Hitting the Sweet Spot of  Universal Design for Learning(UDL) The 15 th  Sloan-C International  Conference on Online Learn...
“ Universal design is the design of products and environments to be usable by all people, to the greatest extent possible,...
 
The framework from the Center for Applied Special Technologies (CAST) was used to guide the project.
In Spring, 2009, a site in our college’s Course Management System (CMS) was used to deliver UDL supplementation to a F2F b...
 
Representation:  Podcasts & Audio Blackboards
Representation:  Integrated Glossary Vocabulary words (like “Peripheral” at left) are hyperlinked to definition, pronuncia...
Representation:  Study Games
Strategic:  Objectives linked in PDF and MS Word formats
Strategic:  Course Notes
Strategic:  Self-Tests
Strategic:  Personal Grade Information
Affective:  Online Office Hour with Professor and Chat Logs for those who can’t attend synchronously .
Affective:  Options
Affective:  Study Aids – Options for engagement
Evaluation question Measurement Method Do students benefit academically from the UDL intervention? Student self-report on ...
Findings: Created Evaluation Tools Survey Responses Interviews Existing Evaluation Tools Student Tracking Data from CMS Co...
Source: BIO2120 Student Survey, 5/2009 50 Respondents (43% of 116) The way the material is presented in the site helps me ...
Source: BIO2120 Student Survey, 5/2009 50 Respondents (43% of 116) The site helps me to be more organized for this class. ...
Source: BIO2120 Student Survey, 5/2009 50 Respondents (43% of 116) Please express your agreement or disagreement with the ...
Source: BIO2120 Student Survey, 5/2009 Optional and open-ended comments from Student Survey: Four most common themes <ul><...
Source: Blackboard/WebCT Student Tracking Log Biology 2110/2120 Student Tracking Data Fall, 2008 (126 students) Spring, 20...
Annual Grade/Score Performance  (Note: Spring 2009 reflects UDL Intervention) Based on comparison with previous years, gra...
 
Evaluation question Measurement Method Do students benefit academically from the UDL intervention? Student self-report on ...
Questions (Case Study) <ul><li>Why was there no increase in grades despite comments that students strongly perceived the d...
Additional Resources: <ul><li>National Center on Universal Design for Learning:  http://www.udlcenter.org </li></ul><ul><l...
References <ul><li>Bryans Bongey, S., Cizadlo, G., & Kalnbach, L. (2005). Using a course management system (CMS) to meet t...
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Blended Solutions: Hitting the Sweet Spot of Universal Design for Learning (UDL)

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This presentation chronicles a systematic project that involved the use of a Learning Management System (LMS) to deliver Universal Design benefits to a F2F lecture/lab class in biology. This presentation describes the course design strategies, research questions, and results of a case study that was conducted in the Spring 2009 semester of Dr. Gerald Cizadlo's anatomy & physiology course.

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Blended Solutions: Hitting the Sweet Spot of Universal Design for Learning (UDL)

  1. 1. Hitting the Sweet Spot of Universal Design for Learning(UDL) The 15 th Sloan-C International Conference on Online Learning October 30, 2009 Presented by Sarah Bryans Bongey, M.Ed.
  2. 2. “ Universal design is the design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design.” –Ron Mace Ron Mace, 1941-1998 Architect, Founder, Center for Universal Design Ramp in Ferris Elementary School archrabe.com Sidewalk with curb cuts Universal Design has its foundations in architecture and product design
  3. 4. The framework from the Center for Applied Special Technologies (CAST) was used to guide the project.
  4. 5. In Spring, 2009, a site in our college’s Course Management System (CMS) was used to deliver UDL supplementation to a F2F biology course with an enrollment of 116. The students who were involved in this Spring semester class/intervention were continuing their studies from the first semester of a year-long class. Due to the fact that this study tracked a consistent population involving the same instructor, and similar but more advanced subject matter, it was possible to make longitudinal (e.g., Fall-to-Spring) observations. It was also possible to make comparisons with groups from previous years. Next: A screenshot of the Spring Biology 2120 course site.
  5. 7. Representation: Podcasts & Audio Blackboards
  6. 8. Representation: Integrated Glossary Vocabulary words (like “Peripheral” at left) are hyperlinked to definition, pronunciation & audio
  7. 9. Representation: Study Games
  8. 10. Strategic: Objectives linked in PDF and MS Word formats
  9. 11. Strategic: Course Notes
  10. 12. Strategic: Self-Tests
  11. 13. Strategic: Personal Grade Information
  12. 14. Affective: Online Office Hour with Professor and Chat Logs for those who can’t attend synchronously .
  13. 15. Affective: Options
  14. 16. Affective: Study Aids – Options for engagement
  15. 17. Evaluation question Measurement Method Do students benefit academically from the UDL intervention? Student self-report on survey Objective evaluation of grades/points as compared to grades from previous semesters. Do students with special needs feel that the UDL site represented benefits over standard supplementation methods? Survey question as to whether the UDL enhancements improved learning/experience over previous semester. Filter result according to Disability self-report and compare with general population. Also conduct follow-up interviews. What were the observable or self-reported changes in study habits? Survey questions (including open-ended) Comparison of time spent in online site (available from the student tracking records maintained by the CMS). Do students prefer UDL design and delivery of their courses? Survey question : Indicate your level of agreement with the following statement: I would make a special effort to register for a lecture/lab class that includes the same variety of resources as those provided in the WebCT component of this course. How should this design be adjusted or improved? Student survey (open-ended comments) Interviews Should this pilot/research be expanded? Evidence of benefits perceived by students, instructor, designers, and evaluators.
  16. 18. Findings: Created Evaluation Tools Survey Responses Interviews Existing Evaluation Tools Student Tracking Data from CMS Conscripted Evaluation Tools: Student Grade Data
  17. 19. Source: BIO2120 Student Survey, 5/2009 50 Respondents (43% of 116) The way the material is presented in the site helps me understand the material better. Strongly Agree -- 45% (22) Agree -- 41% (20) Disagree -- 6% (3) Strongly Disagree -- 4% (2) Don’t Know -- 4% (2)
  18. 20. Source: BIO2120 Student Survey, 5/2009 50 Respondents (43% of 116) The site helps me to be more organized for this class. Strongly Agree -- 46% (23) Agree -- 42% (21) Disagree -- 2% (1) Strongly Disagree -- 4% (2) Don’t Know -- 6% (3)
  19. 21. Source: BIO2120 Student Survey, 5/2009 50 Respondents (43% of 116) Please express your agreement or disagreement with the following statement: I would make a special effort to register for a lecture/lab class that includes the same variety of resources (e.g., notes, podcasts, self-tests, etc.) as those provided in the WebCT component of this course. Strongly Agree -- 67% (32) Agree -- 27% (13) Disagree -- 0% (0) Strongly Disagree -- 0% (0) Don’t Know -- 6% (3)
  20. 22. Source: BIO2120 Student Survey, 5/2009 Optional and open-ended comments from Student Survey: Four most common themes <ul><li>Course design was effective (6) </li></ul><ul><li>Course design was convenient (4) </li></ul><ul><li>Instructor was excellent (3) </li></ul><ul><li>Inclusion of Instructor-edited lecture notes (5): </li></ul><ul><ul><li>Liked lecture notes (3) </li></ul></ul><ul><ul><li>Disliked lecture notes (2) </li></ul></ul>
  21. 23. Source: Blackboard/WebCT Student Tracking Log Biology 2110/2120 Student Tracking Data Fall, 2008 (126 students) Spring, 2009 (UDL) (116 students) Total # User Sessions 6542 7251 Avg. Session Length 5 minutes, 29 seconds 8 minutes
  22. 24. Annual Grade/Score Performance (Note: Spring 2009 reflects UDL Intervention) Based on comparison with previous years, grades from UDL intervention were not statistically significant. <ul><li>Biology 2110/2120: Anatomy & Physiology </li></ul>
  23. 26. Evaluation question Measurement Method Do students benefit academically from the UDL intervention? Student self-report on survey Objective evaluation of grades/points as compared to grades from previous semesters. Do students with special needs feel that the UDL site represented benefits over standard supplementation methods? Survey question as to whether the UDL enhancements improved learning/experience over previous semester. Filter result according to Disability self-report and compare with general population. Also conduct follow-up interviews. What were the observable or self-reported changes in study habits? Survey questions (including open-ended) Comparison of time spent in online site (available from the student tracking records maintained by the CMS). Do students prefer UDL design and delivery of their courses? Survey question: Indicate your level of agreement with the following statement: I would make a special effort to register for a lecture/lab class that includes the same variety of resources as those provided in the WebCT component of this course. How should this design be adjusted or improved? Student survey (open-ended comments) Interviews Should this pilot/research be expanded? Evidence of benefits perceived by students,instructor, designers, and evaluators.
  24. 27. Questions (Case Study) <ul><li>Why was there no increase in grades despite comments that students strongly perceived the design as effective? </li></ul><ul><li>Is there an optimal and replicable balance of supports? Does this balance change with grade level or disability? Are some features counterproductive for some students? </li></ul><ul><li>Based on positive reactions of students, would this LMS delivery of UDL be equally or more effective with various subject matter as well as with a more diverse group of students and age groups? </li></ul><ul><li>Were there significant attitudinal advantages/changes among students who experienced a universally designed instructional environment versus those who did not? </li></ul>
  25. 28. Additional Resources: <ul><li>National Center on Universal Design for Learning: http://www.udlcenter.org </li></ul><ul><li>For the educator’s UDL checklist, visit: http://www.udlcenter.org/sites/udlcenter.org/files/Guideline%20Ed%20Chklst%208_31_09.doc </li></ul><ul><li>The paper associated with this presentation will be published in January, 2010 in Vol. 27, Issue 1 of Campus-Wide Information Systems. </li></ul><ul><li>Questions? Contact Sarah Bryans Bongey at [email_address] </li></ul>
  26. 29. References <ul><li>Bryans Bongey, S., Cizadlo, G., & Kalnbach, L. (2005). Using a course management system (CMS) to meet the challenges of large lecture classes. Campus-Wide Information Systems, 22 (5), 252-262. </li></ul><ul><li>Burgstahler, S., (2009). Universal Design for Instruction (UDI): Principles, Practices, and Examples. University of Washington Do-it Center. Retrieved October 4, 2009, from http://www.washington.edu/doit/Brochures/Academics/instruction.html </li></ul><ul><li>Center for Applied Special Technology (CAST). Universal Design for Learning (UDL) Guidelines. Retrieved December 11, 2008, from http://www.cast.org/publications/UDLguidelines/version1.html </li></ul><ul><li>Center for Universal Design (CUD). (2009). About UD: Universal Design History. Raleigh: North Carolina State University. Retrieved October 4, 2009, from http://www.ncsu.edu/www/ncsu/design/sod5/cud/about_ud/udhistory.htm </li></ul><ul><li>Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal Design for Learning. Alexandria, VA: Association for Supervision and Curriculum Development. </li></ul><ul><li>The University of Guelph, (2009). Principles of Universal Instructional Design (UID). Guelph: University of Guelph. Retrieved October 4, 2007, from http://www.tss.uoguelph.ca/uid/uidprinciples.cfm </li></ul>

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