What is Universal Course Design?Adaptation of PDF shared at the Early Childhood Instructors’ Wiki (UMass-Boston) at http:/...
EXAMPLES                                                                                      RESOURCES             Sugges...
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What Is Universal Course Design


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This matrix addresses interplay of UD principles, design considerations, classroom examples, and teaching resources.

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What Is Universal Course Design

  1. 1. What is Universal Course Design?Adaptation of PDF shared at the Early Childhood Instructors’ Wiki (UMass-Boston) at http://ecinstructors.wikispaces.umb.edu/file/view/What+is+UCD.pdf, incorporatingThe Nine Principles of UDI© as developed/set out at http://udi.uconn.edu.    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.Faculty Goal: What should all students know and be able to do by participating in this learning experience?Faculty Challenge: High standards and greater student diversity. DESIGN CONSIDERATIONS UDI PRINCIPLES Use in conjunction with Integrated Aligned Design Primary Starting PointsCurriculum• Determine the specific course content, skills, and strategies to be learned. 1. Equitable use• Ask the question, “How will the students access the information?” 2. Flexibility in use• Provide flexible media & materials to ensure information access & learning. 3. Simple and intuitive• Motivate & engage the students based on interest, experience & application.Instruction• Provide multiple and flexible methods of presentation. 1. Flexibility in use• Provide multiple models of correct performance, multiple opportunities to practice with 4. Perceptible information supports & flexible opportunities to demonstrate skill. 9. Instructional climate• Provide choices of content and tools, choice of learning context all of which are culturally responsive.Assessment• Create two or more assessment choices for students to choose from to coincide with their 1. Equitable use learning style 5. Tolerance for error• Provide 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.Environment• Create a campus-wide climate that is safe, caring, and nurturing. 6. Low physical effort• Build a personalized learning environment. Teach respect for all learners. 7. Size and space• Use physical space to enhance student participation and engagement. 8. Community of learners• Student-teacher social interactions, classroom climate, and peer group relationships enhance student learning.
  2. 2. EXAMPLES RESOURCES Suggestions from Early Childhood Instructors’ Wiki Suggestions from us for Further InformationCourse CurriculumA statistics professor at New Hampshire Community Technical College began his • Developing an Inclusive Curric. http://z.umn.edu/ukinclusivecourse by asking students name their interests. He then incorporated the • Creating an Inclusive Campus: http://z.umn.edu/3h8interests into the statistical data sets he used in class. Students reported beingmore interested in the class and better able to understand how information theylearned applied to their profession.InstructionA family studies professor at the University of Vermont teaching a large lecture • Preparing Future Faculty portal: http://z.umn.edu/ida8101class used to lecture for an hour but noticed that after 20 minutes students’ eyes • Improving web access for learning: http://webaim.org/look dazed and they stopped taking notes. When the mid-term exam scores were • Accessible PowerPoints: http://z.umn.edu/3h9not great he decided to begin providing the class with an outline of session • Connecting: http://z.umn.edu/findingcommongroundconcepts & content. Also, students broke into groups to discuss a particular • Merlot on UCD: http://z.umn.edu/udmerlotproblem and then report to the entire class. This strategy increased the level ofengagement in class. Using an MP3 player to audio, he recorded lectures, andafter class put the audio file on the website for students to download. As a resultof this technique, students were better prepared to participate in class.AssessmentAn education professor at Rhode Island College recognized the diverse learning • Accessible Assessments: http://z.umn.edu/assmtstyles in her classroom and decided that a typical final exam would not • Universal Design for Testing: http://z.umn.edu/3haaccurately reflect what students had learned. So, she gave them a choice: take • Universal Design for Assessment: http://z.umn.edu/3hbthe final exam or develop a website in groups of 3 using wikis to reflect what they • Writing & Multilingual Students: http://z.umn.edu/multilingualhad learned in the class. 65% of the students chose to develop a website, whichthey still refer to that site as a resource and she has used it as a resources insubsequent classes.EnvironmentA nursing professor at the UMassachusetts-Boston assigned a small classroom • Multicultural Learning/Teaching: http://z.umn.edu/islandswith rows of chairs does not like the arrangement because it does not permit her • Universal Design for Instruction: http://udi.uconn.edu/to freely interact with all students. So, she arrives in the classroom a half an hourearly to rearrange the chairs into a large circle, equalizing the learningenvironment for all. Students not only take a more active role in the conversationduring the class, but also arrive early to help her with the chairs & speak to herabout their work.