The document outlines a strategy for making instructional projects more inclusive and accessible to diverse learners. It recommends using Universal Design for Instruction (UDI) which involves designing instruction from the outset to meet the needs of as many learners as possible through multiple learning styles, modalities and value systems. The needs analysis and learner assessment are critical to gather information about the target learners and inform the instructional design process. The analysis should determine demographics, research common learning needs of groups, and devise questions to understand preferences, attitudes and values of learners.
This document discusses the IMPACT model for developing successful online courses and programs. It addresses six key areas:
1) Individualized learning - The model supports accommodating different cognitive styles by allowing learners to choose their path through course content.
2) Measurable results - Well-defined behavioral objectives ensure alignment between competencies, lessons, and assessments. They also provide clarity for both learners and instructors.
3) Pedagogy and andragogy - The model incorporates instructional design principles for both traditional and adult learners.
3 sentences
This document discusses Universal Design for Learning (UDL) and how technology can support its three principles of multiple means of representation, action and expression, and engagement. It provides examples of how technology can provide alternative ways for students to acquire knowledge, demonstrate what they know, and increase motivation by tapping into their interests. It also discusses how UDL aims to accommodate all learner differences and how the US National Education Technology Plan incorporates UDL principles.
MA Dissertation Abstract - on 'Technophilia or Technophobia: Exploring Teacher Autonomy in Learning ICT and Web Tools for the English Language Teaching Classroom
Mental health and UDL shorter conversational versional version for webinarFrederic Fovet
This document summarizes a workshop discussing the relevance of Universal Design for Learning (UDL) for addressing mental health issues among students in higher education. The workshop explored perspectives from accessibility services, instructors, and instructional designers. It found that poor course and assessment design can exacerbate student mental health problems, but there is reluctance to acknowledge this. Applying UDL principles to instruction and assessments could help reduce mental health issues by making content more accessible and flexible. The document calls for more collaboration between stakeholders to apply UDL approaches to mental health.
Designing a New Learning Environment-Journal Response Kim, P., Kim, F.H., & Karimi (2012). Public Online Charter School
Students: Choices, Perceptions, and Traits. American Educational
Research Journal. Pp. 1-25.DOI: 10.3102/000283/2/2443078.
External interview summary for may meeting draftv3ppageegd
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise boosts blood flow, releases endorphins, and promotes changes in the brain which help regulate emotions and stress levels.
The document discusses Universal Design for Learning (UDL) and how it can be used to create inclusive classrooms that meet the needs of all students. UDL involves providing multiple means of representation, action and expression, and engagement through flexible methods and technologies. This allows educators to respond to individual learner differences and provide equitable access to learning for students with diverse abilities and backgrounds. The document also outlines how UDL and technology can be used to target the three primary brain networks to enhance learning.
This document discusses the IMPACT model for developing successful online courses and programs. It addresses six key areas:
1) Individualized learning - The model supports accommodating different cognitive styles by allowing learners to choose their path through course content.
2) Measurable results - Well-defined behavioral objectives ensure alignment between competencies, lessons, and assessments. They also provide clarity for both learners and instructors.
3) Pedagogy and andragogy - The model incorporates instructional design principles for both traditional and adult learners.
3 sentences
This document discusses Universal Design for Learning (UDL) and how technology can support its three principles of multiple means of representation, action and expression, and engagement. It provides examples of how technology can provide alternative ways for students to acquire knowledge, demonstrate what they know, and increase motivation by tapping into their interests. It also discusses how UDL aims to accommodate all learner differences and how the US National Education Technology Plan incorporates UDL principles.
MA Dissertation Abstract - on 'Technophilia or Technophobia: Exploring Teacher Autonomy in Learning ICT and Web Tools for the English Language Teaching Classroom
Mental health and UDL shorter conversational versional version for webinarFrederic Fovet
This document summarizes a workshop discussing the relevance of Universal Design for Learning (UDL) for addressing mental health issues among students in higher education. The workshop explored perspectives from accessibility services, instructors, and instructional designers. It found that poor course and assessment design can exacerbate student mental health problems, but there is reluctance to acknowledge this. Applying UDL principles to instruction and assessments could help reduce mental health issues by making content more accessible and flexible. The document calls for more collaboration between stakeholders to apply UDL approaches to mental health.
Designing a New Learning Environment-Journal Response Kim, P., Kim, F.H., & Karimi (2012). Public Online Charter School
Students: Choices, Perceptions, and Traits. American Educational
Research Journal. Pp. 1-25.DOI: 10.3102/000283/2/2443078.
External interview summary for may meeting draftv3ppageegd
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise boosts blood flow, releases endorphins, and promotes changes in the brain which help regulate emotions and stress levels.
The document discusses Universal Design for Learning (UDL) and how it can be used to create inclusive classrooms that meet the needs of all students. UDL involves providing multiple means of representation, action and expression, and engagement through flexible methods and technologies. This allows educators to respond to individual learner differences and provide equitable access to learning for students with diverse abilities and backgrounds. The document also outlines how UDL and technology can be used to target the three primary brain networks to enhance learning.
This document discusses various issues and trends related to teaching English as a foreign language. It addresses common problems that can arise, such as learner inhibition, low participation, and lack of motivation. It also explores different methods for teaching second languages to children, such as immersion programs, sign language instruction, and combining language learning with physical actions. The document emphasizes the importance of finding an instructional method that suits each learner's individual needs. It also notes challenges like insufficient time and resources for language teaching in some contexts. Overall, the document provides an overview of current issues, methods, and debates surrounding the field of teaching English as a foreign language.
Connecting student learning outcomes to skills that employerscrewcareercenter
This document discusses connecting student learning outcomes to skills that employers seek. It provides background on foundations of excellence in higher education and developing employability skills. Statistics are presented on the skills gap between classroom and workplace learning. The document also discusses employability learning outcomes and examples of how faculty can help students make connections between their coursework, current work, and future career pursuits.
The document discusses a study that examined the communication competencies developed among teacher trainees at Makerere University in Uganda through its teacher education programs. Data was collected through questionnaires administered to 134 third year teacher trainees and observations of lessons taught during school practice. The findings indicate that several communication competencies were developed, including understanding different perspectives, accepting feedback, and paying attention to nonverbal cues. However, some competencies like redirecting conversations and speaking truthfully in difficult situations were still not fully developed. The researchers recommend more active teaching methods to provide additional opportunities for trainees to practice communication skills.
What is the important data that is not being recorded in comparative internat...Frederic Fovet
The document discusses limitations of international standardized data collection in assessing learner diversity and inclusive practices. It acknowledges progress made through comparative analyses but notes significant resistance from teachers due to misuse of data to push political agendas. Key limitations of current data are the failure to record student challenges to learning, school environments' ability to be inclusive, and impacts of school culture. There is a need for large-scale qualitative tools to evaluate ecological factors influencing inclusion and better reflect realities on the ground. Key indicators like ableism, racism, and socioeconomic challenges remain largely ignored.
Frederic Fovet Keynote at the Perfect Blend Conference - Vancouver School BoardFrederic Fovet
Most schools around the world have been forced to launch extensive online and blended practices as the COVID pandemic precipitated the sector towards closure. This has been an unprecedented conjuncture for discovery, experimentation and exploration. As schools and teachers prepare for a post-pandemic landscape, it is also important nevertheless to acknowledge that the lessons learnt from these two years of forced change were not optimal. First, much of the work done online in the K-12 sector was not fully inclusive or designed for the full spectrum of diverse learners. Second, the blended and online practices that have emerged have generally been seen as poor substitutes, with teachers seeking to return to face to face urgently rather than reflectively integrating in their everyday teaching the rich pedagogical opportunities the blended formats have offered a glimpse of. The presentation will explore how Universal Design for Learning can be an immediately pertinent and effective framework, offering hands on tools, for teachers to capitalize on their pandemic experiences to transform their in-class practices, with the help of technology and a blended mindset.
Competency-based English Teaching and Learning: Investigating Pre-service tea...Haksa Vanholick
English competency is known as one of the crucial skills in various social
contexts in Hong Kong. In tertiary educational setting, English courses do not focus
solely on the development of the four language skills. Rather, they put emphasis on the
application of English Language for academic use or instrumental use
Striving for inclusivity in he curriculum and practice 2017Pauline Kneale
The document discusses strategies for developing more inclusive teaching, learning, and assessment practices in higher education. It notes that students are changing and the world of work is evolving, requiring graduates to have skills like adaptability, collaboration, and lifelong learning. To better support diverse and changing student needs, the document advocates adopting inclusive approaches to curriculum, pedagogy, and assessment from the beginning rather than adding accommodations later. Specific strategies discussed include flexible and equitable assessment methods, embedding support throughout the student journey, engaging staff through training and resources, and using student feedback to continuously improve practices. The goal is to move away from a deficit view of diversity and toward teaching that is meaningful, accessible, and empowering for all students.
Universal Design for Learning (UDL) is an instructional approach that uses flexible methods and digital media to meet the needs of all students. UDL originated as an architectural concept to make buildings accessible and has since been applied to education. UDL principles incorporate multiple means of representation, expression, and engagement based on how the brain learns best. By removing barriers through varied presentations, assessments, and engagement strategies, UDL creates inclusive classrooms for students with diverse abilities and learning styles.
Academia, the social model and mental health say it like you mean itFrederic Fovet
Frederic Fovet argues that while Universal Design for Learning (UDL) has been embraced to rethink pedagogy through the social model of disability, there is reluctance to apply this approach to mental health issues in academia. He notes that many mental health issues are exacerbated by the university environment. Fovet provides examples of how UDL principles of multiple means of representation, action/expression, and engagement can be applied to course design to avoid triggering mental health issues and better support neurodiverse students. He calls for disability studies programs to play a greater advocacy role in promoting a social model approach to mental health within universities.
Computer Assisted Instruction (CAI) uses computers and technology to convey instructional material to students through tutorials, drills, simulations, and games. It allows students to learn at their own pace and in a self-directed manner while engaging multiple senses. Research shows CAI improves learning rates, retention, motivation, and collaboration compared to traditional instruction alone. CAI is particularly effective for younger students, those from lower economic backgrounds, and teaching basic cognitive skills. It can be customized to individual student needs and has proven effective for students with disabilities like learning disabilities or emotional/behavioral disorders.
Wark (2018) Shifting Paradigms: A critical pragmatic evaluation of key factor...Dr. Norine Wark
This document summarizes a doctoral thesis that examined factors affecting online graduate learners' ability to integrate emergent technologies. It reviewed literature on learning paradigms and technologies. The study found the perceptual learning paradigm, where learners direct their own learning, most empowered technology integration. While most learners were shifting paradigms, the perceptual paradigm learners significantly improved their skills. Key factors included learners taking responsibility for their own learning. The study concludes by proposing a new dynamic paradigm shift model and framework to better represent learning as an individual process and promote learner empowerment.
Epistemological Trends in the Development of Mobile Devices and M-Learning fo...Simon Hayhoe
This article presents the updating of a grounded methodology literature review on the use of mobile devices by people who are visually impaired. In this article, inclusion in technology is defined and discussed. It is found that little literature is available on the inclusive use of mobile devices and visual impairment, eventhough these technologies are in widespread use by people with visual impairments. The studies that do exist, however, show that the use of mobile technologies has great scope to support people with visual impairment in school and post-compulsory education. The study concludes that more research and more sophisticated models of support with mobile support is needed if people with visual impairments are to be supported most effectively.
This document discusses the role of employability in designing university curricula and learning outcomes. It considers whether carefully designed learning outcomes can ensure employability and what might be missing if they do not match employers' desired skills. It also addresses how to translate skills needs into viable learning outcomes to boost curriculum attractiveness. The UK approach of embedding employability across qualifications frameworks, benchmark statements, and learning outcomes is examined, along with maintaining a balance between employability, academic knowledge, and broader education purposes. Close relationships with employers and evaluating learning outcome effectiveness are emphasized.
The document discusses resources and instructional practices for working with students with special needs. It defines key terms like Individualized Education Plans (IEPs), Section 504 plans, inclusion, least restrictive environment, universal design for learning, and assistive technology. It provides examples of accommodations and instructional practices for different types of disabilities including ADHD, communication/language disabilities, learning disabilities, hearing impairment, mobility disabilities, and visual impairment. Examples include extended time, use of assistive technology, note takers, captioning, and accessible facilities. The document lists references for additional resources on the topic.
This presentation, Current Trends in Education Programs, will review training, learning & development, as well as their latest trends, methods, and technologies employed in each methodology.
Reaching All Learners: UDL in Online Course Designfairjosey
This document discusses applying Universal Design for Learning (UDL) principles to online course design. It introduces UDL and its three principles: multiple means of representation, expression, and engagement. For each principle, examples of guidelines and strategies are provided to address common online student issues like accessibility, strategic use of materials, goal-setting, and engagement/motivation. The document encourages faculty to identify issues in their online courses and apply specific UDL guidelines and strategies to address those issues and reach all learners. Contact information is provided for those interested in learning more about implementing UDL.
Realising UNESCO’s vision of lifelong learningALFA-TRALL
Conferencia presentada por Madhu Singh
Congreso Aprendizaje permanente: un desafío y una oportunidad para la educación superior 5 y 6 de noviembre 2013 – Universidad Católica de Temuco
Teaching and Assessment Strategies for Self-Directed LearningUnisa
The low throughput rate in programming courses worldwide, especially on the first-year level, have been researched for many years. This has led to research published on the different teaching, assessment and learning methods, which can be used for programming courses. However, implementing these suggested assessment methods in the Open Distance e-Learning domain poses challenges. This conference paper will discuss the combination of assessment methods to improve learning, and reliably measure essential theoretical, practical and communication skills of first-year programming students. An approach focussing on data analysis was followed, and the research was quantitative in nature. The findings in this paper will show that pass rates should not always be considered as the sole indicator of the success or failure of the implementation of online teaching, assessment and learning methods. Experiences and outcomes shared in this paper offer programming instructors and the e-learning community in general an opportunity to make decisions on the extent to which they can use the teaching, assessment and learning strategies employed in this research in their own settings.
Re engineering university education for employability in nigeriaAlexander Decker
This document summarizes an academic article that examines the issue of university graduates in Nigeria being unemployable. It identifies several factors that have impacted the quality of university education such as rapid expansion, duplication of programs, deteriorating facilities, large class sizes, and more. The article suggests that universities need to focus on developing employability skills in students like analytical skills, communication, problem-solving, teamwork, and understanding of the real world. It proposes strategies for universities to enhance employability including involving employers, improving teaching methods, offering work placements, developing career services, and focusing accreditation on employment outcomes. The conclusion is that ensuring graduate employability requires reforming the entire educational system in Nigeria.
La comprensión implica entender las cosas, mientras que el análisis requiere reconocer los elementos de un todo, distinguirlos y observarlos para conocer su naturaleza. Entender permite percibir el significado de aspectos como el Renacimiento, saber quiénes fueron sus personajes más importantes y conocer los acontecimientos clave de esta época, como datos curiosos sobre ella. Finalmente, la política según Maquiavelo puede deducirse del texto y ser objeto de argumentos a favor o en contra, para concluir cuál es su propósito
Este documento describe diferentes herramientas digitales como Mind Meister, Emaze, Voki, Imagen Chef y Creaza que permiten crear mapas mentales, presentaciones en línea, animaciones e imágenes personalizadas. También menciona que la versión premium empresarial cuesta $100 al mes y ofrece más plantillas, animaciones, imágenes, sonidos y funciones de personalización para políticos y empresarios.
This document discusses various issues and trends related to teaching English as a foreign language. It addresses common problems that can arise, such as learner inhibition, low participation, and lack of motivation. It also explores different methods for teaching second languages to children, such as immersion programs, sign language instruction, and combining language learning with physical actions. The document emphasizes the importance of finding an instructional method that suits each learner's individual needs. It also notes challenges like insufficient time and resources for language teaching in some contexts. Overall, the document provides an overview of current issues, methods, and debates surrounding the field of teaching English as a foreign language.
Connecting student learning outcomes to skills that employerscrewcareercenter
This document discusses connecting student learning outcomes to skills that employers seek. It provides background on foundations of excellence in higher education and developing employability skills. Statistics are presented on the skills gap between classroom and workplace learning. The document also discusses employability learning outcomes and examples of how faculty can help students make connections between their coursework, current work, and future career pursuits.
The document discusses a study that examined the communication competencies developed among teacher trainees at Makerere University in Uganda through its teacher education programs. Data was collected through questionnaires administered to 134 third year teacher trainees and observations of lessons taught during school practice. The findings indicate that several communication competencies were developed, including understanding different perspectives, accepting feedback, and paying attention to nonverbal cues. However, some competencies like redirecting conversations and speaking truthfully in difficult situations were still not fully developed. The researchers recommend more active teaching methods to provide additional opportunities for trainees to practice communication skills.
What is the important data that is not being recorded in comparative internat...Frederic Fovet
The document discusses limitations of international standardized data collection in assessing learner diversity and inclusive practices. It acknowledges progress made through comparative analyses but notes significant resistance from teachers due to misuse of data to push political agendas. Key limitations of current data are the failure to record student challenges to learning, school environments' ability to be inclusive, and impacts of school culture. There is a need for large-scale qualitative tools to evaluate ecological factors influencing inclusion and better reflect realities on the ground. Key indicators like ableism, racism, and socioeconomic challenges remain largely ignored.
Frederic Fovet Keynote at the Perfect Blend Conference - Vancouver School BoardFrederic Fovet
Most schools around the world have been forced to launch extensive online and blended practices as the COVID pandemic precipitated the sector towards closure. This has been an unprecedented conjuncture for discovery, experimentation and exploration. As schools and teachers prepare for a post-pandemic landscape, it is also important nevertheless to acknowledge that the lessons learnt from these two years of forced change were not optimal. First, much of the work done online in the K-12 sector was not fully inclusive or designed for the full spectrum of diverse learners. Second, the blended and online practices that have emerged have generally been seen as poor substitutes, with teachers seeking to return to face to face urgently rather than reflectively integrating in their everyday teaching the rich pedagogical opportunities the blended formats have offered a glimpse of. The presentation will explore how Universal Design for Learning can be an immediately pertinent and effective framework, offering hands on tools, for teachers to capitalize on their pandemic experiences to transform their in-class practices, with the help of technology and a blended mindset.
Competency-based English Teaching and Learning: Investigating Pre-service tea...Haksa Vanholick
English competency is known as one of the crucial skills in various social
contexts in Hong Kong. In tertiary educational setting, English courses do not focus
solely on the development of the four language skills. Rather, they put emphasis on the
application of English Language for academic use or instrumental use
Striving for inclusivity in he curriculum and practice 2017Pauline Kneale
The document discusses strategies for developing more inclusive teaching, learning, and assessment practices in higher education. It notes that students are changing and the world of work is evolving, requiring graduates to have skills like adaptability, collaboration, and lifelong learning. To better support diverse and changing student needs, the document advocates adopting inclusive approaches to curriculum, pedagogy, and assessment from the beginning rather than adding accommodations later. Specific strategies discussed include flexible and equitable assessment methods, embedding support throughout the student journey, engaging staff through training and resources, and using student feedback to continuously improve practices. The goal is to move away from a deficit view of diversity and toward teaching that is meaningful, accessible, and empowering for all students.
Universal Design for Learning (UDL) is an instructional approach that uses flexible methods and digital media to meet the needs of all students. UDL originated as an architectural concept to make buildings accessible and has since been applied to education. UDL principles incorporate multiple means of representation, expression, and engagement based on how the brain learns best. By removing barriers through varied presentations, assessments, and engagement strategies, UDL creates inclusive classrooms for students with diverse abilities and learning styles.
Academia, the social model and mental health say it like you mean itFrederic Fovet
Frederic Fovet argues that while Universal Design for Learning (UDL) has been embraced to rethink pedagogy through the social model of disability, there is reluctance to apply this approach to mental health issues in academia. He notes that many mental health issues are exacerbated by the university environment. Fovet provides examples of how UDL principles of multiple means of representation, action/expression, and engagement can be applied to course design to avoid triggering mental health issues and better support neurodiverse students. He calls for disability studies programs to play a greater advocacy role in promoting a social model approach to mental health within universities.
Computer Assisted Instruction (CAI) uses computers and technology to convey instructional material to students through tutorials, drills, simulations, and games. It allows students to learn at their own pace and in a self-directed manner while engaging multiple senses. Research shows CAI improves learning rates, retention, motivation, and collaboration compared to traditional instruction alone. CAI is particularly effective for younger students, those from lower economic backgrounds, and teaching basic cognitive skills. It can be customized to individual student needs and has proven effective for students with disabilities like learning disabilities or emotional/behavioral disorders.
Wark (2018) Shifting Paradigms: A critical pragmatic evaluation of key factor...Dr. Norine Wark
This document summarizes a doctoral thesis that examined factors affecting online graduate learners' ability to integrate emergent technologies. It reviewed literature on learning paradigms and technologies. The study found the perceptual learning paradigm, where learners direct their own learning, most empowered technology integration. While most learners were shifting paradigms, the perceptual paradigm learners significantly improved their skills. Key factors included learners taking responsibility for their own learning. The study concludes by proposing a new dynamic paradigm shift model and framework to better represent learning as an individual process and promote learner empowerment.
Epistemological Trends in the Development of Mobile Devices and M-Learning fo...Simon Hayhoe
This article presents the updating of a grounded methodology literature review on the use of mobile devices by people who are visually impaired. In this article, inclusion in technology is defined and discussed. It is found that little literature is available on the inclusive use of mobile devices and visual impairment, eventhough these technologies are in widespread use by people with visual impairments. The studies that do exist, however, show that the use of mobile technologies has great scope to support people with visual impairment in school and post-compulsory education. The study concludes that more research and more sophisticated models of support with mobile support is needed if people with visual impairments are to be supported most effectively.
This document discusses the role of employability in designing university curricula and learning outcomes. It considers whether carefully designed learning outcomes can ensure employability and what might be missing if they do not match employers' desired skills. It also addresses how to translate skills needs into viable learning outcomes to boost curriculum attractiveness. The UK approach of embedding employability across qualifications frameworks, benchmark statements, and learning outcomes is examined, along with maintaining a balance between employability, academic knowledge, and broader education purposes. Close relationships with employers and evaluating learning outcome effectiveness are emphasized.
The document discusses resources and instructional practices for working with students with special needs. It defines key terms like Individualized Education Plans (IEPs), Section 504 plans, inclusion, least restrictive environment, universal design for learning, and assistive technology. It provides examples of accommodations and instructional practices for different types of disabilities including ADHD, communication/language disabilities, learning disabilities, hearing impairment, mobility disabilities, and visual impairment. Examples include extended time, use of assistive technology, note takers, captioning, and accessible facilities. The document lists references for additional resources on the topic.
This presentation, Current Trends in Education Programs, will review training, learning & development, as well as their latest trends, methods, and technologies employed in each methodology.
Reaching All Learners: UDL in Online Course Designfairjosey
This document discusses applying Universal Design for Learning (UDL) principles to online course design. It introduces UDL and its three principles: multiple means of representation, expression, and engagement. For each principle, examples of guidelines and strategies are provided to address common online student issues like accessibility, strategic use of materials, goal-setting, and engagement/motivation. The document encourages faculty to identify issues in their online courses and apply specific UDL guidelines and strategies to address those issues and reach all learners. Contact information is provided for those interested in learning more about implementing UDL.
Realising UNESCO’s vision of lifelong learningALFA-TRALL
Conferencia presentada por Madhu Singh
Congreso Aprendizaje permanente: un desafío y una oportunidad para la educación superior 5 y 6 de noviembre 2013 – Universidad Católica de Temuco
Teaching and Assessment Strategies for Self-Directed LearningUnisa
The low throughput rate in programming courses worldwide, especially on the first-year level, have been researched for many years. This has led to research published on the different teaching, assessment and learning methods, which can be used for programming courses. However, implementing these suggested assessment methods in the Open Distance e-Learning domain poses challenges. This conference paper will discuss the combination of assessment methods to improve learning, and reliably measure essential theoretical, practical and communication skills of first-year programming students. An approach focussing on data analysis was followed, and the research was quantitative in nature. The findings in this paper will show that pass rates should not always be considered as the sole indicator of the success or failure of the implementation of online teaching, assessment and learning methods. Experiences and outcomes shared in this paper offer programming instructors and the e-learning community in general an opportunity to make decisions on the extent to which they can use the teaching, assessment and learning strategies employed in this research in their own settings.
Re engineering university education for employability in nigeriaAlexander Decker
This document summarizes an academic article that examines the issue of university graduates in Nigeria being unemployable. It identifies several factors that have impacted the quality of university education such as rapid expansion, duplication of programs, deteriorating facilities, large class sizes, and more. The article suggests that universities need to focus on developing employability skills in students like analytical skills, communication, problem-solving, teamwork, and understanding of the real world. It proposes strategies for universities to enhance employability including involving employers, improving teaching methods, offering work placements, developing career services, and focusing accreditation on employment outcomes. The conclusion is that ensuring graduate employability requires reforming the entire educational system in Nigeria.
La comprensión implica entender las cosas, mientras que el análisis requiere reconocer los elementos de un todo, distinguirlos y observarlos para conocer su naturaleza. Entender permite percibir el significado de aspectos como el Renacimiento, saber quiénes fueron sus personajes más importantes y conocer los acontecimientos clave de esta época, como datos curiosos sobre ella. Finalmente, la política según Maquiavelo puede deducirse del texto y ser objeto de argumentos a favor o en contra, para concluir cuál es su propósito
Este documento describe diferentes herramientas digitales como Mind Meister, Emaze, Voki, Imagen Chef y Creaza que permiten crear mapas mentales, presentaciones en línea, animaciones e imágenes personalizadas. También menciona que la versión premium empresarial cuesta $100 al mes y ofrece más plantillas, animaciones, imágenes, sonidos y funciones de personalización para políticos y empresarios.
DNA Microsatélite es una empresa de servicios técnicos en Medellín que ofrece reparación y mantenimiento de computadores, dispositivos, impresoras, fotocopiadoras y redes. La empresa busca ser líder en el mercado para 2025 y ofrecer un servicio de calidad a sus clientes de manera rápida, eficiente y confiable basándose en valores como el respeto, la responsabilidad y la honestidad. DNA Microsatélite también brinda asesoría en instalación y configuración de redes y sistemas de seguridad.
El documento discute el tema de la evaluación en el aprendizaje y propone que la evaluación forma parte integral del proceso de aprendizaje en lugar de simplemente medirlo. Argumenta que cuando se evalúa un nuevo concepto, se modifican los conocimientos existentes y se enriquecen con el nuevo saber. También sugiere que métodos de evaluación independientes de la acreditación, como los mapas conceptuales y guías de lectura, pueden implementarse en el aula para generar una responsabilidad adicional en los estudiantes sobre su propio aprendizaje.
Streamlining Communication for Social Mediasima kobo
This document summarizes how streamlining communications through social media can benefit businesses. It discusses how social media is primarily for consumers but can also be used effectively for business communications. For communication to be streamlined within an organization, the internal business culture also needs to shift from one focused on hierarchy, competition and rigid structures, to one emphasizing collaboration, cooperation and flexible networks. The document provides examples of social media tools that can be used and presents a case study of a large industrial company that saw success by strategically implementing an enterprise social network that fostered knowledge sharing and innovation across its global operations. Quick pointers on launching a successful social media strategy emphasize starting with listening, allowing for interaction and transparency.
El documento habla sobre las discapacidades en el aprendizaje. Explica que una discapacidad en el aprendizaje significa tener problemas relacionados que afectan el aprendizaje y el comportamiento. También menciona que las discapacidades en el aprendizaje pueden afectar la escuela, el trabajo, la familia y las amistades de una persona. Además, enfatiza que cada niño con una discapacidad en el aprendizaje es diferente y que estas discapacidades son más comunes en niños que en niñas.
0001. jalaliyyih quinn sale JALALIYYIH QUINN'S PAINTINGS SPECIAL SALEJalaliyyih Quinn
This document provides information about a special sale being held by artist Jalaliyyih Quinn from October 29, 2013 to January 1, 2014, with all prices reduced by one third off the regular price. Several groupings of paintings are listed with the original and sale prices, including a series on "Passionate Observer" reduced from $7000 to $4620, and individual paintings in groupings such as "Solar Motions" reduced from $1750 to $1155 each. The document encourages purchasing and provides contact information for the artist.
Presentation to Winnipeg Symphony Orchestra on the origin and nature of cultu...Alan Freeman
As a board member of the Symphony and a member of its Strategy Committee, I gave this presentation to a board awayday, to help us develop a wider understanding of the value of investment in culture
Este documento resume las características y comparaciones de los navegadores web más utilizados: Google Chrome, Internet Explorer y Mozilla Firefox. Describe las ventajas e inconvenientes de cada uno y explica cómo acceder a ellos y utilizar algunas de sus funciones como establecer una página de inicio, abrir una página web desde el menú y guardar direcciones como favoritas.
Las Fiestas de Quito conmemoran la fundación de la ciudad de Quito el 6 de diciembre de 1534. Tradicionalmente durante las fiestas se realizan campeonatos del juego de cartas conocido como "cuarenta", así como serenatas con música tradicional quiteña en los barrios, incluyendo himnos populares como "Chulla Quiteño" y "Qué Lindo es mi Quito". La gente recorre la ciudad disfrutando de la música y el baile mientras gritan con entusiasmo "Qué Viva Quito".
Stephen Bock is a senior at Pennsylvania State University studying Risk Management with an expected graduation date of June 2017. He has experience in landscaping and food service jobs developing skills in teamwork, customer service, and communication. Bock played varsity lacrosse in high school and club lacrosse, teaching him leadership and responsibility. Currently, he is a committee member of THON fundraising for pediatric cancer and has raised over $2100. His goal is to obtain a risk management internship for summer 2015 to further his education and career.
Admin-Data es una empresa colombiana que ofrece servicios de administración de bases de datos para ayudar a las compañías a competir en el mercado al garantizar la seguridad y estabilidad de la información de los clientes. Su visión es convertirse en la mejor empresa de bases de datos a nivel nacional para 2017 y su misión es servir a las empresas que invierten en tecnología para mejorar su desempeño. Ofrece diseño, administración y mantenimiento de bases de datos bajo motores como Oracle y SQL Server.
Las fiestas de Quito en el barrio de San Fernando de Guamani se realizan de manera ordenada, respetando el horario hasta las 2 de la mañana, luego de lo cual la gente se retira a sus casas aunque algunos van a bailar a casas privadas. Los festejos incluyen desfiles de colegios con danzas y comparsas que representan las costumbres de Quito, así como pregones nocturnos gratuitos con la presentación de artistas.
The document discusses deploying Enterprise JavaBeans (EJBs) using Oracle's JDeveloper 2.0. It introduces EJBs as a server-side component model that allows developers to focus on business logic. Oracle8i provides a high performance and scalable environment for deploying EJBs that is fully compliant with the EJB specification. JDeveloper allows creating, extending, and transforming classes into EJBs for deployment to Oracle8i.
Competency-Based Language learning for EFL.pptxwddiraq
This document discusses competency-based language teaching (CBLT), an outcomes-based approach to language education. CBLT focuses on what learners can do with the language rather than how they learned it. It breaks language learning down into specific, measurable competencies. Advocates believe this approach individualizes learning, clearly defines expectations, and ensures students master competencies through continuous assessment. The document outlines eight key features of CBLT programs and reviews the theoretical perspective on language that CBLT is based on.
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NATIONAL FORUM JOURNALS (Founded 1982 (www.nationalforum.com) is a group of national and international refereed journals. NFJ publishes articles on colleges, universities and schools; management, business and administration; academic scholarship, multicultural issues; schooling; special education; teaching and learning; counseling and addiction; alcohol and drugs; crime and criminology; disparities in health; risk behaviors; international issues; education; organizational theory and behavior; educational leadership and supervision; action and applied research; teacher education; race, gender, society; public school law; philosophy and history; psychology, sociology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
Adults education is considered one of the less structured, ill-defined fields in terms of practices and competences that professionals should behold to operate within. This is particularly the case of intergenerational and family learning; the problem of the “private” sphere of learning, as well as the very informal nature of this type of learning requires more research to understand how to shape practices and which skills the educators should have. In this initial phase of our research, we contend that Learning Design, as practice that supports educators in capturing and representing the own (situated) plans of action within educational interventions, can be a key element to develop educators professionalism, towards quality and effectiveness of adults’ education. We support this assumption with the introduction of our training approach, where adults’ educators are invited to implement a creative/reflective process of five stages; every stage introduces tools for representing as part of the Learning Design approach; furthermore, trainers are encouraged to go beyond representing, by sharing and commenting other trainers’ designs. According to this approach, two elements of professionalism are promoted: At the level of the single educator, and at the at the level of the community of adults’ educators.
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Project resources:
Universal Design for Learning: Evaluation Interim Report: https://www.dora.dmu.ac.uk/handle/2086/17106
A Literature Review of Universal Design for Learning: https://www.dora.dmu.ac.uk/handle/2086/17059
Freedom to Achieve: Project Evaluation Report: https://www.dora.dmu.ac.uk/handle/2086/16793
Lessons learned rt i manuscript nat forum of sped journalWilliam Kritsonis
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Readspeaker Presentation at 2016 Brightspace Southern Ontario ConnectionD2L Barry
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Readspeaker Presentation at 2016 Brightspace Southern Ontario Connection
DiversityReport_wp
1.
Opening Doors
Diversity Strategy
for Analysis,
Implementation
and Evaluation
Phases of
Instructional
Projects
Prepared by Theresa Jacques
November 30, 2014
Prepared for Name Withheld
Company Name
2. Diversity Report T. Jacques
1
Introduction
Framework
The goal of instructional design is to create the conditions under which learners can best acquire the skills and
knowledge needed to effectively perform their jobs and ultimately realize their potential. In order to accomplish
this, instruction must reach the maximum number of learners in a manner that is physically, cognitively and
culturally accessible. Otherwise, instruction is only partially effective, and those learners who encounter
barriers are increasingly and unnecessarily left behind, underutilized and, oftentimes, underemployed.
Moreover, those whose experience with learning and technology has been negative often develop attitudes
that further impede their learning. Those who speak English as a second language or whose culture is distinct
from our more dominant culture are further impeded by Anglo-centric images and values prevalent in
instruction. (McAnany, 2009)
Designing to include all types of people, from diverse backgrounds and with diverse abilities, is therefore an
ethical imperative, benefitting not only the individual, but the client. If instruction is to adequately address
performance gaps and enable companies to adapt to external forces, inclusive and accessible instruction is
also a practical and financial necessity. Globalization and interconnectivity continue to increase the diversity of
workforces, as well as underlining the need to expose all workers to varied perspectives, contexts and content.
This report outlines for EP Visual Design (EPV) a strategy and implications in addressing the following learning
needs, within the assessment, implementation and evaluation phases of the instructional design process:
ESL - English as a Secondary Language
Exceptionalities – from high to low achieving learners
Ethnicity/Race – from multi-cultural to singular populations
Socioeconomic Status – from high to low income
Gender – from all genders to a singular gender
The next section describes a framework upon with the strategy is built.
As a precursor to examining strategy specific to analysis, implementation and evaluation, this
section looks at the design and development phases in order to establish a basic framework for
further discussion. It reviews common options for inclusive instruction and why they are
problematic. (continued next page)
3. Diversity Report T. Jacques
2
Universal Design for Instruction
The greatest challenge in reaching diverse populations is to design instruction that is both inclusive and does
not reduce the final product to the lowest common denominator. It is counterproductive to accommodate one
group in a manner that compromises the design, effectiveness of strategies or achievement level of the overall
learning audience. Some have simply added accessibility features, such as maintaining 508 compliance or
ensuring gender inclusive language and culturally/racially inclusive images. While effective tactics regarding
accessibility and inclusiveness of content, these are not a strategy to expand effectiveness of instruction, nor
do they address the actual learning needs of diverse groups. They are added features, tacked onto an existing
product, without the fundamental changes warranted.
Another option is to design one instructional product for the majority, and one or more separate pieces
targeting special populations. This is problematic for a number of reasons. First, it is neither cost- nor time-
effective, unless the two projects are being completed for separate branches of a company, for instance, a
foreign office with a sizeable employee base. Second, it offers no flexibility to the client should the
demographic make-up of learners change, which can occur with a single hire. Yet another option is to simply
make adjustments when there is a learner with a special need, for instance, bringing in a translator or signer to
accommodate someone with language or hearing limitations. As with 508 compliance, this only addresses
accessibility, not actual learning needs.
Ineffective or unfeasible options:
Designing for the majority; designing for the lowest common denominator
Adding accessibility features to unchanged instruction
Making special accommodations as needed
Designing multiple versions of instruction
This second portion of the framework defines Universal Design for Instruction (UDI), the
strategy’s underlying philosophy. This report assumes instruction will be 508 compliant and
contain inclusive language, images and examples, as well as the following design elements,
which benefit many learners beyond those designated in the inclusive strategy. The strategy for
analysis, implementation and evaluation will then provide additional recommendations for
accommodating specific learner populations. (continued next page)
4. Diversity Report T. Jacques
3
The most effective strategy for EPV to undertake is to design for diverse learners at the outset, so as to meet
the needs of as many as possible by accommodating multiple value systems, learning styles and modalities.
This is a proactive strategy that can eliminate the costly process of retrofitting in the event that the learner
population changes while the performance goals remain constant.
The definition of “universal design for instruction (UDI), by the University of Washington DO-IT Center,
provides a starting point from which to design inclusive instruction:
“the design of instruction of products and environments to be usable by all students, to the greatest extent
possible, without the need for adaptation or specialized design” (Sheryl Burgstahler, 2012)
While UDI often refers only to accessibility, the Center applies it more broadly, stating that UDI “provides
students with a wide range of abilities, disabilities, ethnic backgrounds, language skills, and learning styles
multiple means of representation, action and expression, and engagement.”
There are a number of improvements that EPV can be institute into most instruction and that will address both
common needs among special populations and specific needs of diverse learners in the general learning
population. While these improvements are primarily within the purview of design and development, they are
listed below under the assumption that upon implementing this report’s strategy, most of EPV’s instructional
products will contain these improvements as an “inclusiveness first” practice, in much the same way as
websites are now designed “mobile first.” The generally inclusive improvements include: clear instructions,
simple and consistent navigation, a glossary of terms, opportunities to review and a variety of options for aural,
written and visual media, assessment mechanisms and manners of learning and reviewing information, as well
as choices in speed, order or ability to move forward or backward through the content.
These improvements benefit everyone, as any demographic group will have learners who perform better under
different circumstances. The same is the case with instructor-led or blended learning, where optional forms of
learning, interacting and being assessed provide broad benefits. In the event that the learning audience is
homogeneous, specialized and possesses high level learning and cognitive skills, some of these elements
would be subtracted.
Universal design elements:
Clear instructions. Simple and consistent navigation
Glossary of terms.
Opportunities to review.
Variety of options re. media, assessment, manners of learning and reviewing of options.
Choices as to speed, order, ability to move forward or backward through content.
5. Diversity Report T. Jacques
4
Needs Analysis: Learner Assessment
General improvements aside, the most important step in designing for diverse learners lies in the needs
analysis and especially the learner assessment. This is where the information will be gathered that informs
every step of the instructional design process so as to produce effective instruction.
The first step should be to ascertain the demographics of the targeted learning group. The available
information will indicate the gender and racial breakdown; however, ESL, exceptionality, socioeconomic status
and culture breakdowns may or may not be evident. If this is the case, it will be important to find these through
alternate means, such as surveying managers, supervisors or the general workforce. Failing that, questions
can be included in an overall learner survey to ascertain these.
If the learner population contains people from the groups designated for inclusive efforts, EPV should research
common learning needs, cultural details and/or barriers and concerns within each group. If possible,
connecting with an advocacy group, union committee or expert in each area would be beneficial, and could
lead not only to more information about the needs of a group, but also helpful contacts within the workplace.
This can also lead to an effective strategy for identifying resources within the company, formulating
assessment questions and organizing focus groups or committees within the workplace.
And effective learner assessment is critical to designing inclusive instruction.
Recommendations:
Ascertain gender, racial, ESL, exceptionality, socioeconomic status and culture
breakdowns.
Research common learning needs, cultural details and/or barriers and concerns within
each group.
Devise questions to determine the group’s learning needs and preferences, attitudes and
values, as well as to inform the task analysis, objectives and measurement methods.
Determine additional questions by correlating groups with their common affinities within
the recognition, strategic and affective brain functions.
Remember every person is an individual; avoid stereotyping.
Include questions about attitudes toward work, learning, technology, computers, self, the
topic, etc.
When possible, seek input from individuals or a focus group in representing the group
designated for inclusion.
Recognize the impact on assessment of those belonging to more than one group.
Recognize diversity exists in seemingly homogeneous groups.
Do not forget those who have high level learning skills or are from high socioeconomic
backgrounds.
6. Diversity Report T. Jacques
5
From here, a series of questions can be developed to ascertain that group’s learning needs and preferences,
attitudes and values, as well as to inform the task analysis, objectives and methods used to measure these.
Additionally, this process can help determine levels of content, reinforcement and supplemental options that
can be included so that each group has adequate resources with which to learn.
The following diagram, researched and developed by the National Association on Universal Design for
Learning, provides insight into areas where learners differ (CAST - What is UDL?, 2012):
Knowing these differences and correlating them, when possible, with gender, culture and learning abilities, can
greatly inform the kinds of questions included in the learner assessment. For example, women tend to learn
better socially, through narrative and within cooperative exercises, while men tend to learn better individually,
through linear, factual presentation and within competitive exercises. (Dyjur, 2004, pp. 11-12) A similar
breakdown can be seen along cultural lines, although there are many more differences in cultures, such as
sense of time, value systems, locus of control and ability to express dissent, as well as various associations
with symbols, colors and images. (Dyjur, 2004, pp. 17-18)
The other important purpose of the learner assessment is to avoid the stereotyping and assumptions that can
occur when considering general tendencies of diverse groups. Every person within a group is an individual,
and whether someone will fit the pattern designated for their group cannot be predicted. Moreover, within
cultures in the U.S. there are differing levels of immersion, such that some within a culture may not be in any
way influenced by its norms, values or perspectives. Those who speak English as a second language can
range from possessing very limited skills to being fully fluent.
In addition to learning how people learn and what value systems they operate under, it is helpful for EPV to
determine their attitudes about learning, computers and technology, their work and their own competencies, as
these can be impacted by past experiences, especially negative or challenging ones due to their position in
7. Diversity Report T. Jacques
6
society and the barriers they frequently deal with. This often comes into play for those from low socioeconomic
backgrounds, as education may not be held in high regard. The same may be the case for certain cultural
groups. Some groups may have a negative view of computers or technology, especially if their exposure has
been limited due to economic or ESL reasons. Similarly, some women may have a negative perception of
advanced technology due to socialization or past experience.
Learner assessment can produce helpful information about delivery methods. For instance, low socioeconomic
and working class people may be more reluctant to learn outside of the work day due to connecting work with
hourly pay. Those who speak English as a second language or who are low level achievers may need in-
person instruction or tutoring to access and understand the content. Comfort levels with computer technology
and ability to perform tasks away from the work computer may also come into play, the latter being especially
important among low income, ESL and first-generation immigrant learners.
There are several ways to go about collecting this information, and this may depend on the amount of access
afforded by the client. When possible, a focus group or survey for those experiencing barriers is particularly
useful. Another option is to identify or have the client identify members of these groups who have leadership
skills or demonstrate a comfort level talking with others about these issues. Such learners can be interviewed,
serve on a committee to provide input or access other learners within their group. When meeting with such
groups or individuals, the ultimate goal is to find out what works for them and what does not, what they like and
can relate to and what is offensive or meaningless to them, and what concerns and challenges they have.
There will likely be circumstances where learners fall into more than one group. In such cases, they may have
multiple needs specific to each area that must be addressed for learning to be effective. There may also be
needs from each area that intersect. Learners that belong to more than one group can be resources for
information needed to design instruction; however, care must be taken to recognize that their issues may not
be representative of learners in the groups they belong. For instance, an ESL learner will have more barriers
than a person from the same culture who is a native English speaker. Likewise, an ESL learner who also has
learning difficulties will need more support than someone who belongs to one of these groups.
When undertaking an assessment of target learners from a homogeneous culture, EPV should still consider
diversity. Learners from a single culture still have varying levels of learning achievement and may have diverse
socioeconomic backgrounds. Similarly, a group that is at one education level will often have cultural and
gender diversity issues that impact instruction.
Finally, although inclusion efforts often focus on the underserved, or those in greatest need of support, it is
important to remember that high level learners need special consideration so that the instruction is challenging
enough, and they have choices in order to proceed at a faster pace or skip areas they already know. The
learner assessment should gauge these learners to determine the amount of scaffolding necessary to provide
a productive experience to learners of all levels.
8. Diversity Report T. Jacques
7
Needs Analysis: Learning Environment Assessment
Likewise, learners from high socioeconomic backgrounds need relevant content as much as those from middle
and low socioeconomic backgrounds. Analysis should include their needs and perspectives so that instruction
can include content that those from multiple socioeconomic backgrounds can relate to.
It is critical that any survey given to the general learning population include a cross section of people and that
those in diverse groups be represented. Additionally, the manner of conducting any form of assessment should
take into consideration the issues and values of these groups. For instance, some cultures are not comfortable
speaking to others away from someone in authority, such as a supervisor. Some people do not want to be
singled out, or may feel at risk speaking about their limitations, given past experience and attitudes toward
people in their circumstance. Others may welcome the opportunity to voice their concerns and have a say in
the development of training. ESL learners may need materials written in their native language or may need
help understanding and answering the questions, as may people with low learning achievement.
This portion of the needs analysis is equally critical, as learning needs are impacted by the manner and
conditions of delivery. It is also important to determine the resources and tools available within the company for
learners with barriers.
Additionally, the layout of a computer or training room may have a serious impact on learners’ ability to
perform. For example, set-ups where computers are divided into cubicles will limit those learners who perform
better with social interaction and may affect those whose language or learning skills would benefit from peer
assistance. A room that is noisy or where there are interruptions may impede the learning of some. And when
delivery is instructor-led within a designated classroom, the arrangement of desks or chairs may make a
considerable difference. For instance, when these are arranged in rows, the impede the ability to interact, to
the detriment of learners whose cultures value cooperative or communal work, as well as learners with
language or learning limitations, who would benefit from peer interaction.
The delivery method and environmental factors impact people’s ability to learn.
Recommendations:
Determine available resources and tools.
Consider cultural preferences, value systems and social interaction needs when
9. Diversity Report T. Jacques
8
Implementation
Evaluation
Just as assessment benefits from the input of diverse groups, so does implementation. In order to effectively
meet learning needs and appropriately calibrate content along cultural lines, it would be best to implement the
project in phases so as to test what works and to avoid surprises much later in the process. EPV is no stranger
to this method of phased implementation, as it is the same method EPV uses when developing custom
products. When possible, design decisions at critical points should be passed by target groups to enable
amendment and refinement during the design and development processes. This can be especially helpful
when instruction includes examples, scenarios or analogies that depend on learners’ life experience and
culture.
Phased implementation should make implementation of the final product relatively smooth, with more basic,
smaller areas in need of adjustment.
In the case of in-person, instructor-led training, implementation will likely require training of trainers and/or an
instructor’s guide so that the issues that arose during the learner assessment are adequately addressed in the
set-up of the classroom and the manner of delivery that the instructor uses.
Implementation benefits from input of diverse groups.
Recommendations:
Implement in phases.
Pass design decisions by representatives of target groups at critical points.
Seek feedback for examples, scenarios and analogies.
Include training of trainers and/or an instructor’s guide for instructor-led training.
Evaluation benefits from inclusion of diverse learners.
Recommendations:
Include cross-section of learners.
Pay close attention during formative evaluation of how the issues and needs of each
diversity group are being met.
Prepare questions and points of observation for each group in advance.
Compare the results with those of learners outside of the group; if the target group did
significantly worse, revisit content, assessment questions and methods and
quality/frequency of feedback.
10. Diversity Report T. Jacques
9
Benefits and Risks
Bibliography
As with learner assessment, evaluation should be conducted with a cross-section of learners. When
conducting formative evaluation, EPV should pay special attention to how the issues and needs of each
diversity group are being met. This will require advance preparation so that the appropriate questions and
observations are included when administering one-to-one and small group evaluations and so that both these
and the pilot testing evaluation are analyzed with group-specific issues in mind.
Likewise, evaluations conducted with special group members should also be compared to those of learners not
in these groups to see whether learners perform equally well. Should that not be the case, it will be important
to revisit not only how the content is presented and the learner is engaged, but also the methods and structure
of the assessment questions and the quality and frequency of feedback.
This report has provided explanations throughout the likely benefits to EPV, your clients and the learners
undergoing instruction. However, there is always a risk in instituting a diversity strategy due to possible blind
spots and biases. Fortunately, the ID process, along with a strong learner assessment, will greatly reduce this
risk. The other risk is that instruction will tilt too far toward reaching diverse groups to the detriment of the
majority. Given EPV’s extensive experience conducting needs assessments and implementing/evaluating new
products, this risk would likely be minimal, especially compared to the risks EPV takes in designing innovative
products. The risks are far outweighed by the benefits of instituting this diversity strategy. Any time learners are
given more options and there is a strong focus on clarity, all learners benefit. Just as with the unforeseen
benefits of universal architectural design, which made access easier for many without disabilities, so universal
instructional design will make learning more effective for many not in a targeted diversity group.
(2012). CAST ‐ What is UDL? Wakefield, MA: CAST. Retrieved November 28, 2014, from
http://www.udlcenter.org/aboutudl/whatisudl
Dyjur, P. (2004). Inclusive Practices in Instructional Design. University of Saskatchewan, Educational
Communications and Technology. Saskatoon, SK, Saskatchewan: University of Saskatchewan.
Retrieved November 15, 2014, from http://etad.usask.ca/802papers/dyjur/dyjur.pdf
McAnany, D. (2009). Monkeys on the Screen?: Multicultural Issues in Instructional Message Design. (H.
Kanuka, Ed.) Canadian Journal of Learning and Technology, 35(Winter). Retrieved November 1, 2014,
from http://www.cjlt.ca/index.php/cjlt/article/view/512/242
Sheryl Burgstahler, P. (2012). Equal access: Universal design of instruction. University of Washington. Seattle:
DO‐IT. Retrieved 2 2014, November 2, from
http://www.washington.edu/doit/Brochures/Academics/instruction.html