This document discusses universal design for learning (UDL) and moving it from promise to practice in inclusive education. UDL aims to increase access to learning for all students by reducing barriers through providing multiple means of representation, expression, and engagement. It outlines the three principles of UDL and nine guidelines to support flexibility in goals, methods, materials and assessments. The document advocates designing instruction and curriculum from the start to be accessible and flexible for expected learner variability, rather than making adaptations later. It provides examples of digital tools and apps that can support UDL implementation by allowing flexible representation, expression and engagement. While UDL aims to reduce barriers proactively, assistive technologies will still play a role in supporting some learners. Overall
This document discusses a webinar series on connecting universal design for learning (UDL), differentiated instruction (DI), and individualized supports through meaningful participation. The goals are to introduce UDL as proactive curriculum design that reduces barriers to learning, explore DI as responsive instructional design, and introduce individualized planning frameworks for students who need more support. UDL, DI, and individualized supports ultimately aim to provide appropriate instruction for diverse students in inclusive classrooms. The webinar series will cover UDL, DI, and individualized planning approaches.
This document provides an overview of Universal Design for Learning (UDL) principles presented by Kathy Howery. UDL aims to increase access to learning for all students by reducing barriers through flexible goals, methods, materials and assessments. It is based on three principles: multiple means of representation, action and expression, and engagement. UDL calls for options that accommodate learner differences and leverage diversity. The goal is to create inclusive learning environments that provide meaningful access through an optimal balance of support and challenge for every learner.
Learner Diversity and Inclusion in Online Learning Design, Development, and D...Shalin Hai-Jew
This is the first draft of an invited forthcoming web conference presentation and digital leave-behind about learner diversity and inclusion in online learning design / development / deployment. The evolving and interactive version is available here https://spark.adobe.com/page/GTEnMPWb6ko2g/ (on Adobe Spark).
Universal Design for Learning (UDL) aims to make curricula accessible and appropriate for all students by providing multiple means of representation, expression, and engagement. This is achieved through the use of flexible curriculum materials and assistive technologies. UDL breaks down barriers for diverse learners by offering alternatives that address different learning styles, abilities, and disabilities. Assistive technologies play a role in UDL by helping to overcome specific barriers individual students face in order to access and participate in the learning environment. Both UDL and assistive technologies strive to ensure all students, including those with disabilities, have access, can participate, and progress in their education.
This document discusses Universal Design for Learning (UDL), which provides alternatives so that every student can learn by addressing different learning styles. UDL is based on principles of multiple means of representation, action and expression, and engagement. It uses technology and flexible methods to engage students and address their individual needs. Brain research shows people learn in different ways through different brain networks, supporting the need for UDL's flexible approach.
This presentation was given at the 2010 Leadership for Equity and Excellence Forum - Reinvesting in Equity: Building Bridges and Tearing Down Walls in Phoenix, AZ
Universal Design for Learning CEC 2009 Session #1Skip Stahl
Universal Design for Learning (UDL) is a framework for designing instruction that provides flexibility in how information is presented, how students respond or demonstrate knowledge, and how students are engaged. UDL aims to reduce barriers and provide appropriate supports and challenges for all students by considering diverse learning needs from the beginning, rather than adding supports later. UDL is based on research about how the brain functions and recognizes there are multiple ways information can be perceived, strategic networks applied, and individual affective states engaged.
This document discusses inclusion in early childhood education. It provides strategies for creating inclusive classrooms and schools that embrace diversity and meet the individual needs of all students. The strategies focus on examining assumptions, using inclusive language, providing multiple examples, establishing respectful interaction rules, ensuring curriculum represents diverse perspectives, avoiding asking students to speak for entire groups, and providing accommodations for students with disabilities. Creating inclusive schools requires tailoring learning to each student, encouraging collaboration, involving families and communities, maintaining high expectations, and promoting inclusive values.
This document discusses a webinar series on connecting universal design for learning (UDL), differentiated instruction (DI), and individualized supports through meaningful participation. The goals are to introduce UDL as proactive curriculum design that reduces barriers to learning, explore DI as responsive instructional design, and introduce individualized planning frameworks for students who need more support. UDL, DI, and individualized supports ultimately aim to provide appropriate instruction for diverse students in inclusive classrooms. The webinar series will cover UDL, DI, and individualized planning approaches.
This document provides an overview of Universal Design for Learning (UDL) principles presented by Kathy Howery. UDL aims to increase access to learning for all students by reducing barriers through flexible goals, methods, materials and assessments. It is based on three principles: multiple means of representation, action and expression, and engagement. UDL calls for options that accommodate learner differences and leverage diversity. The goal is to create inclusive learning environments that provide meaningful access through an optimal balance of support and challenge for every learner.
Learner Diversity and Inclusion in Online Learning Design, Development, and D...Shalin Hai-Jew
This is the first draft of an invited forthcoming web conference presentation and digital leave-behind about learner diversity and inclusion in online learning design / development / deployment. The evolving and interactive version is available here https://spark.adobe.com/page/GTEnMPWb6ko2g/ (on Adobe Spark).
Universal Design for Learning (UDL) aims to make curricula accessible and appropriate for all students by providing multiple means of representation, expression, and engagement. This is achieved through the use of flexible curriculum materials and assistive technologies. UDL breaks down barriers for diverse learners by offering alternatives that address different learning styles, abilities, and disabilities. Assistive technologies play a role in UDL by helping to overcome specific barriers individual students face in order to access and participate in the learning environment. Both UDL and assistive technologies strive to ensure all students, including those with disabilities, have access, can participate, and progress in their education.
This document discusses Universal Design for Learning (UDL), which provides alternatives so that every student can learn by addressing different learning styles. UDL is based on principles of multiple means of representation, action and expression, and engagement. It uses technology and flexible methods to engage students and address their individual needs. Brain research shows people learn in different ways through different brain networks, supporting the need for UDL's flexible approach.
This presentation was given at the 2010 Leadership for Equity and Excellence Forum - Reinvesting in Equity: Building Bridges and Tearing Down Walls in Phoenix, AZ
Universal Design for Learning CEC 2009 Session #1Skip Stahl
Universal Design for Learning (UDL) is a framework for designing instruction that provides flexibility in how information is presented, how students respond or demonstrate knowledge, and how students are engaged. UDL aims to reduce barriers and provide appropriate supports and challenges for all students by considering diverse learning needs from the beginning, rather than adding supports later. UDL is based on research about how the brain functions and recognizes there are multiple ways information can be perceived, strategic networks applied, and individual affective states engaged.
This document discusses inclusion in early childhood education. It provides strategies for creating inclusive classrooms and schools that embrace diversity and meet the individual needs of all students. The strategies focus on examining assumptions, using inclusive language, providing multiple examples, establishing respectful interaction rules, ensuring curriculum represents diverse perspectives, avoiding asking students to speak for entire groups, and providing accommodations for students with disabilities. Creating inclusive schools requires tailoring learning to each student, encouraging collaboration, involving families and communities, maintaining high expectations, and promoting inclusive values.
The document discusses Universal Design for Learning (UDL), which originated from Universal Design principles in architecture seeking to make buildings accessible to all. UDL is defined by law as a framework that provides flexibility in how information is presented, how students demonstrate knowledge, and how students are engaged, while also reducing barriers and supporting all students. UDL aims to address learner variability through flexible goals, methods, materials and assessments. It uses multimedia tools to optimize learning for all cultures, genders and races.
Meteri ini disampaikan oleh Suhendri, Widyaiswara PPPPTK TK dan PLB, pada kegiatan Webinar: Implementation of Inclusive Education in Early Childhood, yang diselenggarakan oleh PPPPTK TK dan PLB
Educating Students Who Need Intensive Supports in a UDL Environment
This slide presentation was developed by participants of the 2012 Ohio Center for Autism and Low Incidence (OCALI) Conference to provide an overview of how students with disabilities (who need intensive supports) can be served in an educational environment that has integrated the principles of Universal Design for Learning.
Training on inclusive education by dinka y.DinkaYadeta1
The document discusses supporting students with disabilities through inclusive education. It begins by introducing disabilities and listing various types. It emphasizes using people-first language that puts the person before the disability. Accommodations and modifications are explained as supports that provide equal access to learning without changing the content or standards. The document outlines identifying students, assessing their needs, and monitoring progress. It stresses the principles of assessment including being multidimensional, examining environmental factors, and being culturally fair.
This document discusses Universal Design for Learning (UDL), an educational framework that aims to meet the needs of diverse learners by providing multiple means of representation, expression, and engagement. UDL is based on research about how the brain learns and is meant to reduce barriers in education by developing flexible learning environments accommodated for individuals' varied abilities, needs and learning styles. The document outlines the principles of UDL and provides examples of how its guidelines can be applied through technologies, materials, and teaching methods to benefit all students.
Universal Design for Learning (UDL) aims to make education accessible to all students by providing multiple means of representation, expression, and engagement. Its principles originated from universal design in architecture seeking to make buildings accessible. UDL utilizes technology like PowerPoints, podcasts, and online collaboration to engage diverse learners through varied presentation of content and expressions of knowledge. It supports students with disabilities or learning differences like ADHD, ELL, or giftedness. Research shows UDL benefits all students by accommodating different learning styles to create an enriched environment where higher success leads to greater engagement and fewer behavior issues.
Universal Design for Learning (UDL) is a framework that provides flexibility in curriculum design and instructional methods to meet the unique needs of all students. UDL recognizes there are three networks in the brain that are equally important for learning - recognition, strategic, and affective networks. UDL principles provide multiple and flexible options for presentation of content, ways for students to demonstrate knowledge, and methods to engage student interest and motivation. This framework helps teachers individualize instruction to accommodate every student in the classroom.
Erasmus+ Cliche_ Education for sustainable development _ Blended learning guideVivi Carouzou
This document provides information about an Erasmus+ project called CLICHE that aims to promote education for sustainable development and the safeguarding of intangible cultural heritage.
The project involves partners from 6 countries who will develop blended educational materials and lesson plans focused on local intangible cultural heritage and its relationship to sustainable development. They will research local intangible cultural heritage, document it using videos and photos, and create an online inventory. Educational packages will integrate intangible cultural heritage into different subject areas using interdisciplinary and participatory approaches. The goal is to make the curriculum more meaningful and grounded in students' lived experiences.
International Rural Network Forum - John Guenther and Melodie BatNinti_One
Presentation by John Guenther and Melodie Bat from CRC-REP project Remote Education Systems 'Towards a good education in remote Australia: Is it just a case of moving the desks around?' at the IRN Forum held in Whyalla, South Australia, 24-28 September 2012.
The document discusses innovating in education and educating for innovation. It argues that incremental innovations often fail in education systems due to inertia, while disruptive innovations that grow on the margins can succeed by changing systems over time. The document proposes establishing partnerships between researchers and teachers to conduct action-research projects, with mixed teams assessing challenges and progress. This would support sustained system innovation, cultural change, and making students more creative and innovative.
Learning How to Learn: Information Literacy for Lifelong MeaningEmpatic Project
EMPATIC International Workshop - Vocational Sector
Presentation by: Mersini Moreleli-Cacouris
Assistant Professor
Dept. of Library Science and Information Systems
Alexander Technological Educational Institute of Thessaloniki
The document discusses brain research and its implications for learning differences and Universal Design for Learning (UDL). It notes that while brains have specialized processing areas, individual brains differ in each area, leading to learning differences. UDL aims to maximize learning for all students by presenting information in multiple ways, allowing for different modes of expression, and stimulating interest. The document provides examples of how UDL principles can be applied to support students with diverse needs and interests. It also discusses how digital technologies make individualized UDL curriculum solutions possible through flexible display of content.
Universal Design for Learning (UDL) is a framework for designing curricula that provides multiple means of engagement, representation, and action and expression to reduce learning barriers and support all students. UDL originated from Universal Design, which aims to make architecture accessible to all. UDL builds on this by incorporating flexibility into educational methods, materials, and assessments to accommodate learner variability. By understanding brain research on the recognition, strategic, and affective networks, UDL aims to provide diverse pathways that support access and engagement for all students.
The document presents a model of the relationships between informal, non-formal and formal learning. It depicts informal learning as emerging from the interests of individuals and groups, who organize and access resources to pursue self-determined interests. Non-formal learning involves resources created or provided to support learning sequences and audiences. Formal learning flows from institutions that offer accreditation and related resources to enable groups to meet accredited goals. The model shows learning flowing from left to right, driven by natural curiosity, while education flows from right to left, following institutional rules.
UDL was developed from the universal design concept in architecture and product development to make designs accessible to all people. UDL incorporates principles of multiple means of representation, expression, and engagement to address the diverse needs and abilities of learners. CAST provides online tools and resources like lesson builders and book builders to help educators design instruction that follows UDL principles and meets the needs of all students.
This document discusses pedagogies for developing 21st century skills. It argues that traditional lecture-based models are ineffective for teaching skills like critical thinking, collaboration, and problem solving. Effective pedagogies engage learners through real-world experiences, collaboration, and opportunities to apply knowledge. These include personalized learning, collaborative learning, and informal learning. The document outlines an overall vision for 21st century pedagogy based on personalization, participation, and productivity. It emphasizes learning through authentic contexts, projects, and problem solving. Quality education requires competent teachers using active pedagogies. Participatory learning through social media can foster connection, collaboration, and knowledge building among learners.
Black Swans and the Future of EducationKim Flintoff
“A black swan is an event or occurrence that deviates beyond what is normally expected of a situation and is extremely difficult to predict. Black swan events are typically random and unexpected.”
2017 saw the conclusion of one of the most significant global projects around educational technologies. The Horizon Report K-12 was published for the last time as the New Media Consortium was wound up operations.
During 2018 several new projects emerged around the globe including the CoSN Driving K-12 Innovation project, Australian Educational Technology Trends, and others. Each seeking to bridge the knowledge gap between where education is heading and what will be happening in terms of technology use.
This talk will consider some of the emerging trends, and discuss some of the expectations over the next 2-5 years as they are likely to be experienced by schools, teachers, administrators and technology leaders. Extended reality, drones, eSports, data and analytics, visualisation technologies, space science and astronomy, new strategies for assessment, and other imminent engagements will be discussed.
Global Teachers and Technology Survey 2015TESGlobalCorp
Digital education company TES Global surveyed over 3,500 global teachers from 26 countries to understand how they are using technology and edtech in the classroom. We found that tech in the classroom is now universal.
Addressing student variability in educational designAlan Bruce
The role and fuction of Universal Design for Learning as a technique in cereating more inclusive learning systems at a time of change for schools and teachers. Presented at ODS Summer School in Marathon, Greece on 15 July 2014
This document provides an overview of Universal Design for Learning (UDL) principles. It discusses the need to consider learner diversity and reduce barriers for all students when designing learning environments and educational opportunities. UDL calls for flexible representation of content, flexible means for students to demonstrate their knowledge, and flexible ways to engage students. This flexibility is important to accommodate differences between individual learners as well as differences in instructional methods and materials. The goal of UDL is to provide all students with equal opportunities to learn by reducing physical, cognitive, and other barriers.
TES Teacher Recruitment Index - December 2015TESGlobalCorp
This document presents data from the TES Teacher Recruitment Index, which tracks trends in English schools' ability to recruit teachers across different regions, subjects, and school types. Some of the key findings presented include:
- The hardest regions for schools to recruit teachers are London, Southeast England, and the West Midlands, while the easiest are Northeast England, Northwest England, and Southwest England.
- The toughest subjects to recruit teachers for are Physics, Maths, and English, while the easiest are Classics, Performing Arts, and PE.
- Between 2012-2015, recruitment difficulty increased the most in Inner London, Yorkshire/Humber region, and Northwest England. The subjects seeing the biggest
The document discusses Universal Design for Learning (UDL), which originated from Universal Design principles in architecture seeking to make buildings accessible to all. UDL is defined by law as a framework that provides flexibility in how information is presented, how students demonstrate knowledge, and how students are engaged, while also reducing barriers and supporting all students. UDL aims to address learner variability through flexible goals, methods, materials and assessments. It uses multimedia tools to optimize learning for all cultures, genders and races.
Meteri ini disampaikan oleh Suhendri, Widyaiswara PPPPTK TK dan PLB, pada kegiatan Webinar: Implementation of Inclusive Education in Early Childhood, yang diselenggarakan oleh PPPPTK TK dan PLB
Educating Students Who Need Intensive Supports in a UDL Environment
This slide presentation was developed by participants of the 2012 Ohio Center for Autism and Low Incidence (OCALI) Conference to provide an overview of how students with disabilities (who need intensive supports) can be served in an educational environment that has integrated the principles of Universal Design for Learning.
Training on inclusive education by dinka y.DinkaYadeta1
The document discusses supporting students with disabilities through inclusive education. It begins by introducing disabilities and listing various types. It emphasizes using people-first language that puts the person before the disability. Accommodations and modifications are explained as supports that provide equal access to learning without changing the content or standards. The document outlines identifying students, assessing their needs, and monitoring progress. It stresses the principles of assessment including being multidimensional, examining environmental factors, and being culturally fair.
This document discusses Universal Design for Learning (UDL), an educational framework that aims to meet the needs of diverse learners by providing multiple means of representation, expression, and engagement. UDL is based on research about how the brain learns and is meant to reduce barriers in education by developing flexible learning environments accommodated for individuals' varied abilities, needs and learning styles. The document outlines the principles of UDL and provides examples of how its guidelines can be applied through technologies, materials, and teaching methods to benefit all students.
Universal Design for Learning (UDL) aims to make education accessible to all students by providing multiple means of representation, expression, and engagement. Its principles originated from universal design in architecture seeking to make buildings accessible. UDL utilizes technology like PowerPoints, podcasts, and online collaboration to engage diverse learners through varied presentation of content and expressions of knowledge. It supports students with disabilities or learning differences like ADHD, ELL, or giftedness. Research shows UDL benefits all students by accommodating different learning styles to create an enriched environment where higher success leads to greater engagement and fewer behavior issues.
Universal Design for Learning (UDL) is a framework that provides flexibility in curriculum design and instructional methods to meet the unique needs of all students. UDL recognizes there are three networks in the brain that are equally important for learning - recognition, strategic, and affective networks. UDL principles provide multiple and flexible options for presentation of content, ways for students to demonstrate knowledge, and methods to engage student interest and motivation. This framework helps teachers individualize instruction to accommodate every student in the classroom.
Erasmus+ Cliche_ Education for sustainable development _ Blended learning guideVivi Carouzou
This document provides information about an Erasmus+ project called CLICHE that aims to promote education for sustainable development and the safeguarding of intangible cultural heritage.
The project involves partners from 6 countries who will develop blended educational materials and lesson plans focused on local intangible cultural heritage and its relationship to sustainable development. They will research local intangible cultural heritage, document it using videos and photos, and create an online inventory. Educational packages will integrate intangible cultural heritage into different subject areas using interdisciplinary and participatory approaches. The goal is to make the curriculum more meaningful and grounded in students' lived experiences.
International Rural Network Forum - John Guenther and Melodie BatNinti_One
Presentation by John Guenther and Melodie Bat from CRC-REP project Remote Education Systems 'Towards a good education in remote Australia: Is it just a case of moving the desks around?' at the IRN Forum held in Whyalla, South Australia, 24-28 September 2012.
The document discusses innovating in education and educating for innovation. It argues that incremental innovations often fail in education systems due to inertia, while disruptive innovations that grow on the margins can succeed by changing systems over time. The document proposes establishing partnerships between researchers and teachers to conduct action-research projects, with mixed teams assessing challenges and progress. This would support sustained system innovation, cultural change, and making students more creative and innovative.
Learning How to Learn: Information Literacy for Lifelong MeaningEmpatic Project
EMPATIC International Workshop - Vocational Sector
Presentation by: Mersini Moreleli-Cacouris
Assistant Professor
Dept. of Library Science and Information Systems
Alexander Technological Educational Institute of Thessaloniki
The document discusses brain research and its implications for learning differences and Universal Design for Learning (UDL). It notes that while brains have specialized processing areas, individual brains differ in each area, leading to learning differences. UDL aims to maximize learning for all students by presenting information in multiple ways, allowing for different modes of expression, and stimulating interest. The document provides examples of how UDL principles can be applied to support students with diverse needs and interests. It also discusses how digital technologies make individualized UDL curriculum solutions possible through flexible display of content.
Universal Design for Learning (UDL) is a framework for designing curricula that provides multiple means of engagement, representation, and action and expression to reduce learning barriers and support all students. UDL originated from Universal Design, which aims to make architecture accessible to all. UDL builds on this by incorporating flexibility into educational methods, materials, and assessments to accommodate learner variability. By understanding brain research on the recognition, strategic, and affective networks, UDL aims to provide diverse pathways that support access and engagement for all students.
The document presents a model of the relationships between informal, non-formal and formal learning. It depicts informal learning as emerging from the interests of individuals and groups, who organize and access resources to pursue self-determined interests. Non-formal learning involves resources created or provided to support learning sequences and audiences. Formal learning flows from institutions that offer accreditation and related resources to enable groups to meet accredited goals. The model shows learning flowing from left to right, driven by natural curiosity, while education flows from right to left, following institutional rules.
UDL was developed from the universal design concept in architecture and product development to make designs accessible to all people. UDL incorporates principles of multiple means of representation, expression, and engagement to address the diverse needs and abilities of learners. CAST provides online tools and resources like lesson builders and book builders to help educators design instruction that follows UDL principles and meets the needs of all students.
This document discusses pedagogies for developing 21st century skills. It argues that traditional lecture-based models are ineffective for teaching skills like critical thinking, collaboration, and problem solving. Effective pedagogies engage learners through real-world experiences, collaboration, and opportunities to apply knowledge. These include personalized learning, collaborative learning, and informal learning. The document outlines an overall vision for 21st century pedagogy based on personalization, participation, and productivity. It emphasizes learning through authentic contexts, projects, and problem solving. Quality education requires competent teachers using active pedagogies. Participatory learning through social media can foster connection, collaboration, and knowledge building among learners.
Black Swans and the Future of EducationKim Flintoff
“A black swan is an event or occurrence that deviates beyond what is normally expected of a situation and is extremely difficult to predict. Black swan events are typically random and unexpected.”
2017 saw the conclusion of one of the most significant global projects around educational technologies. The Horizon Report K-12 was published for the last time as the New Media Consortium was wound up operations.
During 2018 several new projects emerged around the globe including the CoSN Driving K-12 Innovation project, Australian Educational Technology Trends, and others. Each seeking to bridge the knowledge gap between where education is heading and what will be happening in terms of technology use.
This talk will consider some of the emerging trends, and discuss some of the expectations over the next 2-5 years as they are likely to be experienced by schools, teachers, administrators and technology leaders. Extended reality, drones, eSports, data and analytics, visualisation technologies, space science and astronomy, new strategies for assessment, and other imminent engagements will be discussed.
Global Teachers and Technology Survey 2015TESGlobalCorp
Digital education company TES Global surveyed over 3,500 global teachers from 26 countries to understand how they are using technology and edtech in the classroom. We found that tech in the classroom is now universal.
Addressing student variability in educational designAlan Bruce
The role and fuction of Universal Design for Learning as a technique in cereating more inclusive learning systems at a time of change for schools and teachers. Presented at ODS Summer School in Marathon, Greece on 15 July 2014
This document provides an overview of Universal Design for Learning (UDL) principles. It discusses the need to consider learner diversity and reduce barriers for all students when designing learning environments and educational opportunities. UDL calls for flexible representation of content, flexible means for students to demonstrate their knowledge, and flexible ways to engage students. This flexibility is important to accommodate differences between individual learners as well as differences in instructional methods and materials. The goal of UDL is to provide all students with equal opportunities to learn by reducing physical, cognitive, and other barriers.
TES Teacher Recruitment Index - December 2015TESGlobalCorp
This document presents data from the TES Teacher Recruitment Index, which tracks trends in English schools' ability to recruit teachers across different regions, subjects, and school types. Some of the key findings presented include:
- The hardest regions for schools to recruit teachers are London, Southeast England, and the West Midlands, while the easiest are Northeast England, Northwest England, and Southwest England.
- The toughest subjects to recruit teachers for are Physics, Maths, and English, while the easiest are Classics, Performing Arts, and PE.
- Between 2012-2015, recruitment difficulty increased the most in Inner London, Yorkshire/Humber region, and Northwest England. The subjects seeing the biggest
The document summarizes the results of a survey on teacher recruitment trends in different regions of the UK in 2016. Some key findings include:
- Recruitment difficulties were reported across all regions and roles, with 79% of posts difficult to fill overall.
- The North East, North West and Yorkshire struggled the most, with 76% finding it hard to recruit headteachers. London also faced significant challenges.
- Budget pressures due to school funding issues were cited as the reason for recruitment failures by 22% of respondents, up from 9% the previous year.
- Housing costs were a growing factor impacting recruitment nationwide, with a 7 percentage point increase from 2015 to 2016 in respondents citing this as an issue.
The document discusses key concepts related to destination branding including defining what a destination brand is, the importance of destination image, positioning, and the five phases of developing a destination brand identity. It notes that a destination brand differentiates a place, conveys its unique personality, and is not just a slogan or logo. It also provides examples of successful destination branding campaigns internationally, nationally, and for Midwest regions.
Universal Design for Learning (UDL): Initial Outcomes of a Leadership Develop...CAST
April 25-28, 2011: CEC Convention
Session Leader: Elizabeth Dalton, Paul V. Sherlock Center on Disabilities, Rhode Island College
Presenter: Elizabeth Hartmann, Lasell College
Destination branding involves creating a name, symbol or logo that uniquely identifies and differentiates a location while conveying the promise of a memorable travel experience. Effective destination brands serve to communicate the destination, become a perceptual entity that appeals to consumers, enhance the destination's value and form relationships with visitors. A strong destination brand reduces consumers' search costs and helps differentiate similar destinations, providing value to both tourists and the location. For example, the Courtyard by Marriott brand targets business travelers and provides quality amenities at affordable prices, distinguishing it from competitors. While Nepal and Switzerland both offer scenic beauty and opportunities for adventure, Switzerland has been more successful at destination branding which helps explain its significantly higher tourism numbers.
A keynote talk by Dave Chaffey at Technology for Marketing and Advertising 2012 in London. Explains 7 Steps for creating an integrated social media strategy based around the Smart Insights
This document discusses the importance of technology in education. It argues that technology is here to stay and should be used to enhance student achievement and develop higher-order skills by supporting various instructional strategies. Meta-analysis studies have found that students using computer-based instruction scored higher on tests and learned more in less time compared to traditional instruction alone. Teachers are advised to focus on effective instructional strategies and appropriately integrate relevant technologies to ensure high-quality learning.
Tami Saito created a personal timeline of her educational experiences and technology use from kindergarten through her current pursuit of a master's degree. She attended schools in Maui from 1994 to 2007 and then the University of Hawaii, where she earned her bachelor's degree in elementary education. Currently enrolled in an educational technology master's program, she hopes to become an elementary school teacher and utilize tools like iPads, smart boards, and online resources in her future classroom.
This document discusses the meaning of educational technology. It provides various definitions from different sources that define educational technology as the application of technology to satisfy educational needs and desires through systematic methods. Educational technology involves people, procedures, ideas, devices and organization to analyze and solve problems in human learning. It can include both the technology and processes used in education, as well as instructional methods that integrate technology into teaching. The document also discusses how technology can be either a boon or bane to education, and the various roles technology can play in supporting learning through tools, information, context, social interaction and intellectual partnership.
This document discusses Universal Design for Learning (UDL) and how it intersects with assistive technology to support all learners. UDL is a framework that aims to accommodate a broad range of learners by providing multiple means of representation, expression, and engagement. It reduces barriers for students with disabilities but also enhances learning for all students. The document explains how UDL and assistive technology are related but distinct, both striving to ensure access, participation, and progress for all. Implementing UDL principles through flexible tools and technologies can help level the playing field for diverse learners.
Universal Design for Learning (UDL) provides a framework for designing curricula that are accessible to all students, including those with intensive support needs. The document discusses UDL principles like providing multiple means of representation, action and expression, and engagement. It also addresses providing intensive supports through differentiated instruction, assistive technology, and specialized instruction to meet student needs, while striving to educate students in inclusive, least restrictive environments.
1) Universal design for learning (UDL) aims to provide all students equal access to curriculum by designing flexible instruction that accommodates learner differences. It shifts from a one-size-fits-all approach to teaching diverse learners.
2) UDL is based on three principles - providing multiple means of representation, expression, and engagement. This allows for varying needs across different learning networks in the brain.
3) Implementing UDL and using tools from CAST can increase student engagement and motivation by matching their interests and preferred ways of learning. It also supports teachers in meeting the needs of diverse learners.
The document discusses Universal Design for Learning (UDL), an educational framework that aims to accommodate diverse learners by providing multiple means of representation, expression, and engagement. It notes the increasing diversity in today's classrooms and calls for more flexible approaches to teaching and curriculum design. UDL principles align with differentiated instruction by recommending flexible content, processes, and products to meet varied student needs along a continuum. The document advocates teacher collaboration and use of technology as ways to effectively reach more students through a universally designed curriculum.
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.
Ppt universal design for learning (udl) forSarla Santwani
Universal Design for Learning (UDL) is an educational framework based on cognitive neuroscience that provides flexible learning environments to accommodate diverse learners. It ensures flexibility through customized presentation of information, engagement of learners, and demonstration of achievement. The goal is to create an optimal learning environment that produces strategic, knowledgeable, and motivated learners. Traditionally, education has used a "one size fits all" approach, but UDL recognizes learner diversity and provides multiple means of representation, engagement, and action/expression to accommodate different learning needs, styles, and abilities.
The slides presented by Susan McKenney (Twente University) during her seminary Pedagogy and diverse needs @ HOCLAB Politecnico di Milano (February 4, 2010). You can watch the recorded seminar at the page: http://collab.switch.ch/p74402176
Frederic Fovet Presentatin at the UDL and Inclusive Practice Symposium: Reach...Frederic Fovet
Post-secondary campuses are attracting an increasingly diverse student population. This must be celebrated as it means that the post-secondary classroom is also increasingly representative of the population at large; it means as well that all students are confronted with diversity in their campus experience and learn to embrace it; the internationalization of post-secondary institutions furthermore leads to greater opportunities to develop global citizenship.
This diversity of the student population, however, is not always perceived by faculty as easy or seamless to address proactively. As a result, students’ expectations can often clash with current teaching and learning practices that have not changed as fast as the composition of the student body has done. This leads to friction. It is not just students with disabilities that are experiencing barriers in their learning; International students, second language learners, culturally diverse and racialized students, first generation students, Indigenous students, and non-traditional learners all report experiencing similar barriers in their learning in the post-secondary classroom. Together, these students often represent a majority on our campuses - a majority that does not feel learning is designed for their needs.
It is becoming urgent therefore to find ways of eroding this friction. The solutions must address the needs of diverse learners proactively, but also support faculty as they rethink their classroom practices. These solutions must be sustainable, user-friendly, cost-effective, and powerful; they must guarantee a rapid change in our teaching and learning landscape, uphold the standards of post-secondary education, and ensure the creation of genuinely inclusive provisions.
The session will explore how Universal Design for Learning is uniquely positioned as a framework to address these pressing needs. The session will be interactive and seek to empower participants with a firm mastery of the UDL principles, to offer them practical examples of their use in the classroom, and to guide them as they begin their journey with implementation.
This document discusses universal design for learning (UDL) and inclusion of diverse learners. It defines UDL as an educational approach that provides multiple means of representation, engagement, and action/expression to accommodate individual learner differences. The goal of UDL is to use flexible approaches that can be customized and adjusted for all children based on their abilities, interests and needs. This helps create an inclusive environment where all children can learn and participate. The document provides examples of UDL strategies to represent content flexibly, engage students through interests, and allow varied modes of expression.
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How the learning space can become an inclusive learning space – Lessons from Europe... USA and Latin America
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The document discusses the differences between personal and personalized learning. Personalized learning involves tailoring education for individual learners, but the learner has little control over their path. Personal learning empowers the learner to control what, how, and where they learn based on their own needs and interests. It argues that for learners to become truly effective, they must be able to learn independently by finding their own resources and curriculum outside of formal education systems. Teachers have an important role in cultivating curious, independent learners through feedback loops and guidance.
Utilizing the UDL Framework to Impact Student Learning and Expression Matt Bergman
This document discusses utilizing the Universal Design for Learning (UDL) framework to impact student learning and expression. It provides an overview of the goals and agenda for a session on UDL, which includes understanding the three UDL principles, analyzing how UDL supports meeting standards, and identifying UDL-aligned resources. The overall goal is to build awareness of UDL strategies to create flexible learning environments that address learner variability and reduce barriers to access the curriculum.
Presentation shared by author at the 2017 EDEN Annual Conference "Diversity Matters!" held on 13-16 June 2017, in Jönköping, Sweden. Find out more on #eden17 here: http://www.eden-online.org/2017_jonkoping/
Universal Design for Learning (UDL) is a framework for designing curriculum that provides flexibility in how students access and demonstrate knowledge in order to reduce barriers to learning. UDL is based on research showing that students have diverse neurocognitive profiles and learn best when curriculum engages their recognition, strategic, and affective neural networks. UDL uses flexible tools like ebooks, videos, and digital content to customize learning for individual needs. Proponents argue UDL can address the needs of gifted students by allowing for creative expression and tapping into their interests with technology, while providing support for areas of weakness. However, others question if UDL alone can meet gifted students' needs for complexity and support without specialized programs.
The document discusses inclusive education for children with special needs. It begins by noting that all children may experience special needs at some point. It then defines several types of disabilities like physical, communication, and behavioral disorders. It explains different approaches to educating children with special needs, including segregation, integration, and inclusion. Inclusion places children with their non-disabled peers in mainstream classrooms. The document outlines several principles, aims, and processes of inclusive education. It also discusses barriers and provides suggestions for governments to better support inclusive education.
Universal Design for Learning (UDL) provides a framework to ensure all students can learn by removing barriers through flexible options for engagement, representation, and expression. It moves away from "teaching to the middle" toward individualized "learning for all" so that students succeed through customized tiers of instruction instead of some failing under a bell curve approach. UDL gives all students equal opportunities to learn through curriculum, instruction, and assessments adapted for each student's variability.
Universal Design for Learning (UDL) aims to make curriculum accessible to all students by providing multiple means of representation, expression, and engagement. It originated from universal design in architecture which retrofitted buildings to accommodate people with disabilities. UDL recognizes that students learn in different ways and provides flexible options to present information, allow students to demonstrate knowledge, and sustain interest and motivation. UDL is supported by brain research showing individual differences in learning networks and is implemented through technology which can customize learning experiences.
This power point was created by the Office of Special Programs in partnership with RESA (West Virginia Board of Education) based staff developed Support for Personalized Instruction (SPI) as a sub-set of Support for Personalized Learning (SPL) to specifically address the quality of the interactions that have been found through research to most directly move individual learners from where they are to where they need to be.
Без кордонів: розвиток та підтримка інклюзивної освітньої спільноти
Without borders: sustaining and supporting inclusive education learning community
Цифровий продукт вироблено за підтримки Відділу преси, освіти та культури Посольства США в Україні. Відображена точка зору може не співпадати з офіційною позицією уряду США
(с) Sergiy Sydoriv, 2020
(c) inclusion without borders, 2020
(с) Без кордонів: Розвиток та підтримка інклюзивної освітньої спільноти, 2020
Universal design for learning (UDL) is a framework that provides flexible approaches to curriculum, materials, goals, and assessments to meet the needs of all students. The three main principles of UDL are representation, action and expression, and engagement. UDL aims to reduce barriers in learning by providing multiple means of representation, expression, and engagement rather than expecting students to adapt to a single way of learning. UDL benefits all students, including those with disabilities or diverse learning needs, by creating more accessible learning environments and opportunities for students to demonstrate their knowledge.
Similar to From promise to practice: UDL in 21st Century Inclusive Classrooms (20)
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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3. Destination: Inclusive Education
In an inclusive education system all students
belong and receive a quality education
regardless of their ability, disability, language,
cultural background, gender or age.
Alberta Education.
6. Innovation is the creation of better or more
effective products, processes, services,technologie
s, or ideas that are readily available
to markets, governments, and society.
Wikipedia
8. Innovation in Teaching & Learning
• True innovation occurs at the margins
• We are pushed further by:
– Disruptive notions
– Perspectives that do not fit in
– Unpredictable inspirations that burst
our neat categories
21/08/2012 KHOWERY
14. Something new?
“The new challenge of inclusion is to create
schools in which our day-to-day efforts no
longer assume that a particular text, activity,
or teaching mode will “work” to support any
particular students’ learning”
Ferguson, 1995
17. Our current system?
Combining the medical model (to be abnormal is to be
unhealthy) and the statistical model (abnormally large
or abnormally small amounts of measured
characteristic)… turns behavior patterns into
pathological signs. (Skrtic, 1986)
19. Social construction of (Dis) Ability
• The social model suggests it
is society that causes the
individual with (physical or
psychological) differences to
be disabled. In other words
individuals with impairments
are not disabled by their
impairments but by the
barriers that exist in society
constructed for the “norm”.
• http://www.brainhe.com/TheSocial
ModelofDisabilityText.html
20. Ableism
• An ableist society is said to be one that treats
non-disabled individuals as the standard of
“normal living”, which results in public and
private places and services, education, and
social work that are built to serve 'standard'
people, thereby inherently excluding those with
various disabilities.
Wikipedia
21/08/2012 KHOWERY
22. Ableism in Education (Hehir, 2008)
Applied to schooling and child development… the
devaluation of disability results in societal attitudes that
uncritically assert that:
• It is better for a child to walk than roll
• Read print than read braille
• Spell independently than use a spell checker
• Hang out with with non-disabled children rather than
only with other disable children.
21/08/2012 KHOWERY
27. What about in the Educational Environment?
Disability = a Mismatch between learner needs
and education offered
Disability is artifact of lack of appropriate
relationship between the learner and the
learning environment or education delivery.
Jutta Treviranus
28. Think of a time you have been disabled
by Barriers.
34. Enter Universal Design for Learning
• An educational approach that aims to
increase access to learning for all students
by reducing physical, cognitive,
intellectual, organizational and other
barriers.
35. Dis-abled Curriculum
• The traditional, one-size-fits-all
curriculum is proving to be an
entirely inadequate solution for
problems that plague our schools in
this era of standards-based reform.
CAST
37. The Curriculum
Programs of Study
Provincial
Assessment
Resources
Instruction & Classroom
Assessment
38.
39. UDL Beginnings
• Publishers should prepare and teachers should
select instructional materials that are supportive
and inclusive of students who have wide
disparities in their ability to see, hear, read, etc…
to achieve that end, we recommend that all
developers of instructional materials adopt the
concept of universal design and implement it in
their products.
• Furthermore, we recommend that teacher
training programs prepare teachers for teaching
in environments where the goals, methods, and
materials are universally designed. (Orkwis &
McLane, 1998, p.14)
40. UDL provides a blueprint (framework) for creating
flexible goals, methods, materials, and
assessments
CAST, 2002
42. Promise of Digital Media
In our view, what is of most significance to
the future of education, especially for
students with disabilities, is the unequaled
flexibility and transformability of digital
media.
Rose & Meyer 2002
49. The Future is in the Margins
When new technologies move beyond their initial stage
of development, innovations in curriculum design,
teaching strategies and policies will be driven by the
needs of students “at the margins”, those for whom
present technologies are least effective- most
prominently, students with disabilities.
The beneficiaries of these innovations will be ALL
students.
Rose & Meyer, 2000
53. SMART solutions for promoting
accessibility
http://smarttech.com/us/Solutions/Education+S
olutions/SMART+solutions+for+accessibility
54. CAST:
Center for Applied Special Technology
Universal Design for Learning is a set of principles for
curriculum development that give all individuals
equal opportunities to learn.
55. How do we get there?
• Designing an educational system to teach all
students that will also support individualized and
flexible instruction designed to teach each student
Expected Learner Variability
57. In an Alberta school of 500 students,
we might expect to see…
58. •25 students
with learning disabilities
•40 students
with AD/HD
59. •45 students who live below
the poverty line
•40 students whose first
language is not English or French
•25 students who
are First Nations, Métis
or Inuit (FNMI)
61. • At least 1 student
with a physical disability
• 15 students
with cognitive disabilities
62. •7 students requiring
support for mental health
issues
•8 students with severe
behavioural/emotional disabilities
63. • 100 students who
will not finish high
school within 5 years
64. Diversity could also mean …
Differences in:
– background knowledge
and experience
– learning preferences
– learning strengths
– personal interests and
motivation
– levels of engagement
68. UDL
Universal Design for Learning calls for ...
* Multiple means of representation, to give
learners various ways of acquiring information
and knowledge,
* Multiple means of action and expression, to
provide learners alternatives for
demonstrating what they know,
* Multiple means of engagement, to tap into
learners' interests, offer appropriate
challenges, and increase motivation.
21/08/2012 KHOWERY
69. UDL Guidelines
From the three principles, nine guidelines have
been developed that form the primary
foundation of UDL.
The guidelines articulate the principles but their
main purpose is to guide educators and
curriculum developers in using evidence-
based means of addressing the range of
variability that any classroom typically
experiences.
71. Principle 1: Representation
• Students differ in the ways that they perceive
and comprehend information that is presented
to them.
• For example, those with sensory disabilities
(e.g., blindness or deafness), learning
disabilities (e.g., dyslexia), language or
cultural differences, and so forth may all
require different ways of approaching content.
Others may simply grasp information better
through visual or auditory means rather than
from printed text.
72. What are ways you are currently
providing Multiple Means of
Representation?
73. Principle 1: Representation
Guideline 1: Provide options for perception
Guideline 2: Provide options for language and symbols
Guideline 3: Provide options for comprehension
75. More ideas for Representation
• Digital resources
– www.LearnAlberta.ca
• Book Rags
– http://www.bookrags.com/
• 60 Second Recap
– http://www.60secondrecap.com/
• YouTube
– http://www.youtube.com/watch?v=DzAtEqFU3Lc&f
eature=related
76. Options for Comprehension
Jen: The Tiered Web Page Generator
• http://www.tieredwebpages.com/
Free Online Automatic Text Summarization
Tool
http://www.textcompactor.com/
78. Principle 2: Action & Expression
Students differ in the ways that they can navigate a
learning environment and express what they
know.
• For example, individuals with significant motor
disabilities (e.g., cerebral palsy), those who
struggle with strategic and organizational abilities
(e.g., executive function disorders, ADHD), those
who have language barriers, and so forth
approach learning tasks very differently. Some
may be able to express themselves well in writing
text but not oral speech, and vice versa.
79. What are ways you are currently
providing Multiple Means of
Expression?
80. Principle 2: Action & Expression
Guideline 4: Provide options for physical action
Guideline 5: Provide options for expressive skills and
fluency
Guideline 6: Provide options for executive functions
83. Principle 3 : Engagement
Students differ markedly in the ways in which
they can be engaged or motivated to learn.
Some students are highly engaged by
spontaneity and novelty while other are
disengaged, even frightened, by those
aspects, preferring strict routine.
85. What are ways you are currently
providing Multiple Means of
Engagement?
86.
87. Principle 3 : Engagement
Guideline 7: Provide options for recruiting
interest
Guideline 8: Provide options for sustaining
effort and persistence
Guideline 9: Provide options for self-
regulation
89. University of Buffalo –
• AT Training Online
http://teachingeverystudent.blogspot.com/
90. Front end loading
Using digital materials & “assistive” technologies into
the classroom we can create a more accessible and
flexible environment for all students.
97. The Steve Jobs Model for
Educational Reform
"If you read the front pages of the New York
Times, they will tell you that technology's promise
has not yet been realized in terms of student
performance. My answer is, of course not. If we
simply attached computers to leeches, medicine
wouldn't be any better today than it was in the
19th century either. You don't get change by
plugging in computers to schools designed for the
industrial age. You get it by deploying technology
that rewrites the rules of the game."
•
-RUPERT MURDOCH
99. Diversity Profile
• What is the diversity of students you can
expect in your classrooms?
• What might be barriers to their learning
success?
100. Clearly Defined Goals
• You need to know what your goal is to
understand and set up how this will work!
• Goals the reduce barriers for expected student
diversity
102. Examples from the Program of Studies: UDL?
Grade 10 English Language Arts
General Outcome 2 - Comprehend literature and other texts in oral, print,
visual and multimedia forms, and respond personally, critically and
creatively
2.1 Construct meaning from text and context
Grade 7 Science
Unit D: Structures and Forces (Science and Technology Emphasis)
Skill Outcome : Analyzing and Interpreting
Students will:
Analyze qualitative and quantitative data, and develop and assess possible
explanations compile and display data, by hand or computer, in a variety of
formats, including diagrams, flow charts, tables, bar graphs, line graphs and
scatterplots (e.g., plot a graph, showing the deflection of different materials tested
under load)
21/08/2012 KHOWERY
103. Separating the Goal from the Means:
Writing Goals and Objectives that Increase Access*
Goals/Objectives that LIMIT Access: Goals/Objectives that ALLOW Access:
Instead of … Try …
The student will write… The student will express…
The student will generate…
The student will read… The student will receive information…
The student will spell… The student will select…
The student will compute… The student will solve…
The student will define… The student will show…
* From Gargiulo & Metcalf (2010) p. 270
116. Universally Designed Assessment
• Must clearly understand what we are
assessing!
• Reduce Construct Irrelevant
Variance!
• Multiple pathways to demonstrating
success.
• Be authentic!
117. Expert Learners
• In UDL we are seeking to create expert
learners, individuals who- whatever the
particular strengths and weaknesses
are know themselves and know how to
learn.
119. “For people without disabilities,
technology makes things easier.
For people with disabilities,
technology makes things possible …”
National Council on Disability
21/08/2012 KHOWERY
120. Will UDL eliminate the need for
assistive technology?
21/08/2012 KHOWERY
121.
122. Assistive technologies will always have a role in the
education of some learners. Children with
physical disabilities need properly designed
wheelchairs, adaptive switches to control
devices, or speech synthesizers.
UDL will not eliminate the need for such devices.
But such devices will be used for the same
reasons we use eyeglasses; that is, to enhance
our abilities rather than to compensate for
inadequately designed learning materials.
123. AT in the iWorld
Challenges to Using Apps as Assistive
Technology
http://www.atia.org/i4a/pages/index.cfm?pageID=4296
Apps challenging the billion dollar assistive
technology market
http://tinyurl.com/9wyzg6n
124. Goal of UDL
Creating learning and learning environments which
provide meaningful access for every learner
Support Challenge
125. • If I were asked to …. summarize my
reading of centuries of wise reflection on
what is required of an environment for it to
facilitate the growth of its members, I
would say this:
people grow best where they are
continuously experiencing an ingenious
blend of support and challenge; the rest is
commentary.
Robert Kegen, In Over our Heads
126. Amplification of Differences
• In the 21st Century – the goal of
education to recognize the diversity
and amplify it not reduce it!
128. Strategic Planning
• At the District Level
– What role should the district play in UDL
implementation?
– What needs be done at the district level?
• At the School Level
– How do schools need to be structured and supported
to design for diversity?
• At the Classroom Level
– How can teachers be supported to bring UDL to life in
their instructional practices?
132. Change is not quick or easy
We have found that developing an inclusive program is
always harder that stakeholders initially think it will be.
Indeed, successful programs are dynamic and ever-
changing, presenting continuing challenges to teachers
and administrators as they create classrooms to meet a
broad range of student needs.
McLeskey & Waldron, 2000
21/08/2012 KHOWERY
135. “The success of technology has more to
do with people than machines. All the
right parts and pieces together won’t work
miracles by themselves. It is people who
make technology powerful by creatively
using it to fulfill their dreams.”
Alliance for Technology Access, 1996