Designing with Emotion in Mind: Embedding wellbeing into courses with Universal Design for Learning

1. Dr Kevin L. Merry, De Montfort University, Leicester, United Kingdom
Designing with Emotion in Mind: Embedding
wellbeing into courses with Universal Design for
Learning.
@kevinudlmerry drkevinl.wixsite.com/drkevinlmerry

2. Download the session resources

3. Learner Variability and Emotion
Learner Variability – all those things that make learners
different from each other
Sources of variability are not barriers. The barriers exist
within the environment.
Example:
Being dyslexic is not a barrier. A barrier might be the
requirement to read, comprehend and respond in writing
to a large quantity of text quickly, which could be a
challenge for a learner with dyslexia
Emotional response to learning is a source of learner
variability, so is the capability to self-regulate

4. Emotions and their Antecedents
Happiness Sadness Fear Anger
Reward Punishment Stress
Takeaway 2: Be aware that your learning environment will elicit emotional
responses like Happiness, Sadness, Fear and Anger
Takeaway 1:Recognise that your learners will vary emotionally and that
their previous learning experiences will influence that variability.
(Jack et al., 2019)

5. Intentional Learning Design Framework
Outcomes or Goals Assessments
Methods Materials
Takeaway 3: Assess the above areas for sources of Reward, Punishment
and Stress
(Meyer et al., 2014)

6. Discussion Task (10 minutes)
Think about the assessment, teaching methods and
learning materials elements of the Intentional Learning
Design Framework…
– Where might there be sources of reward,
punishment and stress within them?
– What could you do to increase rewards and reduce
punishment and stress?
End
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7. Teachers and Students need Self-Regulation
(CAST, 2018)

8. Developing Emotional Literacy
Recognising
Emotion
Using Emotion
Managing Emotion
Takeaway 4: Develop self-regulation and subsequent emotional literacy by
learning to recognise, manage, and use emotions.
(Brackett & Katulak, 2006)

9. Recognising Emotion
Think about an emotion you’ve experienced when learning
or at work…
– What was the emotion?
– On a scale of 1 – 10, how strong was it?
– What triggered it?
– How long did you experience it?
– Did it change (e.g. anxiety to anger, frustration etc.)?
End
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10. Recognising Emotion

11. Managing Emotion
Think about a negative emotion you’ve experienced when
learning or at work…
– What did you do to manage the emotion?
– How successful was your strategy?
– What else could you have done to manage it?
End
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12. Managing Emotion

13. Using Emotion
Think about a difficult or challenging learning or work-
related task….
– What would be your optimum emotional state for
completing the task successfully?
– How can you induce this state in yourself?
End
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14. Using Emotion

15. Summary
• Learners will be variable in how they respond
emotionally to learning and their capability for self-
regulation.
• The learning environments / experiences we create will
elicit emotional responses from our learners. If these are
negative, then they are barriers.
• Use the Intentional Learning Design Framework to
highlight where you can increase rewards and reduce
punishment and stress.
• Support the development of self-regulation through
Emotional Skills Training – Recognise, Manage, Use

16. New Book
Available from
CAST
Professional
Publishing –
October 2023

17. References and Further Reading
• Brackett, M.A. and Katulak, N.A., 2006. Emotional intelligence in the classroom: Skill-
based training for teachers and students. Applying emotional intelligence: A practitioner’s
guide, pp.1-27.
• Center for Applied Special Technology (CAST)., 2018. Universal Design for Learning
Guidelines, version 2.2. Wakefield, MA: National Center on Universal Design for Learning.
• Claxton, G., 2005. An Intelligent Look at Emotional Intelligence: Commissioned by the
Association of Teachers and Lecturers from Guy Claxton. Association of Teachers and
Lecturers.
• Jack, R. E., Garrod, O. G., & Schyns, P. G. (2014). Dynamic facial expressions of emotion
transmit an evolving hierarchy of signals over time. Current biology, 24(2), 187-192.
• Mayer, J.D. and Salovey, P., 1993. The intelligence of emotional
intelligence. Intelligence, 17(4), pp.433-442.
• Meyer, A., Rose, D.H., & Gordon, D., 2014. Universal design for learning: Theory and
Practice. Wakefield, MA: CAST Professional Publishing.
• Mortiboys, A., 2013. Teaching with emotional intelligence: A step-by-step guide for higher
and further education professionals. Routledge.