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Welcome!<br />As you arrive, please review the chart,     “The Nine Principles of UDI©.”<br />Given the Principles, work o...
Incorporating Universal Design Principles in the Development, Delivery, and Assessment of Your Instruction<br />Susan A. A...
Agenda<br />Presentation: The Nine Principles & Integrated Aligned Design – Universal Course Design model<br />Application...
Ground Rules<br />Confidentiality – examples, questions, experience<br />Question asking throughout – with “bracketing”<br...
Universal Design<br />DEFINITION OF UNIVERSAL DESIGN<br />“the design of products and environments to be usable by all peo...
THE NINE PRINICIPLES OF UDI© <br />Equitable use <br />Instruction is designed to be useful to and accessible by people wi...
THE NINE PRINICIPLES OF UDI© <br />2. Flexibility in use<br />Instruction is designed to accommodate a wide range of indiv...
THE NINE PRINICIPLES OF UDI© <br />3. Simple and intuitive<br />Instruction is designed in a straightforward and predictab...
THE NINE PRINICIPLES OF UDI© <br />4. Perceptible information<br />Instruction is designed so that necessary information i...
THE NINE PRINICIPLES OF UDI© <br />5. Tolerance for error<br />Instruction anticipates variation in individual student lea...
THE NINE PRINICIPLES OF UDI© <br />6. Low physical effort <br />Instruction is designed to minimize nonessential physical ...
THE NINE PRINICIPLES OF UDI© <br />7. Size and space for approach and use<br />Instruction is designed with consideration ...
THE NINE PRINICIPLES OF UDI© <br />8. A community of learners<br />The instructional environment promotes interaction and ...
THE NINE PRINICIPLES OF UDI© <br />9. Instructional climate <br />Instruction is designed to be welcoming and inclusive. H...
Self-assessment - One-minute paper<br />Refer to your notes about one principle you enact well and one that you would have...
Intended Learning Outcomes<br />Teaching & Learning Activities<br />Feedback & Assessment Tasks<br />Adapted from John Big...
Intended Learning Outcomes<br />Learning & Teaching Activities<br />Feedback & Assessment Tasks<br />Environmental Factors...
Curriculum<br />Intended Learning Outcomes<br />Instruction<br />Teaching & Learning Activities<br />Assessment<br />Asses...
How “Non-Traditional” Students benefit from UCD <br />Provides multiple ways to participate<br />Uses multiple assessment ...
How International Studentsbenefit from UCD <br />Provides multiple modes of taking in information<br />Makes culture-bound...
How Students with Disabilitiesbenefit from UCD<br />Identify the “essential requirements” to aid in curricular design<br /...
Sample & Summary<br />Look at Sample assignment  to summarize the application of good design (UCD and the nine principles)...
Break!<br />
Applying UCD to Library Context<br />
Applying UCD to Library Context<br />Cluster yourselves into trios.<br />Each trio will be assigned a segment of the “Intr...
Applying UCD to Library Context<br />… would make this handout more accessible:<br /><ul><li>How would you re-make the ass...
How would you re-make the assignment in terms of its delivery as a document, object, learning tool?
What would you need to change about the class session overall to incorporate the changes you will suggest implementing?</l...
Project Work<br />Getting Started<br />Take your first priority.  Set up a plan for making it happen and assessing its eff...
Project Work – Discussion<br />
A man is shoveling snow off some steps, there is a wheelchair ramp next to the steps.  A group of students waits at the bo...
A man sits at a desk, seven animals are standing in front of him (crow, monkey, penguin, elephant, fish, seal, goat), a tr...
What UD Isn’t<br />Simple and Intuitive…<br />An image which contain a complex set of irregular shapes, arrows, and number...
What UD Isn’t<br />A dumbing down of teaching and learning…<br />Children are in a computer lab working at the computers. ...
What UD Isn’t<br />Simply adding technology…<br />A man is hanging by his fingertips on the edge of a cliff.  Another man ...
What UD Isn’t<br />The solution to all teachingand learning…<br />An instructor is standing in the front of the classroom ...
What UD Isn’t<br />Only the instructor’sresponsibility… <br />A young male student is standing at the chalkboard speaking ...
Action Planning – What UCD Includes<br />Mapping out<br />Learning and Development Outcomes<br />Essential components<br /...
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U Libraries Workshop: Universal & Integrated Aligned Design

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13 May 2011 workshop co-designed by Kate Martin & Ilene Alexander, Center for Teaching and Learning, and Susan Aase & Tim Kamenar

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U Libraries Workshop: Universal & Integrated Aligned Design

  1. 1. Welcome!<br />As you arrive, please review the chart, “The Nine Principles of UDI©.”<br />Given the Principles, work on your own to identify and makes notes about:<br />One principle you already enact well.<br />One principle that you would have difficulty enacting for whatever reason.<br />
  2. 2. Incorporating Universal Design Principles in the Development, Delivery, and Assessment of Your Instruction<br />Susan A. Aase, J.D., M.S.Ed., Outreach Coordinator, Disability Services<br />Ilene D. Alexander, PhD, Teaching Consultant, Center for Teaching and Learning<br />Tim Kamenar, M.S., Disability Specialist, Disability Services<br />Kate Martin, M.A., Teaching Consultant, Center for Teaching and Learning<br />
  3. 3. Agenda<br />Presentation: The Nine Principles & Integrated Aligned Design – Universal Course Design model<br />Application: “Introduction to Library Research”Analysis<br />Project work: Prioritizing, Assessing, Planning <br />
  4. 4. Ground Rules<br />Confidentiality – examples, questions, experience<br />Question asking throughout – with “bracketing”<br />Climate of frankness – spirit of risk-taking withclimate of peer collaboration, respect, feedback<br />Participation – constituted as talking, listening, questioning, responding, synthesizing, noting omissions, linking, extending – and balanced: step up to speak, step back to listen.<br />
  5. 5. Universal Design<br />DEFINITION OF UNIVERSAL DESIGN<br />“the design of products and environments to be usable by all people, to the greatest extent possible, without need for adaptation or specialized design.” <br />(Ronald Mace, Center for Universal Design at North Carolina State University)<br />
  6. 6. THE NINE PRINICIPLES OF UDI© <br />Equitable use <br />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.<br />UDI Online Project. (2009). Examples of UDI in Online and Blended Courses. Center on Postsecondary Education and Disability, University of Connecticut, Storrs.<br />
  7. 7. THE NINE PRINICIPLES OF UDI© <br />2. Flexibility in use<br />Instruction is designed to accommodate a wide range of individual abilities. Provide choice in methods of use.<br />UDI Online Project. (2009). Examples of UDI in Online and Blended Courses. Center on Postsecondary Education and Disability, University of Connecticut, Storrs.<br />
  8. 8. THE NINE PRINICIPLES OF UDI© <br />3. Simple and intuitive<br />Instruction is designed in a straightforward and predictable manner, regardless of the student's experience, knowledge, language skills, or current concentration level. Eliminate unnecessary complexity.<br />UDI Online Project. (2009). Examples of UDI in Online and Blended Courses. Center on Postsecondary Education and Disability, University of Connecticut, Storrs.<br />
  9. 9. THE NINE PRINICIPLES OF UDI© <br />4. Perceptible information<br />Instruction is designed so that necessary information is communicated effectively to the student, regardless of ambient conditions or the student's sensory abilities.<br />UDI Online Project. (2009). Examples of UDI in Online and Blended Courses. Center on Postsecondary Education and Disability, University of Connecticut, Storrs.<br />
  10. 10. THE NINE PRINICIPLES OF UDI© <br />5. Tolerance for error<br />Instruction anticipates variation in individual student learning pace and prerequisite skills.<br />UDI Online Project. (2009). Examples of UDI in Online and Blended Courses. Center on Postsecondary Education and Disability, University of Connecticut, Storrs.<br />
  11. 11. THE NINE PRINICIPLES OF UDI© <br />6. Low physical effort <br />Instruction is designed to minimize nonessential physical effort in order to allow maximum attention to learning.<br />Note: This principle does not apply when physical effort is integral to essential requirements of a course.<br />UDI Online Project. (2009). Examples of UDI in Online and Blended Courses. Center on Postsecondary Education and Disability, University of Connecticut, Storrs.<br />
  12. 12. THE NINE PRINICIPLES OF UDI© <br />7. Size and space for approach and use<br />Instruction 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.<br />UDI Online Project. (2009). Examples of UDI in Online and Blended Courses. Center on Postsecondary Education and Disability, University of Connecticut, Storrs.<br />
  13. 13. THE NINE PRINICIPLES OF UDI© <br />8. A community of learners<br />The instructional environment promotes interaction and communication among students and between students and faculty.<br />UDI Online Project. (2009). Examples of UDI in Online and Blended Courses. Center on Postsecondary Education and Disability, University of Connecticut, Storrs.<br />
  14. 14. THE NINE PRINICIPLES OF UDI© <br />9. Instructional climate <br />Instruction is designed to be welcoming and inclusive. High expectations are espoused for all students.<br />UDI Online Project. (2009). Examples of UDI in Online and Blended Courses. Center on Postsecondary Education and Disability, University of Connecticut, Storrs.<br />
  15. 15. Self-assessment - One-minute paper<br />Refer to your notes about one principle you enact well and one that you would have difficulty enacting. <br /> What, if anything, has changed?<br />
  16. 16. Intended Learning Outcomes<br />Teaching & Learning Activities<br />Feedback & Assessment Tasks<br />Adapted from John Biggs & Catherine Tang, and from Dee Fink<br />Integrated Aligned Design<br />
  17. 17. Intended Learning Outcomes<br />Learning & Teaching Activities<br />Feedback & Assessment Tasks<br />Environmental Factors<br />
  18. 18. Curriculum<br />Intended Learning Outcomes<br />Instruction<br />Teaching & Learning Activities<br />Assessment<br />Assessment Tasks<br />Environment<br />
  19. 19. How “Non-Traditional” Students benefit from UCD <br />Provides multiple ways to participate<br />Uses multiple assessment modes/measures<br />Offers culturally relevant examples<br />Moves from “medical” to “social” models, provoking similar movements toward contextual, complex, divergent thinking and away from group think<br />Provides scaffolding, feedback, natural supports, which demystifies & skills<br />
  20. 20. How International Studentsbenefit from UCD <br />Provides multiple modes of taking in information<br />Makes culture-bound concepts explicit<br />Promotes time to think/plan before participation is expected<br />Allows for multiple ways demonstrating learning + accepts “written accent” <br />Fosters inclusive pairings/groupings and environment<br />
  21. 21. How Students with Disabilitiesbenefit from UCD<br />Identify the “essential requirements” to aid in curricular design<br />Include text descriptions of printed visuals and Captioning/audio description of video<br />Provide electronic formats for multiple ways to access printed and displayed materials<br />Incorporate flexibility in modes of assessment<br />Modify on-line instruction - accessible/useful<br />
  22. 22. Sample & Summary<br />Look at Sample assignment to summarize the application of good design (UCD and the nine principles)<br />Instructions for after the break<br />
  23. 23. Break!<br />
  24. 24. Applying UCD to Library Context<br />
  25. 25. Applying UCD to Library Context<br />Cluster yourselves into trios.<br />Each trio will be assigned a segment of the “Intro to Library Research, Part 1” handout.<br />Your trio is part of a team redeveloping your part of the handout for use in Writing Studio 1201 classes like the one just described.<br />Drawing on today’s ideas and “What is Universal Course Design?” discuss how you…<br />
  26. 26. Applying UCD to Library Context<br />… would make this handout more accessible:<br /><ul><li>How would you re-make the assignment in terms of objectives, active learning, students’ own interests, assessment of learning?
  27. 27. How would you re-make the assignment in terms of its delivery as a document, object, learning tool?
  28. 28. What would you need to change about the class session overall to incorporate the changes you will suggest implementing?</li></li></ul><li>Applying UCD to Library Context<br />Debrief/discussion<br />
  29. 29. Project Work<br />Getting Started<br />Take your first priority. Set up a plan for making it happen and assessing its effectiveness. <br />Start the work. Map out or begin to draft the new elements of your instruction or assessment.<br />
  30. 30. Project Work – Discussion<br />
  31. 31. A man is shoveling snow off some steps, there is a wheelchair ramp next to the steps. A group of students waits at the bottom of the steps, one is using a wheelchair. The student with the chair says “when will you shovel the ramp so I can get in?” The man says “I will shovel the ramp after I shovel the stairs.” The wheelchair user says “if you shovel the ramp first, we can all get in.”<br />What UD Isn’t<br />Just for students with disabilities…<br />When will you shovel the ramp so I can get in?<br />I will shovel the ramp after I shovel the stairs.<br />If you shovel the ramp first, we can all get in.<br />
  32. 32. A man sits at a desk, seven animals are standing in front of him (crow, monkey, penguin, elephant, fish, seal, goat), a tree is behind the animals. The man states "For a fair selection, everybody has to take the same exam: please climb that tree."<br />What UD Isn’t<br />A one-size-fits-all approach…<br />
  33. 33. What UD Isn’t<br />Simple and Intuitive…<br />An image which contain a complex set of irregular shapes, arrows, and numbers; all are crossing over the others in a jumbled fashion. <br />
  34. 34. What UD Isn’t<br />A dumbing down of teaching and learning…<br />Children are in a computer lab working at the computers. A girl has a confused look on her face and the teacher is telling her “just go to www.criticalthinking.com and click on ‘answers’.”<br />
  35. 35. What UD Isn’t<br />Simply adding technology…<br />A man is hanging by his fingertips on the edge of a cliff. Another man stands on the ledge above the man, looking down, and says, “don’t worry, technology will save you.”<br />
  36. 36. What UD Isn’t<br />The solution to all teachingand learning…<br />An instructor is standing in the front of the classroom pointing to a diagram of the human digestive system. He states, “We don’t know what this is called.”<br />
  37. 37. What UD Isn’t<br />Only the instructor’sresponsibility… <br />A young male student is standing at the chalkboard speaking to a teacher, the math problem 3 + 6 = is on the board. He says to her, “can I solve this tomorrow? The muse just isn’t with me today.”<br />
  38. 38. Action Planning – What UCD Includes<br />Mapping out<br />Learning and Development Outcomes<br />Essential components<br />Cycle of Integrated Aligned Design<br />Engaging in<br />Peer consultation and formative feedback<br />Collaboration across skill sets / interests<br />Planning for<br />Timely (re)development and delivery <br />Ambiguity of context, flexibility in use<br />
  39. 39.
  40. 40. Evaluation<br />
  41. 41. Thank you!<br />

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