide multiple and flexible methods of presentation.Provide multiple models of correct performance, multiple opportunities to practice with supports & flexible opportunities to demonstrate skill.Provide choices of content and tools, choice of learning context all of which are culturally responsive. 1. Flexibility in use4. Perceptible information9. Instructional climate AssessmentCreate two or more assessment choices for students to choose from to coincide with their learning styleProvide ongoing evaluation of “what is working and what is not.” Change methods according to the effectiveness & appropriateness of pre-sentation format, expression methods & level of engagement of all students.Measures a range of student performance across multiple levels. 1. Equitable use5. Tolerance for error EnvironmentCreate a campus-wide climate that is safe, caring, and nurturing.Build a personalized learning environment. Teach respect for all learners.Use physical space to enhance student participation and engagement.Student-teacher social interactions, classroom climate, and peer group relationships enhance student learning. 6. Low physical effort7. Size and space8. Community of learners
  13. 13. EXAMPLESSuggestions from Early Childhood Instructors’ WikiRESOURCESSuggestions from us for Further InformationCourse CurriculumA statistics professor at New Hampshire Community Technical College began his course by asking students name their interests. He then incorporated the interests into the statistical data sets he used in class. Students reported being more interested in the class and better able to understand how information they learned applied to their profession. Developing an Inclusive Curric. http://z.umn.edu/ukinclusiveCreating an Inclusive Campus: http://z.umn.edu/3h8InstructionA family studies professor at the University of Vermont teaching a large lecture class used to lecture for an hour but noticed that after 20 minutes students’ eyes look dazed and they stopped taking notes. When the mid-term exam scores were not great he decided to begin providing the class with an outline of session concepts & content. Also, students broke into groups to discuss a particular problem and then report to the entire class. This strategy increased the level of engagement in class. Using an MP3 player to audio, he recorded lectures, and after class put the audio file on the website for students to download. As a result of this technique, students were better prepared to participate in class. Preparing Future Faculty portal: http://z.umn.edu/ida8101 Improving web access for learning: http://webaim.org/Accessible PowerPoints: HYPERLINK "http://z.umn.edu/3h9"http://z.umn.edu/3h9Connecting: HYPERLINK "http://z.umn.edu/findingcommonground" t "_blank" http://z.umn.edu/findingcommongroundMerlot on UCD: http://z.umn.edu/udmerlotAssessment An education professor at Rhode Island College recognized the diverse learning styles in her classroom and decided that a typical final exam would not accurately reflect what students had learned. So, she gave them a choice: take the final exam or develop a website in groups of 3 using wikis to reflect what they had learned in the class. 65% of the students chose to develop a website, which they still refer to that site as a resource and she has used it as a resources in subsequent classes. Accessible Assessments: http://z.umn.edu/assmtUniversal Design for Testing: http://z.umn.edu/3ha Universal Design for Assessment: http://z.umn.edu/3hbWriting & Multilingual Students: http://z.umn.edu/multilingualEnvironment A nursing professor at the UMassachusetts-Boston assigned a small classroom with rows of chairs does not like the arrangement because it does not permit her to freely interact with all students. So, she arrives in the classroom a half an hour early to rearrange the chairs into a large circle, equalizing the learning environment for all. Students not only take a more active role in the conversation during the class, but also arrive early to help her with the chairs & speak to her about their work. Multicultural Learning/Teaching: http://z.umn.edu/islandsUniversal Design for Instruction: http://udi.uconn.edu/</li></ul>Program Evaluation<br />University of Minnesota Disability Services / Center for Teaching & Learning<br />Program Title:Incorporating Universal Design Principles in the Development, Delivery, and Assessment of Your Instruction<br />Presenters: Aase, Alexander, Kamenar, and Martin<br />Date: May 13, 2011<br />Please respond to the following items using this scale:<br />1 = Strongly Disagree<br />2 = Disagree<br />3 = Neutral<br />4 = Agree<br />5 = Strongly Agree<br />1. The program met the objectives outlined 12345<br />by the presenters.<br />2. The presenters were well prepared.12345<br />3. The presenters communicated ideas 12345<br />effectively.<br />4. The presenters tried to actively involve 12345<br />the audience in the program.<br />5. I like the way the program was designed.12345<br />6. As a result of the program, I have a better 12345<br />understanding of the topic.<br />7. The handouts/audio visual materials for 12345<br />this program were helpful.<br />Continue to page 2 for additional questions<br />8. What specific aspects of this program were most helpful to you? <br />9. Have you increased your comfort level regarding the Universal Design for Instruction (UDI) principles you identified initially as more difficult or challenging to implement?<br />10. What changes would you recommend for this program?<br />11. What other kinds of programs would be helpful to you?<br />

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