Alt text handout to accompany 31 Days of UDL webinar.

1. 1
Slide
1
Universal
Design for
Learning
Thomas J. Tobin
University of Wisconsin-Madison
#31DaysofUDL
April 21, 2022
31 Days of
Image © Deposit Photos. Used under CC-BY license.
Image
©
Thomas
J
Tobin.
Used
with
permission.
31 Days of Universal
Design for Learning
Thomas J Tobin
3Play Media Webinar Series
April 21, 2022
Slide
2
Image
©
Thomas
J
Tobin.
Used
with
permission.
Image © Deposit Photos. Used under CC-BY license.
Just follow my 1-month
plan for UDL, & you will . . .
Image © Thomas J Tobin. Used with permission.
You’ve heard the promises, right? Adopt this one beautiful
teaching, training, or design technique, and all of your worries
will be over! By just following my one-month plan to
implement the principles of universal design for learning
(UDL), you will . . .
Slide
3
Images © Charles Atlas Fitness. Fair use asserted.
. . .get rock-hard abs!
On the screen is an ad from the back of a comic book where
Charles Atlas promises to turn skinny people into muscle-
bound hunks in just a month.
Slide
4
Images
©
American
Seeds
&
Orpheum
Records.
Fair
use
asserted.
. . . you’ll triple your income . . . and be more confident in social
situations!
Here are two more comic-book ads, one from the American
Seed company promising money and prizes for kids who sell
their product, and an ad from the singer Meatloaf and various
Marvel heroes asking readers to buy a record album whose
proceeds support the Special Olympics.
Slide
5
Image
©
Rembrandt
Co.
Fair
use
asserted.
. . . you will be able to see right through walls!
The original “X-ray Specs” ads used to be, well, not so safe for
work, and sexist, to boot. By the time the ad on your screen
came out, showing a person wearing x-ray specs and “seeing”
through his own hand, the copy writers were even careful to
say you will enjoy “a 3-dimenional illusion of x-ray vision.”
Because the product was basically junk.

2. 2
Slide
6
Image © AHEAD Ireland. Used with permission.
. . . you will completely remove the need for disability
accommodations for your learners!
On the screen is a pyramid showing universal design for the
majority of learners, grouped work for learners with similar
needs, individual accommodations for disability barriers, and
personal assistance for intensive needs. The entire image is
overlaid with a red circle with a slash through it, indicating
negation.
If that all sounds like false advertising, of course it is. Only the
ads in the backs of comic books ever promised drastic changes
in just a month. If it were possible to do any of those things, I’d
have disappeared for a month a long time ago and come back a
changed person. Instead, I’m here doing the incremental,
challenging work of personal discovery, a tiny bit at a time, just
like all of us are.
I hear from a lot of colleagues who start implementing UDL
that they get stuck in “analysis paralysis” mode when they
think all of the possible ways and places where they could start
expanding the design of their learning interactions, and the
enormity of the need just seems overwhelming. People give up
on inclusive-design schemes of all sorts when they recognize
that there aren’t really shortcuts that can produce broad
results quickly.
That’s the hardest argument to make when we’re introducing
colleagues to UDL: it’s going to take intentional effort that is
different from what we’re doing now. Yes, UDL pays us back in
time and effort saved later on, but that’s sometimes not a
winning perspective when we’re working with colleagues who
are already feeling stressed and anxious about their work load.
So, how do we help each other to take a complex issue like UDL
and make a manageable start at it? The answer might surprise
you: we should embrace the complexity, and then take tiny,
intentional steps that add up to cumulative changes.
Slide
7
Image
©
Transcience
Corporation.
Fair
use
asserted.
Oh, and, for the record, Sea Monkeys did not look or act
anything like this ad on the screen said they did.

3. 3
Slide
8
Have you seen these brains?
Image © Ian Rogers. Used under CC-BY license.
Those comic-book ads do have one thing in common with our
topic for today, though: they promise a lot with a very simple
explanation. Like most things, the truth behind the simplified
version is almost always more complex.
On the screen is a group of three diagrams of the brain. Each
has a different area highlighted. Chances are, you’ve
encountered these diagrams in discussions about universal
design for learning (UDL). But maybe not like I’m about to
describe them now.
The first shows the gyrus cinguli and the hippocampus in the
mid-brain: these are the affective centers where we decode
incoming signals and decide what to pay attention to. The
second highlights the parietal and occipital lobes: they work as
a sort of switchboard that takes in information, both from
within our bodies and coming in from the world. The last brain
diagram points to the frontal lobe: the part of our brains that
decides what actions to take in response to stimuli and
intentions.
Why the anatomy lesson? You’re probably used to these brain
images being labeled as representing the “affective,”
“recognition,” and “strategic” networks, or even seen a
simplified “why,” “what,” and “how” set of labels for the ways in
which our brains process learning experiences.
The reality is more complex, messier, and less tidy than any set
of colored brain-region diagrams can share. The three-part
division of learning into affect, information, and strategy is
itself a simplification of a continuous, overlapping, and
seamless process.
Yes, the sort of “plus one” thinking that I advocate as a starting
point for UDL, or the “why, what, how” progression of these
brain images are excellent starting points for identifying gaps
and taking initial actions with multivariate design techniques.
But in our session today, we’ll explore how to go beyond a
step-one understanding of UDL, using . . . a simplification!
Slide
9
Image © CAST. Used with permission.
udlguidelines.cast.org
Here is a screen grab from the CAST.org web page on the UDL
guidelines, showing the three principles of UDL with which
most of us are familiar: providing multiple means of
“engagement, representation, and action & expression.” That
level of complexity is where most people just starting out with
UDL end up stopping.
It’s useful though, to examine the rest of the image: under each
of the principles is a list of checkpoints that offer specific ways
to implement each general principle, each one supported by
research and experiments. Reading across the chart, the first
row of checkpoints have to do with access needs, then ways to
build knowledge, and finally strategies for internalizing new
knowledge and skills.

4. 4
Slide
9 +
Image © CAST. Used with permission.
udlguidelines.cast.org
CAST breaks the checkpoint list into options for recruiting
interest, perception, physical action, sustaining effort,
language, expression, self-regulation, comprehension, and
executive function. I’m going to share them today a little
differently.
We started our session with some month-long comic-book ads
that promised more than they could deliver. Now, I’d like to
share a month-long series of brief actions that will add up to
greater learner voice, choice, and agency.
Slide
10
Sunday Monday Tuesday Wednesday Thursday Friday Saturday
UDL-uary
1
9.2 Coping
skills
2
7.2 Relevance
3
6.3 Managing
info/sources
4
4.1 Response
& navigation
5
1.1 Custom
display
6
1.3 Visual alts
7
1.2 Audio alts
8
7.3 Minimize
threats
9
7.1 Choice &
autonomy
10
4.2 Tools &
tech
11
5.1 Comms
12
2.3 Decoding
13
2.1 Vocab &
symbols
14
2.2 Syntax &
structure
15
8.1 Goals
16
8.4 Mastery
feedback
17
5.2 Compose
18
5.3 Practice
levels
19
3.1 Supply
background
20
3.2 Patterns
21
3.3 Info
visualization
22
8.2 Vary
demands
23
8.3 Foster
collaboration
24
6.1 Goal
setting
25
6.2 Strategy
& plan
26
3.4 Maximize
transfer
27
2.5 Multiple
media
28
2.4 Multiple
language
29
9.1 Self
expectations
30
9.3 Reflection
31
6.4 Monitor
progress
Here’s how the “31 Days of UDL” in our title will go. I am going
to offer a lightning-share-style presentation of practical ways
to implement all 31 of the UDL Checkpoints via a proposed
month-long development calendar, with a focus on spending
10 minutes or less on each.
After the lightning-round share, you’ll get to vote on three
strategies that you’d like to see more about, and we’ll spend
time on each of the top three vote getters. If your top three
don’t make the cut live, don’t worry: you’ll leave our session
with resources to learn more about each of the UDL
checkpoints and how to apply them.
Like the color-coded image of a calendar that’s on the screen
now, I’ll walk through a “UDL-uary” month of making small
changes to a web page with content on it. It starts mid-week
with engagement, we spend our weekends thinking about
learner actions, and then we work on content and more
engagement during the weeks.
We will pause when we get to the “weekends” for a little
thinking, reflection, and consolidation, so you might want to
take some quick notes as you’re watching the demonstration.
Here we go!
Slide
11
For this project, you will apply concepts of initiative and project
management to your current working environment. Using the
resources and information provided, create a video presentation as
a proposal to lead a technology project.
• How might you begin organizing and initiating this project?
• Who (what roles) would you need on your team and why?
• What tools and resources would you need?
• How will you propose to monitor the scope, schedule, and
budget?
• What risks would you anticipate?
• How will you measure the success of the initiative or project?
Submit your video presentation with the Submit button at the top of
the page.
Our Starting Point
Here is a completely made up web page at a fictitious
university. It is definitely not based on any actual web page
that I just copied entirely and changed some details in. Oh, no:
completely made up.*
The original web page is a set of directions for an activity in an
undergraduate management course: students must record a
video proposing a technology project, and answer questions
like how to initiate the project, gather a team, acquire
resources, monitor progress, manage risk, and measure
success.
I’ll now do a “UDL-uary” month of development of this page,
aiming to spend about 10 minutes every day.
* Okay, okay: it’s a real page with some details changed.

5. 5
Slide
12
For this project, you will apply concepts of initiative and project
management to your current working environment. Using the
resources and information provided, create a video presentation as
a proposal to lead a technology project.
• How might you begin organizing and initiating this project?
• Who (what roles) would you need on your team and why?
• What tools and resources would you need?
• How will you propose to monitor the scope, schedule, and
budget?
• What risks would you anticipate?
• How will you measure the success of the initiative or project?
Video: former student Leah Padraszewski talks about
how she approached this activity [1:45].
Submit your video presentation with the Submit button at the top of
the page.
Day 1:
9.2 Coping skills
We’re starting with Checkpoint 9.2, “Facilitate personal coping
skills and strategies.”
Why start with emotional management and ways to reduce
frustration? We learn best when we are in a place of
psychological safety. The best thing I can do is to ask a learner
who was successful with this activity in a previous offering to
share their tips for how to handle stress and frustrations. I
asked my former student to record it, and then added the link
in the web page.
Slide
13
Real-world project managers are expected to show initiative and
lead without much external prompting. This activity helps you to
prepare for this part of the job. Using the resources and information
provided, create a video presentation as a proposal to lead a
technology project.
• How might you begin organizing and initiating this project?
• Who (what roles) would you need on your team and why?
• What tools and resources would you need?
• How will you propose to monitor the scope, schedule, and
budget?
• What risks would you anticipate?
• How will you measure the success of the initiative or project?
Video: former student Leah Padraszewski talks about
how she approached this activity [1:45].
Submit your video presentation with the Submit button at the top of
the page.
Day 2:
7.2 Relevance
Day 2 is Checkpoint 7.2, “Optimize relevance, value, and
authenticity.”
While this checkpoint can encompass a lot (personalization,
cultural relevance, social relevance, and self-reflection), my
ten-minute application is to make the purpose of doing the
activity clear to participants. I revised the first sentences to
emphasize the real-world “why” behind the activity.
Slide
14
Real-world project managers are expected to show initiative and
lead without much external prompting. This activity helps you to
prepare for this part of the job. Using the resources and information
provided, create a video presentation as a proposal to lead a
technology project.
• How might you begin organizing and initiating this project?
• Who (what roles) would you need on your team and why?
• What tools and resources would you need?
• How will you propose to monitor the scope, schedule, and
budget?
• What risks would you anticipate?
• How will you measure the success of the initiative or project?
Video: former student Leah Padraszewski talks about
how she approached this activity [1:45].
Follow the checklist of elements for assessment, and submit your
video presentation with the Submit button at the top of the page.
Day 3:
6.3 Managing
info/resources
Day 3 is Checkpoint 6.3, “Facilitate managing information and
resources.”
An early and easy way to lower barriers is to create a checklist
of steps or actions within an activity, like I’ve done here. And
yes, this is just as effective for graduate students and intro-
level learners. Don’t walk them through every single step, but
say how they should approach tasks and problems.
Slide
15
Real-world project managers are expected to show initiative and
lead without much external prompting. This activity helps you to
prepare for this part of the job. Using the resources and information
provided, create a video presentation as a proposal to lead a
technology project.
• How might you begin organizing and initiating this project?
• Who (what roles) would you need on your team and why?
• What tools and resources would you need?
• How will you propose to monitor the scope, schedule, and
budget?
• What risks would you anticipate?
• How will you measure the success of the initiative or project?
Video: former student Leah Padraszewski talks about
how she approached this activity [1:45].
Follow the checklist of elements for assessment, and submit your
video presentation with the Submit button at the top of the page.
Day 4:
4.1 Response &
Navigation
Day 4 is Checkpoint 4.1, “Vary the methods for response and
navigation.”
I added a progress bar at the top of the page to show students
where they are in the directions and submission process for
this activity. This gives them both textual and visual cues about
their progress through these directions.
Slide
16
Real-world project managers are expected to show initiative and
lead without much external prompting. This activity helps you to
prepare for this part of the job. Using the resources and information
provided, create a video presentation as a proposal to lead a
technology project.
• How might you begin organizing and initiating this project?
• Who (what roles) would you need on your team and why?
• What tools and resources would you need?
• How will you propose to monitor the scope, schedule, and
budget?
• What risks would you anticipate?
• How will you measure the success of the initiative or project?
Video: former student Leah Padraszewski talks about
how she approached this activity [1:45].
Follow the checklist of elements for assessment, and submit your
video presentation with the Submit button at the top of the page.
Day 5:
1.1 Custom
display
To enlarge or reduce the font size,
use CTRL +/- (PC) or ⌘ +/- (Mac). Day 5 is Checkpoint 1.1, “Offer ways of customizing the display
of information.”
Since this is already a primarily text-based web page, learners
have the tools already to make the font bigger or smaller, and
set the color display how they’d like. I added a reminder in the
page header (squeezed in on your screen just for space
allowances) about the CTRL +/- and Mac ⌘ +/- font-size
controls.

6. 6
Slide
17
Real-world project managers are expected to show initiative and
lead without much external prompting. This activity helps you to
prepare for this part of the job. Using the resources and information
provided, create a video presentation as a proposal to lead a
technology project.
• How might you begin organizing and initiating this project?
• Who (what roles) would you need on your team and why?
• What tools and resources would you need?
• How will you propose to monitor the scope, schedule, and
budget?
• What risks would you anticipate?
• How will you measure the success of the initiative or project?
Video: former student Leah Padraszewski talks about
how she approached this activity [1:45].
Follow the checklist of elements for assessment, and submit your
video presentation with the Submit button at the top of the page.
Day 6:
1.3 Visual alts
To enlarge or reduce the font size,
use CTRL +/- (PC) or ⌘ +/- (Mac).
Read this page aloud [On / Off].
Day 6 is Checkpoint 1.3, “Offer alternatives for visual
information.”
My learning management system has a “read aloud” feature for
text. I asked my sysadmin to turn that on. The control for the
tool is in the lower right of your screen.
Slide
18
Real-world project managers are expected to show initiative and
lead without much external prompting. This activity helps you to
prepare for this part of the job. Using the resources and information
provided, create a video presentation as a proposal to lead a
technology project.
• How might you begin organizing and initiating this project?
• Who (what roles) would you need on your team and why?
• What tools and resources would you need?
• How will you propose to monitor the scope, schedule, and
budget?
• What risks would you anticipate?
• How will you measure the success of the initiative or project?
Video: former student Leah Padraszewski talks about
how she approached this activity [1:45, transcript].
Follow the checklist of elements for assessment, and submit your
video presentation with the Submit button at the top of the page.
Day 7:
1.2 Audio alts
To enlarge or reduce the font size,
use CTRL +/- (PC) or ⌘ +/- (Mac).
Read this page aloud [On / Off].
Day 7 is Checkpoint 1.2, “Offer alternatives for auditory
information.”
While YouTube creates auto-generated captions for videos
uploaded there, the AI system isn’t perfect. I spent my 10
minutes correcting the captions for the explainer video from
my former student, and then I downloaded the text and
created a stand-alone transcript for the video.
Slide
19
Real-world project managers are expected to show initiative and
lead without much external prompting. This activity helps you to
prepare for this part of the job. Using the resources and information
provided, create a video presentation as a proposal to lead a
technology project. Note: It’s equally okay to be on camera or do a
voice-over video.
• How might you begin organizing and initiating this project?
• Who (what roles) would you need on your team and why?
• What tools and resources would you need?
• How will you monitor the scope, schedule, and budget?
• What risks would you anticipate?
• How will you measure the success of the initiative or project?
Video: former student Leah Padraszewski talks about
how she approached this activity [1:45, transcript].
Follow the checklist of elements for assessment, and submit your
video presentation with the Submit button at the top of the page.
Day 8:
7.3 Minimize
Threats
To enlarge or reduce the font size,
use CTRL +/- (PC) or ⌘ +/- (Mac).
Read this page aloud [On / Off].
Day 8 is Checkpoint 7.3, “Minimize threats and distractions.”
This checkpoint is especially useful in designing safe and
welcoming interactions in physical or live-remote learning
spaces. But even for our web page, we can help minimize
threats and discomfort by proving an option not to be on
camera and do a voice-over with appropriate visuals. I can
assess student performance the same way whether they are on
camera or not—I’m not grading on business attire or eye
contact, just for the project-management skills.
Slide
20
Real-world project managers are expected to show initiative and
lead without much external prompting. This activity helps you to
prepare for this part of the job. Using the resources and information
provided, create a video presentation as a proposal to lead a
technology project. Note: It’s equally okay to be on camera or do a
voice-over video.
• How might you begin organizing and initiating this project?
• Who (what roles) would you need on your team and why?
• What tools and resources would you need?
• How will you monitor the scope, schedule, and budget?
• What risks would you anticipate?
• How will you measure the success of the initiative or project?
• What’s one idea not listed here that you want my comment on?
Video: former student Leah Padraszewski talks about
how she approached this activity [1:45, transcript].
Follow the checklist of elements for assessment, and submit your
video presentation with the Submit button at the top of the page.
Day 9:
7.1 Choice &
autonomy
To enlarge or reduce the font size,
use CTRL +/- (PC) or ⌘ +/- (Mac).
Read this page aloud [On / Off].
Day 9 is Checkpoint 7.1, “Optimize individual choice and
autonomy.”
A powerful way to increase engagement and trust is to involve
the learners in the design of activities and assessments. I added
a requirement to the activity to ask each learner to tell me
what element of their presentation that isn’t listed in the
requirements they’d like my feedback on (ungraded, of course).
This gives students the chance to be part of the evaluative
process, and affords them a no-consequences way to get some
helpful feedback.
Slide
21
Real-world project managers are expected to show initiative and
lead without much external prompting. This activity helps you to
prepare for this part of the job. Using the resources and information
provided, create a video presentation as a proposal to lead a
technology project. Note: It’s equally okay to be on camera or do a
voice-over video.
• How might you begin organizing and initiating this project?
• Who (what roles) would you need on your team and why?
• What tools and resources would you need?
• How will you monitor the scope, schedule, and budget?
• What risks would you anticipate?
• How will you measure the success of the initiative or project?
• What’s one idea not listed here that you want my comment on?
Video: former student Leah Padraszewski talks about
how she approached this activity [1:45, transcript].
Follow the checklist of elements for assessment, and submit your
video presentation with the Submit button at the top of the page.
Day 10:
4.2 Tools & tech
To enlarge or reduce the font size,
use CTRL +/- (PC) or ⌘ +/- (Mac).
See keyboard shortcuts for this page.
Read this page aloud [On / Off].
Day 10 is Checkpoint 4.2, “Optimize access to tools and
assistive technologies.”
I am grateful to the designers of my learning management
system for taking care of this Checkpoint for me. If there’s
something you can do with your mouse, is there also a key
combination that does the same thing? Yes, there is! I asked my
sysadmin to add to the footer of every page a link to the
keyboard shortcuts guide.

7. 7
Slide
22
Sunday Monday Tuesday Wednesday Thursday Friday Saturday
UDL-uary
1
9.2 Coping
skills
2
7.2 Relevance
3
6.3 Managing
info/sources
4
4.1 Response
& navigation
5
1.1 Custom
display
6
1.3 Visual alts
7
1.2 Audio alts
8
7.3 Minimize
threats
9
7.1 Choice &
autonomy
10
4.2 Tools &
tech
11
5.1 Comms
12
2.3 Decoding
13
2.1 Vocab &
symbols
14
2.2 Syntax &
structure
15
8.1 Goals
16
8.4 Mastery
feedback
17
5.2 Compose
18
5.3 Practice
levels
19
3.1 Supply
background
20
3.2 Patterns
21
3.3 Info
visualization
22
8.2 Vary
demands
23
8.3 Foster
collaboration
24
6.1 Goal
setting
25
6.2 Strategy
& plan
26
3.4 Maximize
transfer
27
2.5 Multiple
media
28
2.4 Multiple
language
29
9.1 Self
expectations
30
9.3 Reflection
31
6.4 Monitor
progress
Whew! Another good idea from Checkpoint 7.3 is to vary the
“pace of work, length of work sessions, availability of breaks or
time-outs, or timing or sequence of activities.” And we’re going
to do that now. You’ve made it through our first long “week” in
ULD-uary, all the way to Day 10.
Let’s pause so you can think about what you’ve experienced so
far. Of all of the UDL Checkpoints, which one seems to be the
most practical, the best for learners, or the easiest for you to
implement quickly? Whatever your “most” is among Days 1-10,
write it down, and consider sharing it during this pause.
We’ll put 2 minutes on the clock for your responses; if you’d
like to mute the audio while you are thinking and then turn it
back on once the music is over, I will post a message in the
Chat feature about when the music will stop. Write down your
thoughts just for yourself, share your response via the Chat
feature, or wait until the thinking time is up and use the Raise
Hand feature to request to come on the microphone. When
the 2 minutes are up, we’ll give voice to your responses and try
to find some common themes.
[Music playing: “Dirt Rhodes” © Kevin MacLeod
(incompetech.com), used under CC BY 4.0 license]
Slide
23
Real-world project managers are expected to show initiative and
lead without much external prompting. This activity helps you to
prepare for this part of the job. Create a video presentation as a
proposal to lead a technology project. Note: It’s equally okay to be
on camera or do a voice-over video. Please use whatever tools you
are comfortable with for composing, recording, and editing.
• How might you begin organizing and initiating this project?
• Who (what roles) would you need on your team and why?
• What tools and resources would you need?
• How will you monitor the scope, schedule, and budget?
• What risks would you anticipate?
• How will you measure the success of the initiative or project?
• What’s one idea not listed here that you want my comment on?
Video: former student Leah Padraszewski talks about
how she approached this activity [1:45, transcript].
Follow the checklist of elements for assessment, and submit your
video presentation with the Submit button at the top of the page.
Day 11:
5.1 Comms
To enlarge or reduce the font size,
use CTRL +/- (PC) or ⌘ +/- (Mac).
See keyboard shortcuts for this page.
Read this page aloud [On / Off].
Did you enjoy our first weekend break in UDL-uary? Well,
we’re working on the weekends, too, so hang in there.
Day 11 is Checkpoint 5.1, “Use multiple media for
communication.”
In addition to me providing multiple ways for students to take
in information that I create, I want to offer them that same
chance to use various tools. For this activity, I don’t mind if
they record on their phones, with a webcam, or other devices,
so I modified the directions to say that explicitly.
Slide
24
[Hear me read this page] Real-world project managers are
expected to lead without much external prompting. This activity
prepares you for this part of the job. Create a video presentation as
a proposal to lead a technology project. Note: It’s equally okay to be
on camera or do a voice-over video. Please use whatever tools you
are comfortable with for composing, recording, & editing.
• How might you begin organizing and initiating this project?
• Who (what roles) would you need on your team and why?
• What tools and resources would you need?
• How will you monitor the scope, schedule, and budget?
• What risks would you anticipate?
• How will you measure the success of the initiative or project?
• What’s one idea not listed here that you want my comment on?
Video: former student Leah Padraszewski talks about
how she approached this activity [1:45, transcript].
Follow the checklist of elements for assessment, and submit your
video presentation with the Submit button at the top of the page.
Day 12:
2.3 Decoding
To enlarge or reduce the font size,
use CTRL +/- (PC) or ⌘ +/- (Mac).
See keyboard shortcuts for this page.
Read this page aloud [On / Off].
Day 12 is Checkpoint 2.3, “Support decoding of text,
mathematical notation, and symbols.”
Because the directions for this activity are important for
learners to understand correctly, I spent my 10 minutes today
recording myself reading the directions out loud, as a human-
voice alternative to the page text. There’s a link at the
beginning of the page—and yes, I’ll have to re-record this audio
at the end of UDL-uary after we make some more adjustments.
Slide
25
[Hear me read this page] This activity prepares you for leading as a
project manager without much external prompting. Create a video
proposal (on camera or voice-over) to lead a technology project,
using your choice of composing, recording, & editing tools.
• How will you organize and initiate the project?
• What roles, tools, and resources would you need?
• How will you monitor scope, schedule, budget, and risks?
• What will signal project success?
• Choose one idea not listed here that you want my comment on.
Video: former student Leah Padraszewski talks about
how she approached this activity [1:45, transcript].
Follow the activity checklist and Submit (button at top of the page).
Day 13:
2.1 Vocab &
symbols
To enlarge or reduce the font size,
use CTRL +/- (PC) or ⌘ +/- (Mac).
See keyboard shortcuts for this page.
Read this page aloud [On / Off].
Day 13 is Checkpoint 2.1, “Clarify vocabulary and symbols.”
No, this isn’t a math course, but there are plenty of places
where I can streamline the sentences while keeping the level of
rigor and challenge high. Notice how I combined objectives
that had similar structures—like monitoring scope, schedule,
budget, and risks—and chopped down the dense paragraphs to
be as spare and direct as possible. The entire page is almost a
third shorter, with the same information.

8. 8
Slide
26
[Hear me read this page] This activity prepares you for leading as a
project manager without much external prompting. Create a video
proposal (on camera or voice-over) to lead a technology project,
using your choice of composing, recording, & editing tools. Follow
the flow below in your response.
1. How will you organize and initiate the project?
2. What roles, tools, and resources would you need?
3. How will you monitor scope, schedule, budget, and risks?
4. What will signal project success?
5. Choose one idea not listed here that you want my comment on.
Video: former student Leah Padraszewski talks about
how she approached this activity [1:45, transcript].
Follow the activity checklist and Submit (button at top of the page).
Day 14:
2.2 Syntax &
structure
To enlarge or reduce the font size,
use CTRL +/- (PC) or ⌘ +/- (Mac).
See keyboard shortcuts for this page.
Read this page aloud [On / Off].
Day 14 is Checkpoint 2.2, “Clarify syntax and structure.”
Now that the text is shorter, I have some space to add explicit
mentions about the structure of the activity. I made the flow of
the elements a required process, and numbered them so it’s
more obvious that it’s an order to be followed.
Slide
27
[Hear me read this page] This activity prepares you for leading as a
project manager without much external prompting. Create a video
proposal (on camera or voice-over) to lead a technology project,
using your choice of composing, recording, & editing tools. Follow
the flow below in your response.
1. Preview the goals below in your own words as an intro.
2. How will you organize and initiate the project?
3. What roles, tools, and resources would you need?
4. How will you monitor scope, schedule, budget, and risks?
5. What will signal project success?
6. Choose one idea not listed here that you want my comment on.
Video: former student Leah Padraszewski talks about
how she approached this activity [1:45, transcript].
Follow the activity checklist and Submit (button at top of the page).
Day 15:
8.1 Goals
To enlarge or reduce the font size,
use CTRL +/- (PC) or ⌘ +/- (Mac).
See keyboard shortcuts for this page.
Read this page aloud [On / Off].
Day 15 is Checkpoint 8.1, “Heighten salience of goals and
objectives.”
One mark of understanding is being able to summarize or
restate goals in one’s own words. I added a first objective to
ask learners explicitly to incorporate this re-stating into their
presentations.
Slide
28
[Hear me read this page] This activity prepares you for leading as a
project manager without much external prompting. Create a video
proposal (on camera or voice-over) to lead a technology project,
using your choice of composing, recording, & editing tools. Follow
the flow below in your response.
1. Preview the goals below in your own words as an intro.
2. How will you organize and initiate the project?
3. What roles, tools, and resources would you need?
4. How will you monitor scope, schedule, budget, and risks?
5. What will signal project success?
6. Choose one idea not listed here that you want my comment on.
Video: former student Leah Padraszewski talks about
how she approached this activity [1:45, transcript].
Follow the activity checklist and Submit (button at top of the page).
P.S.: Expect three pieces of ungraded feedback from me before the
final due date. I’ll comment on audience, organization, and content.
Day 16:
8.4 Mastery
feedback
To enlarge or reduce the font size,
use CTRL +/- (PC) or ⌘ +/- (Mac).
See keyboard shortcuts for this page.
Read this page aloud [On / Off].
Day 16 is Checkpoint 8.4, “Increase mastery-oriented
feedback.”
In order to “provide feedback that is frequent, timely, and
specific,” I tell my learners that they’ll get three waves of
ungraded feedback from me before the final submission date.
Slide
29
[Hear me read this page] This activity prepares you for leading as a
project manager without much external prompting. Create a video
proposal (on camera or voice-over) to lead a technology project,
using one of the composing, recording, & editing tools supported by
our IT office. Follow the flow below in your response.
1. Preview the goals below in your own words as an intro.
2. How will you organize and initiate the project?
3. What roles, tools, and resources would you need?
4. How will you monitor scope, schedule, budget, and risks?
5. What will signal project success?
6. Choose one idea not listed here that you want my comment on.
Video: former student Leah Padraszewski talks about
how she approached this activity [1:45, transcript].
Follow the activity checklist and Submit (button at top of the page).
P.S.: Expect three pieces of ungraded feedback from me before the
final due date. I’ll comment on audience, organization, and content.
Day 17:
5.2 Compose
To enlarge or reduce the font size,
use CTRL +/- (PC) or ⌘ +/- (Mac).
See keyboard shortcuts for this page.
Read this page aloud [On / Off].
Day 17 is Checkpoint 5.2, “Use multiple tools for construction
and composition.”
The examples from CAST for this checkpoint seem focused on
K-12 learners: things like “Provide sentence starters or
sentence strips.” Even for my college students in this activity,
though, I can encourage learners to use various tools and
supports, while still limiting them to tools that our help desk
supports.

9. 9
Slide
30
Sunday Monday Tuesday Wednesday Thursday Friday Saturday
UDL-uary
1
9.2 Coping
skills
2
7.2 Relevance
3
6.3 Managing
info/sources
4
4.1 Response
& navigation
5
1.1 Custom
display
6
1.3 Visual alts
7
1.2 Audio alts
8
7.3 Minimize
threats
9
7.1 Choice &
autonomy
10
4.2 Tools &
tech
11
5.1 Comms
12
2.3 Decoding
13
2.1 Vocab &
symbols
14
2.2 Syntax &
structure
15
8.1 Goals
16
8.4 Mastery
feedback
17
5.2 Compose
18
5.3 Practice
levels
19
3.1 Supply
background
20
3.2 Patterns
21
3.3 Info
visualization
22
8.2 Vary
demands
23
8.3 Foster
collaboration
24
6.1 Goal
setting
25
6.2 Strategy
& plan
26
3.4 Maximize
transfer
27
2.5 Multiple
media
28
2.4 Multiple
language
29
9.1 Self
expectations
30
9.3 Reflection
31
6.4 Monitor
progress
Congratulations! Here we are at the end of the second “week”
in ULD-uary, all the way to Day 17.
Let’s pause so you can think about what you’ve experienced so
far. Of all of the UDL Checkpoints, which one seems to be the
most practical, the best for learners, or the easiest for you to
implement quickly? Whatever your “most” is among Days 11-
17, write it down, and consider sharing it during this pause.
We’ll put 2 minutes on the clock for your responses; if you’d
like to mute the audio while you are thinking and then turn it
back on once the music is over, I will post a message in the
Chat feature about when the music will stop. Write down your
thoughts just for yourself, share your response via the Chat
feature, or wait until the thinking time is up and use the Raise
Hand feature to request to come on the microphone. When
the 2 minutes are up, we’ll give voice to your responses and try
to find some common themes.
[Music playing: “Dirt Rhodes” © Kevin MacLeod
(incompetech.com), used under CC BY 4.0 license]
Slide
31
[Hear me read this page] This activity prepares you for leading as a
project manager without much external prompting. Create a video
proposal (on camera or voice-over) to lead a technology project,
using one of the composing, recording, & editing tools supported by
our IT office. Follow the flow below in your response.
1. Preview the goals below in your own words as an intro.
2. How will you organize and initiate the project?
3. What roles, tools, and resources would you need?
4. How will you monitor scope, schedule, budget, and risks?
5. What will signal project success?
6. Choose one idea not listed here that you want my comment on.
Video: a student shares her approach [1:45, transcript].
Videos: sample on-camera and voice-over submissions.
Follow the activity checklist and Submit (button at top of the page).
P.S.: Expect three pieces of ungraded feedback from me before the
final due date. I’ll comment on audience, organization, and content.
Day 18:
5.3 Practice
levels
To enlarge or reduce the font size,
use CTRL +/- (PC) or ⌘ +/- (Mac).
See keyboard shortcuts for this page.
Read this page aloud [On / Off].
Day 18 is Checkpoint 5.3, “Build fluencies with graduated
levels of support for practice and performance.”
For this checkpoint, I am focused on “providing differentiated
models to emulate.” And I didn’t even have to make them. I
asked two former students for permission to share their on-
camera and voice-over videos with future learners.
Slide
32
[Hear me read this page] This activity prepares you for leading as a
project manager without much external prompting. Create a video
proposal (on camera or voice-over) to lead a technology project,
using one of the composing, recording, & editing tools supported by
our IT office. Follow the flow below in your response.
1. Preview the goals below in your own words as an intro.
2. How will you organize and initiate the project?
3. What roles, tools, and resources would you need?
4. How will you monitor scope, schedule, budget, and risks?
5. What will signal project success?
6. Choose one idea not listed here that you want my comment on.
Video: a student shares her approach [1:45, transcript].
Videos: sample on-camera and voice-over submissions.
Follow the activity checklist and Submit (button at top of the page).
P.S.: Expect three pieces of ungraded feedback from me before the
final due date. I’ll comment on audience, organization, and content.
Day 19:
3.1 Supply
background
To enlarge or reduce the font size,
use CTRL +/- (PC) or ⌘ +/- (Mac).
See keyboard shortcuts for this page.
Read this page aloud [On / Off].
Unit 2: self-quiz on
video creation
methods and tools.
Day 19 is Checkpoint 3.1, “Activate or supply background
knowledge.”
Do all of my learners know how to create a video? That’s prior
knowledge that needs to be activated or new knowledge that
needs to be obtained. So I returned to the start of this course
and added a self-quiz to Unit 2—several weeks before this
activity—on video creation with various tools, like mobile
phones, web cameras, and video cameras.
Slide
33
[Hear me read this page] This activity prepares you for leading as a
project manager without much external prompting. Create a video
proposal (on camera or voice-over) to lead a technology project,
using one of the composing, recording, & editing tools supported by
our IT office. Follow the flow below in your response.
1. Preview the goals below in your own words as an intro.
2. How will you organize and initiate the project?
3. What roles, tools, and resources would you need?
4. How will you monitor scope, schedule, budget, and risks?
5. What will signal project success?
6. Choose one idea not listed here that you want my comment on.
Video: a student shares her approach [1:45, transcript].
Videos: sample on-camera and voice-over submissions.
Follow the activity checklist and Submit (button at top of the page).
P.S.: Expect three pieces of ungraded feedback from me before the
final due date. I’ll comment on audience, organization, and content.
Day 20:
3.2 Patterns
To enlarge or reduce the font size,
use CTRL +/- (PC) or ⌘ +/- (Mac).
See keyboard shortcuts for this page.
Read this page aloud [On / Off].
Unit 2: self-quiz on
video creation
methods and tools.
Day 20 is Checkpoint 3.2, “Highlight patterns, critical features,
big ideas, and relationships.”
Hmm. I think I already set up this checkpoint when I added the
student examples. I put my own “what to watch for in these
examples” text on the pages where the video samples are
located.

10. 10
Slide
34
[Hear me read this page] This activity prepares you for leading as a
project manager without much external prompting. Create a video
proposal (on camera or voice-over) to lead a technology project,
using one of the composing, recording, & editing tools supported by
our IT office. Follow the flow below in your response.
1. Preview the goals below in your own words as an intro.
2. How will you organize and initiate the project?
3. What roles, tools, and resources would you need?
4. How will you monitor scope, schedule, budget, and risks?
5. What will signal project success?
6. Choose one idea not listed here that you want my comment on.
Video: a student shares her approach [1:45, transcript].
Videos: sample on-camera and voice-over submissions.
Follow the activity checklist and Submit (button at top of the page).
P.S.: Expect three pieces of ungraded feedback from me before the
final due date. I’ll comment on audience, organization, and content.
Day 21:
3.3 Visual
information
To enlarge or reduce the font size,
use CTRL +/- (PC) or ⌘ +/- (Mac).
See keyboard shortcuts for this page.
Read this page aloud [On / Off].
Unit 2: self-quiz on
video creation
methods and tools.
Day 21 is Checkpoint 3.3, “Guide information processing and
visualization.”
This checkpoint is also partially met because I have provided
“explicit prompts for each step in a sequential process.” I could
also come back and look at making multiple entry points for
getting started, as well as chunk up the activity into smaller
sequential pieces.
Slide
35
[Hear me read this page] This activity prepares you for leading as a
project manager without much external prompting. Create a video
proposal (on camera or voice-over) to lead a technology project,
using one of the composing, recording, & editing tools supported by
our IT office. Follow the flow below in your response.
1. Preview the goals below in your own words as an intro.
2. How will you organize and initiate the project?
3. What roles, tools, and resources would you need?
4. How will you monitor scope, schedule, budget, and risks?
5. What will signal project success?
6. Choose one idea not listed here that you want my comment on.
Video: a student shares her approach [1:45, transcript].
Videos: sample on-camera and voice-over submissions.
Follow the activity checklist & Submit an outline, draft, & final video.
P.S.: Expect three pieces of ungraded feedback from me before the
final due date. I’ll comment on audience, organization, and content.
Day 22:
8.2 Vary
demands
To enlarge or reduce the font size,
use CTRL +/- (PC) or ⌘ +/- (Mac).
See keyboard shortcuts for this page.
Read this page aloud [On / Off].
Unit 2: self-quiz on
video creation
methods and tools.
Day 22 is Checkpoint 8.2, “Vary demands and resources to
optimize challenge.”
Part of this checkpoint is to “emphasize process, effort,
improvement in meeting standards as alternatives to external
evaluation and competition.” I created milestone deliverables
along the way so I can give ungraded feedback on an outline, a
draft, and then the final video.
Slide
36
[Hear me read this page] This activity prepares you for leading as a
project manager without much external prompting. Create a video
proposal (on camera or voice-over) to lead a technology project,
using one of the composing, recording, & editing tools supported by
our IT office. Work by yourself or with a partner, your choice.
1. Preview the goals below in your own words as an intro.
2. How will you organize and initiate the project?
3. What roles, tools, and resources would you need?
4. How will you monitor scope, schedule, budget, and risks?
5. What will signal project success?
6. Choose one idea not listed here that you want my comment on.
Video: a student shares her approach [1:45, transcript].
Videos: sample on-camera and voice-over submissions.
Follow the activity checklist & Submit an outline, draft, & final video.
P.S.: Expect three pieces of ungraded feedback from me before the
final due date. I’ll comment on audience, organization, and content.
Day 23:
8.3 Foster
collaboration
To enlarge or reduce the font size,
use CTRL +/- (PC) or ⌘ +/- (Mac).
See keyboard shortcuts for this page.
Read this page aloud [On / Off].
Unit 2: self-quiz on
video creation
methods and tools.
Day 23 is Checkpoint 8.3, “Foster collaboration and
community.”
I could have created a group-work rubric or created a
community of practice. But in ten minutes? I added a work-
with-a-partner option for the activity.
Slide
37
[Hear me read this page] This activity (est. 90 minutes) prepares
you for project-manager leadership. Create a video proposal (on
camera or voice-over) to lead a technology project, using one of
the composing, recording, & editing tools supported by our IT office.
Work by yourself or with a partner.
1. Preview the goals below in your own words as an intro.
2. How will you organize and initiate the project?
3. What roles, tools, and resources would you need?
4. How will you monitor scope, schedule, budget, and risks?
5. What will signal project success?
6. Choose one idea not listed here that you want my comment on.
Video: a student shares her approach [1:45, transcript].
Videos: sample on-camera and voice-over submissions.
Follow the activity checklist & Submit an outline, draft, & final video.
P.S.: Expect three pieces of ungraded feedback from me before the
final due date. I’ll comment on audience, organization, and content.
Day 24:
6.1 Goal setting
To enlarge or reduce the font size,
use CTRL +/- (PC) or ⌘ +/- (Mac).
See keyboard shortcuts for this page.
Read this page aloud [On / Off].
Unit 2: self-quiz on
video creation
methods and tools.
Day 24 is Checkpoint 6.1, “Guide appropriate goal-setting.”
My go-to way “to estimate effort, resources, and difficulty” is
to provide a time estimate. How do I know how much time it
should take? I do the activity, and then add half again as much
time. It took me 60 minutes to script, record, and edit my video,
so I added a 90 minute time estimate for my learners.

11. 11
Slide
38
Sunday Monday Tuesday Wednesday Thursday Friday Saturday
UDL-uary
1
9.2 Coping
skills
2
7.2 Relevance
3
6.3 Managing
info/sources
4
4.1 Response
& navigation
5
1.1 Custom
display
6
1.3 Visual alts
7
1.2 Audio alts
8
7.3 Minimize
threats
9
7.1 Choice &
autonomy
10
4.2 Tools &
tech
11
5.1 Comms
12
2.3 Decoding
13
2.1 Vocab &
symbols
14
2.2 Syntax &
structure
15
8.1 Goals
16
8.4 Mastery
feedback
17
5.2 Compose
18
5.3 Practice
levels
19
3.1 Supply
background
20
3.2 Patterns
21
3.3 Info
visualization
22
8.2 Vary
demands
23
8.3 Foster
collaboration
24
6.1 Goal
setting
25
6.2 Strategy
& plan
26
3.4 Maximize
transfer
27
2.5 Multiple
media
28
2.4 Multiple
language
29
9.1 Self
expectations
30
9.3 Reflection
31
6.4 Monitor
progress
Wow! Another “week” in ULD-uary is done, and we’re already
on Day 24.
Let’s pause so you can think about what you’ve experienced so
far. Of all of the UDL Checkpoints from this “week,” which one
seems to be the most practical, the best for learners, or the
easiest for you to implement quickly? Whatever your “most” is
among Days 18-24, write it down, and consider sharing it
during this pause.
We’ll put 2 minutes on the clock for your responses; if you’d
like to mute the audio while you are thinking and then turn it
back on once the music is over, I will post a message in the
Chat feature about when the music will stop. Write down your
thoughts just for yourself, share your response via the Chat
feature, or wait until the thinking time is up and use the Raise
Hand feature to request to come on the microphone. When
the 2 minutes are up, we’ll give voice to your responses and try
to find some common themes.
[Music playing: “Dirt Rhodes” © Kevin MacLeod
(incompetech.com), used under CC BY 4.0 license]
Slide
39
[Hear me read this page] This activity (est. 90 minutes) prepares
you for project-manager leadership. Create a video proposal (on
camera or voice-over) to lead a technology project, using one of
the composing, recording, & editing tools supported by our IT office.
Work by yourself or with a partner. We’ll share & critique at the end.
1. Preview the goals below in your own words as an intro.
2. How will you organize and initiate the project?
3. What roles, tools, and resources would you need?
4. How will you monitor scope, schedule, budget, and risks?
5. What will signal project success?
6. Choose one idea not listed here that you want my comment on.
Video: a student shares her approach [1:45, transcript].
Videos: sample on-camera and voice-over submissions.
Follow the activity checklist & Submit an outline, draft, & final video.
P.S.: Expect three pieces of ungraded feedback from me before the
final due date. I’ll comment on audience, organization, and content.
Day 25:
6.2 Strategy &
plan
To enlarge or reduce the font size,
use CTRL +/- (PC) or ⌘ +/- (Mac).
See keyboard shortcuts for this page.
Read this page aloud [On / Off].
Unit 2: self-quiz on
video creation
methods and tools.
Day 25 is Checkpoint 6.2, “Support planning and strategy
development.”
Too often, the only responding voice on student work is mine. I
added a “show and explain your work” element: once everyone
has submitted, we’ll do a “gallery walk” among the videos that
everyone has produced, and invite explanations of everyone’s
processes.
Slide
40
[Hear me read this page] This activity (est. 90 minutes) prepares
you for project-manager leadership. Create a video proposal (on
camera or voice-over) to lead a technology project, using one of
the composing, recording, & editing tools supported by our IT office.
Work by yourself or with a partner. We’ll share & critique at the end.
1. Preview the goals below in your own words as an intro.
2. How will you organize, initiate, & tie back to existing knowledge?
3. What roles, tools, and resources would you need?
4. How will you monitor scope, schedule, budget, and risks?
5. What will signal project success?
6. Choose one idea not listed here that you want my comment on.
Video: a student shares her approach [1:45, transcript].
Videos: sample on-camera and voice-over submissions.
Follow the activity checklist & Submit an outline, draft, & final video.
P.S.: Expect three pieces of ungraded feedback from me before the
final due date. I’ll comment on audience, organization, and content.
Day 26:
3.4 Maximize
transfer
To enlarge or reduce the font size,
use CTRL +/- (PC) or ⌘ +/- (Mac).
See keyboard shortcuts for this page.
Read this page aloud [On / Off].
Unit 2: self-quiz on
video creation
methods and tools.
Day 26 is Checkpoint 3.4, “Maximize transfer and
generalization.”
I designed this activity to help learners apply new knowledge
about project leadership to their existing knowledge of their
workplaces. I made that explicit in the directions and the
activity checklist.
Slide
41
[Hear me read this page] This activity (est. 90 minutes) prepares
you for project-manager leadership. Create a video proposal (on
camera or voice-over) to lead a technology project, using one of
the composing, recording, & editing tools supported by our IT office.
Work by yourself or with a partner. We’ll share & critique at the end.
1. Preview the goals below in your own words as an intro.
2. How will you organize, initiate, & tie back to existing knowledge?
3. What roles, tools, and resources would you need?
4. How will you monitor scope, schedule, budget, and risks?
5. What will signal project success?
6. Choose one idea not listed here that you want my comment on.
Video: a student shares her approach [1:45, transcript].
Videos: sample on-camera and voice-over submissions.
Follow the activity checklist & Submit an outline, draft, & final video.
P.S.: Expect three pieces of ungraded feedback from me before the
final due date. I’ll comment on audience, organization, and content.
Day 27:
2.5 Multiple
media
To enlarge or reduce the font size,
use CTRL +/- (PC) or ⌘ +/- (Mac).
See keyboard shortcuts for this page.
Read this page aloud [On / Off].
Unit 2: self-quiz on
video creation
methods and tools.
Day 27 is Checkpoint 2.5, “Illustrate through multiple media.”
Hey, check this out. Part of this checkpoint is to “Present key
concepts in one form of symbolic representation . . . with an
alternative form.” I double-checked to make sure that the
sample videos and my “what to watch for” text that
accompanies them actually match up with the text of the
activity directions. Plus-one format, check!

12. 12
Slide
42
[Hear me read this page] This activity (est. 90 minutes) prepares
you for project-manager leadership. Create a video proposal (on
camera or voice-over) to lead a technology project, using one of
the composing, recording, & editing tools supported by our IT office.
Work by yourself or with a partner. We’ll share & critique at the end.
1. Preview the goals below in your own words as an intro.
2. How will you organize, initiate, & tie back to existing knowledge?
3. What roles, tools, and resources would you need?
4. How will you monitor scope, schedule, budget, and risks?
5. What will signal project success?
6. Choose one idea not listed here that you want my comment on.
Video: a student shares her approach [1:45, transcript].
Videos: sample on-camera and voice-over submissions.
Follow the activity checklist & Submit an outline, draft, & final video.
P.S.: Expect three pieces of ungraded feedback from me before the
final due date. I’ll comment on audience, organization, and content.
Day 28:
2.4 Multiple
language
To enlarge or reduce the font size,
use CTRL +/- (PC) or ⌘ +/- (Mac).
English · Español · Français · 中文
See keyboard shortcuts for this page.
Read this page aloud [On / Off].
Unit 2: self-quiz on
video creation
methods and tools.
Day 28 is Checkpoint 2.4, “Promote understanding across
languages.”
This one took a call to my IT partners, but I was able to get
them to turn on a language-translation function in the learning
management system. So every web page now has a “translate
me” tool available, including this one.
Slide
43
[Hear me read this page] This activity (est. 90 minutes) prepares
you for project-manager leadership. Create a video proposal (on
camera or voice-over) to lead a technology project, using one of
the composing, recording, & editing tools supported by our IT office.
Work by yourself or with a partner. We’ll share & critique at the end.
1. Preview the goals below in your own words as an intro.
2. How will you organize, initiate, & tie back to existing knowledge?
3. What roles, tools, and resources would you need?
4. How will you monitor scope, schedule, budget, and risks?
5. What will signal project success?
6. Choose one idea not listed here that you want my comment on.
Video: a student shares her approach [1:45, transcript].
Videos: sample on-camera and voice-over submissions.
Follow the activity checklist & Submit an outline, draft, & final video.
P.S.: Expect three pieces of ungraded self-reflection feedback from
me. I’ll comment on audience, organization, and content.
Day 29:
9.1 Self
expectations
To enlarge or reduce the font size,
use CTRL +/- (PC) or ⌘ +/- (Mac).
English · Español · Français · 中文
See keyboard shortcuts for this page.
Read this page aloud [On / Off].
Unit 2: self-quiz on
video creation
methods and tools.
Day 29 is Checkpoint 9.1, “Promote expectations and beliefs
that optimize motivation.”
To help my learners focus less on the grade and more on the
process and learning, I made it explicit that I’d like them to use
my milestone feedback form reflective purposes. If I had more
than ten minutes, I’d increase “the frequency of self-reflection
and self-reinforcements” both within this activity and along
the path of the course.
Slide
44
[Hear me read this page] This activity (est. 90 minutes) prepares
you for project-manager leadership. Create a video proposal (on
camera or voice-over) to lead a technology project, using one of
the composing, recording, & editing tools supported by our IT office.
Work by yourself or with a partner. We’ll share & critique at the end.
1. Preview the goals below in your own words as an intro.
2. How will you organize, initiate, & tie back to existing knowledge?
3. What roles, tools, and resources would you need?
4. How will you monitor scope, schedule, budget, and risks?
5. What will signal project success?
6. Choose one idea not listed here that you want my comment on.
Video: a student shares her approach [1:45, transcript].
Videos: sample on-camera and voice-over submissions.
Follow the activity checklist & Submit an outline, draft, & final video.
P.S.: Expect three pieces of ungraded self-reflection feedback from
me within 3 days of each, on audience, organization, and content.
Day 30:
9.1 Reflection
To enlarge or reduce the font size,
use CTRL +/- (PC) or ⌘ +/- (Mac).
English · Español · Français · 中文
See keyboard shortcuts for this page.
Read this page aloud [On / Off].
Unit 2: self-quiz on
video creation
methods and tools.
Day 30 is Checkpoint 9.3, “Develop self-assessment and
reflection.”
Following on from Day 29, I added an expectation for my own
behavior, committing to getting feedback to learners within 3
days of each milestone piece of the activity. That way, they
“get feedback . . . that support understanding progress in a
manner that is understandable and timely.”
Slide
45
[Hear me read this page] This activity (est. 90 minutes) prepares
you for project-manager leadership. Create a video proposal (on
camera or voice-over) to lead a technology project, using one of
the composing, recording, & editing tools supported by our IT office.
Work by yourself or with a partner. We’ll share & critique at the end.
1. Preview the goals below in your own words as an intro.
2. How will you organize, initiate, & tie back to existing knowledge?
3. What roles, tools, and resources would you need?
4. How will you monitor scope, schedule, budget, and risks?
5. What will signal project success?
6. Choose one idea not listed here that you want my comment on.
Video: a student shares her approach [1:45, transcript].
Videos: sample on-camera and voice-over submissions.
Follow the activity checklist & Submit an outline, draft, & final video.
P.S.: Expect three pieces of ungraded self-reflection feedback from
me within 3 days of each, on audience, organization, and content.
Day 31:
6.4 Monitor
progress
To enlarge or reduce the font size,
use CTRL +/- (PC) or ⌘ +/- (Mac).
English · Español · Français · 中文
See keyboard shortcuts for this page.
Read this page aloud [On / Off].
Unit 2: self-quiz on
video creation
methods and tools.
Day 31 is Checkpoint 6.4, “Enhance capacity for monitoring
progress.”
This last UDL change is perhaps the most powerful of all the
checkpoints. I ask my learners to show representations of
progress: by moving from outline to draft to a final deliverable,
they can note what has changed over time and see the work,
effort, and ideas that went into the new learning.

13. 13
Slide
46
Sunday Monday Tuesday Wednesday Thursday Friday Saturday
UDL-uary
1
9.2 Coping
skills
2
7.2 Relevance
3
6.3 Managing
info/sources
4
4.1 Response
& navigation
5
1.1 Custom
display
6
1.3 Visual alts
7
1.2 Audio alts
8
7.3 Minimize
threats
9
7.1 Choice &
autonomy
10
4.2 Tools &
tech
11
5.1 Comms
12
2.3 Decoding
13
2.1 Vocab &
symbols
14
2.2 Syntax &
structure
15
8.1 Goals
16
8.4 Mastery
feedback
17
5.2 Compose
18
5.3 Practice
levels
19
3.1 Supply
background
20
3.2 Patterns
21
3.3 Info
visualization
22
8.2 Vary
demands
23
8.3 Foster
collaboration
24
6.1 Goal
setting
25
6.2 Strategy
& plan
26
3.4 Maximize
transfer
27
2.5 Multiple
media
28
2.4 Multiple
language
29
9.1 Self
expectations
30
9.3 Reflection
31
6.4 Monitor
progress
Time flies when you’re working through the UDL checkpoints.
Our month of UDL-uary is done!
Let’s pause so you can think about what you’ve experienced so
far. Of all of the UDL Checkpoints from this final “week,” which
one seems to be the most practical, the best for learners, or the
easiest for you to implement quickly? Whatever your “most” is
among Days 25-31, write it down, and consider sharing it
during this pause.
We’ll put 2 minutes on the clock for your responses; if you’d
like to mute the audio while you are thinking and then turn it
back on once the music is over, I will post a message in the
Chat feature about when the music will stop. Write down your
thoughts just for yourself, share your response via the Chat
feature, or wait until the thinking time is up and use the Raise
Hand feature to request to come on the microphone. When
the 2 minutes are up, we’ll give voice to your responses and try
to find some common themes.
[Music playing: “Dirt Rhodes” © Kevin MacLeod
(incompetech.com), used under CC BY 4.0 license]
Slide
47
Sunday Monday Tuesday Wednesday Thursday Friday Saturday
bit.ly/31Days_Poll
1
9.2 Coping
skills
2
7.2 Relevance
3
6.3 Managing
info/sources
4
4.1 Response
& navigation
5
1.1 Custom
display
6
1.3 Visual alts
7
1.2 Audio alts
8
7.3 Minimize
threats
9
7.1 Choice &
autonomy
10
4.2 Tools &
tech
11
5.1 Comms
12
2.3 Decoding
13
2.1 Vocab &
symbols
14
2.2 Syntax &
structure
15
8.1 Goals
16
8.4 Mastery
feedback
17
5.2 Compose
18
5.3 Practice
levels
19
3.1 Supply
background
20
3.2 Patterns
21
3.3 Info
visualization
22
8.2 Vary
demands
23
8.3 Foster
collaboration
24
6.1 Goal
setting
25
6.2 Strategy
& plan
26
3.4 Maximize
transfer
27
2.5 Multiple
media
28
2.4 Multiple
language
29
9.1 Self
expectations
30
9.3 Reflection
31
6.4 Monitor
progress
Now it’s time to do a little voting. As you noted your “most”s
over the past little while, which engagement (green),
representation (purple), and action/expression (blue)
checkpoints stood out as your “most” items?
Our hosts will now share a poll via https://bit.ly/31Days_Poll
that asks you to vote for one checkpoint in each of the three
UDL principle categories. We’ll hold the poll open for 90
seconds, and I’ll do a quick deeper share on each of the top
vote-getters.
Slide
48
Image © Joshua Golde. Used under CC BY license from unsplash.com.
? ?
?
Depending on which UDL checkpoints receive the most votes
in each principle category of engagement, representation, and
action & expression, I will now share a fuller explanation and
some applications, using the https://udlguidelines.cast.org/
page as our jumping off point.
Slide
49
= ?
Images © Charles Atlas Fitness. Fair use asserted.
Image © Thomas J Tobin. Used with permission.
To close us out for our session today, I have to ask an
important question. On the screen is a photo of me, smiling in a
suit, an equals sign, a photo of the bodybuilder Charles Atlas
flexing his muscles, and a question mark. I don’t mean to ask
whether I am like Charles Atlas in the bodybuilding sense. I’m
fit, but I’m not that fit.
Rather, remember those ads from the backs of comic books at
the beginning of this conversation, where we talked about how
the “easy results in just a month” approach wasn’t always fully
truthful? Am I holding something back or trying to make UDL
sound easier than it is?
Well . . . yes . . . ish.

14. 14
Slide
50
My “31 Days of UDL” concept, as you can see in this animation
playing all of the changes I made to my sample activity
instructions—is a splendid way to get our brains around the
various checkpoints and actions that we can take in order to
lower barriers for our learners using UDL.
Here’s where I’m not like Charles Atlas or the people selling
Sea Monkeys. My approach isn’t a shortcut.
The order in which I applied the checkpoints is not the only or
best way to use them. Heck, there were a lot of checkpoints
that I didn’t really need to apply—and I might need a different
set if I were working on a different piece of content or a
different interaction.
Oh, and did you notice that I didn’t do the most common UDL
change: adding a word-processed version of the activity as an
alternative to the video format?
My big message for everyone is that it’s useful for us to dive
into the details—if only to experience them, prioritize our
actions, and plan what we want to do with the time that we
have available.
So I probably won’t be placing an ad for “UDL-uary” in the back
of any comic books any time soon.
But you can be the first kid on your block to spread the word
that knowing the 31 checkpoints of UDL actually helps us to
choose where to apply our efforts toward lowering barriers,
increasing equity, and saving our learners—and us—time and
effort.
Slide
51
Image © Marvel Comics. Fair use asserted.
On the screen is one last nod to comic books: Spider-Man and
Loki sit with their legs dangling over the edge of a high roof
somewhere in New York City. They are holding hot dogs in
paper napkins and drinks in plastic cups with lids and straws.
This is take-away food that, I hope, puts you in mind of what
you’ll take away from this session.
Now that you have been part of our conversation, what is one
thing that you will take away and try out, whether it’s an idea
or a practice?
We won’t play any music for this lightning-round wrap-up.
Please share one thing in the Chat feature that you will take
away from our time together, and I’ll repeat as many of them as
I can.

15. 15
Slide
52
Copyright
Academic Integrity
Accessibility & UDL
Alt-Ac Career Guidance
Evaluating Online Teaching
@ThomasJTobin thomasjtobin.com
Images © Thomas J Tobin & various presses. Used with permission.
I hope that you found value in our time together, and that
you’ll take a moment to share your rating of our session in a
minute. If you’d like to continue the conversation, I’d love to
hear from you.
I speak and consult on issues of quality in education and
training where technology is used to support or to host
learning interactions. You can find me on Twitter
@ThomasJTobin, and my web site is thomasjtobin.com.
Slide
53
Universal
Design for
Learning
Thomas J. Tobin
University of Wisconsin-Madison
#31DaysofUDL
April 21, 2022
31 Days of
Image © Deposit Photos. Used under CC-BY license.
Image
©
Thomas
J
Tobin.
Used
with
permission.
Thank you very much for being part of this session, and thanks
to our hosts at 3Play Media for inviting me to work with you
all. Be sure to check out 3PlayMedia.com to find more events,
services, and help in lowering access barriers for your learners!