Hida presentation udl
•
0 likes•386 views
The document summarizes a presentation about Universal Design for Learning (UDL). It addresses three main questions: (1) What is UDL? UDL originated from universal design of the physical environment and aims to reduce barriers to learning by providing flexible options for diverse learners. (2) What are the three principles of UDL? The three principles are providing multiple means of representation, action and expression, and engagement. (3) What are some UDL resources? Examples of resources mentioned include interactive websites, apps, and online graphic organizers that incorporate UDL principles to make content more accessible.
Report
Share
Report
Share
Recommended
Universal design
The document discusses Universal Design for Learning (UDL), which aims to meet the needs of all students by removing barriers and providing flexible approaches. It defines Universal Design and outlines its 7 principles. It then discusses the 3 brain networks involved in learning and how UDL addresses these networks through its 3 principles: multiple means of representation, expression, and engagement. Examples are given of how teachers can implement UDL in their classrooms and lessons. Attendees are asked to develop their own UDL lesson plan and bring an example to the next in-service meeting.
Michell Udl Powerpoint
The concept of Universal Design for Learning (UDL) emerged from universal design in architecture. UDL aims to expand learning opportunities for all learners through providing multiple means of representation, expression, and engagement. It was developed by the Center for Applied Special Technology (CAST) based on research showing how the brain's recognition, strategic, and affective networks process information. UDL calls for flexible curriculum and instructional methods that accommodate diverse learners. Teachers can apply UDL principles by knowing their students, communicating, planning for all learners, and using appropriate technologies.
Universal design for learning
Universal Design for Learning (UDL) is an educational framework that provides multiple means of representation, engagement, and action/expression to accommodate learner variability. UDL is based on principles of brain research showing three networks in the brain responsible for recognition, strategic thinking, and affect. By providing flexible options tailored to these networks, UDL allows educators to meet diverse student needs. Technologies like text-to-speech, web tools, and digital storytelling support UDL implementation. UDL aims to improve student motivation, assessment scores, attendance, and self-esteem at Parkway Manor.
Universal Design for Learning
Universal Design for Learning (UDL) is a framework for designing curriculum that provides all students equal opportunities to learn. UDL gives students multiple means of representation, expression, and engagement. It encourages teaching methods, materials, and assessments that can be customized to meet individual student needs. When implemented through technology integration and differentiation strategies, UDL has been shown to help students learn by appealing to their strengths and individual ways of understanding content.
Universal Design for Learning - Meeting the Needs of Learners
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.
Discussion 2 slides
The presentation discusses Universal Design for Learning (UDL), a framework that takes into account individual learner needs and preferences. UDL operates under the assumption that all people learn differently, so educational activities should be accessible to everyone. The essential components of UDL are representation, action and expression, and engagement. Representation refers to how teachers present curriculum, action and expression is how students demonstrate learning, and engagement caters to different learning styles. Effective use of UDL in online settings can include multimedia, discussions, projects, and tools to engage learners based on their preferences.
E107 Open Education Practice and Potential: Session 9
This document discusses open education and contains the following key points:
1. It outlines the goals of the session which is to continue discussing technology's impact on open education and have a guest speaker, Mike Smith, discuss policy issues.
2. It provides news about the upcoming OCWC Global 2011 conference where several guest speakers will be in attendance, including David Wiley and Steve Carson.
3. It introduces the guest speaker, Mike Smith, the former Director of International Affairs and Senior Counselor to the U.S. Secretary of Education.
How can ICT contribute to better learning in group work?
This document discusses how information and communication technologies (ICT) can contribute to better learning in group work. It describes collaborative learning versus traditional teaching which involves active participation. Computer-supported collaborative learning (CSCL) allows for both co-located and computer-mediated collaboration. CSCL provides benefits like active learning, applying concepts to real examples, and flexibility, but also challenges around motivation and coordination. A variety of technological tools are presented that can support collaborative tasks including options for synchronous discussion, collaborative writing, presentations, concept mapping, file sharing, and multifunctional platforms.
Recommended
Universal design
The document discusses Universal Design for Learning (UDL), which aims to meet the needs of all students by removing barriers and providing flexible approaches. It defines Universal Design and outlines its 7 principles. It then discusses the 3 brain networks involved in learning and how UDL addresses these networks through its 3 principles: multiple means of representation, expression, and engagement. Examples are given of how teachers can implement UDL in their classrooms and lessons. Attendees are asked to develop their own UDL lesson plan and bring an example to the next in-service meeting.
Michell Udl Powerpoint
The concept of Universal Design for Learning (UDL) emerged from universal design in architecture. UDL aims to expand learning opportunities for all learners through providing multiple means of representation, expression, and engagement. It was developed by the Center for Applied Special Technology (CAST) based on research showing how the brain's recognition, strategic, and affective networks process information. UDL calls for flexible curriculum and instructional methods that accommodate diverse learners. Teachers can apply UDL principles by knowing their students, communicating, planning for all learners, and using appropriate technologies.
Universal design for learning
Universal Design for Learning (UDL) is an educational framework that provides multiple means of representation, engagement, and action/expression to accommodate learner variability. UDL is based on principles of brain research showing three networks in the brain responsible for recognition, strategic thinking, and affect. By providing flexible options tailored to these networks, UDL allows educators to meet diverse student needs. Technologies like text-to-speech, web tools, and digital storytelling support UDL implementation. UDL aims to improve student motivation, assessment scores, attendance, and self-esteem at Parkway Manor.
Universal Design for Learning
Universal Design for Learning (UDL) is a framework for designing curriculum that provides all students equal opportunities to learn. UDL gives students multiple means of representation, expression, and engagement. It encourages teaching methods, materials, and assessments that can be customized to meet individual student needs. When implemented through technology integration and differentiation strategies, UDL has been shown to help students learn by appealing to their strengths and individual ways of understanding content.
Universal Design for Learning - Meeting the Needs of Learners
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.
Discussion 2 slides
The presentation discusses Universal Design for Learning (UDL), a framework that takes into account individual learner needs and preferences. UDL operates under the assumption that all people learn differently, so educational activities should be accessible to everyone. The essential components of UDL are representation, action and expression, and engagement. Representation refers to how teachers present curriculum, action and expression is how students demonstrate learning, and engagement caters to different learning styles. Effective use of UDL in online settings can include multimedia, discussions, projects, and tools to engage learners based on their preferences.
E107 Open Education Practice and Potential: Session 9
This document discusses open education and contains the following key points:
1. It outlines the goals of the session which is to continue discussing technology's impact on open education and have a guest speaker, Mike Smith, discuss policy issues.
2. It provides news about the upcoming OCWC Global 2011 conference where several guest speakers will be in attendance, including David Wiley and Steve Carson.
3. It introduces the guest speaker, Mike Smith, the former Director of International Affairs and Senior Counselor to the U.S. Secretary of Education.
How can ICT contribute to better learning in group work?
This document discusses how information and communication technologies (ICT) can contribute to better learning in group work. It describes collaborative learning versus traditional teaching which involves active participation. Computer-supported collaborative learning (CSCL) allows for both co-located and computer-mediated collaboration. CSCL provides benefits like active learning, applying concepts to real examples, and flexibility, but also challenges around motivation and coordination. A variety of technological tools are presented that can support collaborative tasks including options for synchronous discussion, collaborative writing, presentations, concept mapping, file sharing, and multifunctional platforms.
Making Your Courses Accessible: Best Practices For Creating an Inclusive Lear...
This document discusses best practices for creating an inclusive learning environment and making courses accessible to all students. It recommends faculty 1) plan for inclusivity by ordering textbooks early and choosing accessible formats, 2) build universal design for learning (UDL) principles into their teaching to provide multiple means of representation, engagement and action/expression, and 3) consider common accommodations like extensions, notetakers, and attendance policies. Implementing these strategies can result in a safer environment for all students and more confident faculty.
Global Connections
Edutopia and ePals are online networks that allow teachers and students to connect globally. ePals is the world's largest K-12 network, connecting over 200 countries. It provides collaborative projects, discussions, and email communication between classrooms. Edutopia provides articles, videos and forums to support teachers in areas like assessment, project-based learning and technology integration. Both networks offer opportunities for global learning and connecting classrooms without boundaries. The future of education involves facilitating global impact and teaching subjects with an integrated global perspective.
Examining how coalescent spaces can transform in-class and out of class learning
This document discusses disconnects between teaching approaches and student learning. It identifies issues like students being distracted, not understanding lectures, or finding it difficult to take notes. It proposes connecting teaching delivery and learning through a "coalesced" approach that integrates physical and digital spaces. This would allow students to engage with course material both in-class and online, helping address issues like participation and ensuring all students can access content.
Social Learning Best Practices
This document discusses best practices for social learning. It defines social learning as user-centric and collaborative learning. It provides examples of how flipped classrooms and social tools like wikis, blogs, journals, and podcasts can facilitate social learning. Personal learning environments are discussed as online spaces for students to create and publish content. Case studies show how social learning projects have benefited schools by increasing student engagement and retention.
A P P4 Matthews L
Universal Design for Learning (UDL) is a framework that provides flexible options for representation, engagement, and action/expression to accommodate different learning needs and abilities. The three principles of UDL are providing multiple means of representation, multiple means of action and expression, and multiple means of engagement. UDL aims to reduce barriers and support all students in gaining knowledge and skills through curriculum design informed by research on brain networks involved in recognition, strategies, and affective processing.
How Smart and Personalized are our classes?
This document discusses smart and personalized learning. It defines personalized learning as teaching focused on the needs, potential, and perceptions of individual learners. Smart learning combines social and ubiquitous learning using technology to diversify instruction according to different learning styles and needs. The document recommends ways to personalize classes, such as flipping instruction, regrouping students, using online resources tailored to students' needs, and providing flexible learning spaces. It notes challenges like time, connectivity, and resistance to change but emphasizes that technology should support pedagogy and relationship-building rather than replace them. The key is for teachers to design instruction that meets students wherever they are.
Spotlight on emerging technology
This document discusses online learning in K-12 schools. It provides examples of learning management systems like Moodle and RCampus that teachers can use to create online learning sites. Online learning can benefit students with special needs, gifted students, rural students, and those with different learning styles. Learning management systems can fill instructional gaps, replace old textbooks, provide enrichment and remediation, and build collaboration skills while allowing learning anywhere. They support meaningful, authentic learning and accommodate different abilities while preparing students for 21st century skills. Advantages for teachers include less paperwork, collaboration, and differentiation options. Advantages for students are connecting globally, tutoring options, learning outside of school, and 21st century skills. Pros are strengthening 21
Spotlight on emerging technology
Online learning in K-12 schools provides benefits to various types of students and teachers. Learning management systems like Moodle and RCampus allow flexible, personalized learning and help develop 21st century skills. They can replace outdated textbooks, provide enrichment and remediation, and accommodate different learning styles and abilities. Teachers benefit from less paperwork and increased collaboration, while students gain access to global connections, tutoring, and opportunities to learn outside of school. However, some concerns remain about fully implementing online learning.
Lunch and learn (1)
The document discusses various ways to integrate and manage technology in the classroom. It provides tips for facilitating group activities using online collaboration tools like Google Apps. It also offers suggestions for conducting research using digital tools and communicating final projects through platforms like Animoto and PowerPoint. The document outlines strategies for managing devices when there is only one classroom computer or multiple computers, and provides norms for using handheld devices. It stresses that technology should be used to enhance learning.
Universal design in learning
Universal Design in Learning promotes flexibility and equality in education by accommodating diverse student preferences and abilities. Teachers can engage students by using technology, hands-on activities, and interaction. They should also allow students to demonstrate their knowledge through creative projects and provide unbiased feedback to help students progress.
App3 beckettj
This document discusses Universal Design for Learning (UDL), which aims to make learning accessible to all students by providing multiple means of representation, engagement, and action/expression. It notes that UDL is grounded in neuroscience research showing people learn in different ways. The three principles of UDL are outlined, and examples are given of how they can be applied in the classroom using technology and other tools. Implementing UDL is argued to benefit students by better addressing their diverse needs and strengths.
Technology Integration
Technology integration in the classroom can engage 21st century learners who expect immediate responses and connectivity. The document provides tips for getting started with technology such as focusing on one task and finding appropriate resources. It also lists some general resources for any subject area like Edmodo, Glogster, Wordle, Prezi, and Bubble that can promote creativity, collaboration, access to a worldwide audience, and various forms of assessment.
Mmvc janvier nkurunziza presentation august 2015
This presentation discussed Moodle implementation at the Kigali Institute of Education in Rwanda between 2009-2013. It began with an introduction and background on internet usage in the region. A needs analysis found challenges like low computer ownership and connectivity. Moodle was introduced to train teachers, develop online materials, and shift to more online learning. Sample online courses demonstrated tools. Evaluations found benefits like interaction and idea sharing, but also challenges like poor connectivity. Recommendations included training more teachers and providing infrastructure to support full implementation. The conclusion emphasized that technology integration requires resources and political will to have impact in Africa.
Think digitally
This document discusses how technology can be used to enhance the Common Instructional Framework in classrooms. It describes several free online tools like Wikispaces, Engrade, Join.me, and TypeWith.me that allow for collaboration, direct instruction, modeling, and low-stakes writing. These tools support blended curriculum, problem-based learning, and collaborative work between two early college programs through video conferencing. The purpose is to provide 1:1 technology access without textbooks and utilize online resources to interact, share information, and enhance classroom instruction.
One no, many yeses—sharing responsibility for accessibility
This document discusses how to distribute responsibility for accessibility across project teams. It suggests that each part of a project team that can influence accessibility should do so positively. It provides examples of tactics that different roles like development, UX design, and content strategy can use to take responsibility for accessibility. The key message is that accessibility requires both distributing responsibility across roles and giving each role the authority to positively impact accessibility.
Collaboration Webs & Mobile Tools
This document discusses the shift towards using mobile tools and online collaboration in education. It notes that collaboration webs saw adoption within 1 year, while mobile tools were predicted to see adoption within 2-3 years. The current problem is that schools do not have enough computers or reliable infrastructure. A possible solution presented is facilitating a shift to students using their own mobile devices and accessing the internet during class, along with providing mobile tools, improving infrastructure, and offering teacher professional development. This could help schools explore new ways of learning through e-learning, such as connecting students across barriers, facilitating shared learning communities, and enhancing learning opportunities.
Global Education Conference 2012 Presentation
This document discusses considerations for teachers developing global projects with students. It outlines skills students may develop, such as collaboration and digital literacy. When planning projects, teachers should determine outcomes, activities, format, and technology needs. The document provides examples of collaborative project platforms and notes that successful projects are clearly defined, have goals and outcomes, include preparation, and are interactive and engaging. It describes two sample projects connecting students internationally through writing and music.
Digital Toolbox for Collective Learning
This slideshow was prepared for the 2013 ICTEV conference "IT Takes a Village" at Melbourne Grammar on Saturday 25th May.
Learning Through Community Effort: Collaboration for Increased Project Success
The Libraries Thriving Learning Community, organized by Credo Reference and LYRASIS, invites members to think about and engage on key current issues with the aim of developing approaches, solutions and responses that demonstrate the effectiveness of individual library professionals as well as libraries' effectiveness within the institutions of which they are a part. Since February, community participants have been engaging in a variety of interactions, primarily online, to explore and experiment with the kinds of individual and institutional actions needed for libraries to thrive. Join this session to learn about this innovative online collaboration and to hear details about how you can join a similar group in an upcoming learning community.
Web 2.0 & Active Learning: Creating a Digital-Rich Classroom
This presentation for my Best Instructional Practices course examines Meg Ormiston's "Creating a Digital-Rich Classroom" and examines how Web 2.0 tools can create an active learning environment.
G.Radeva_Publications PhD_2016
Galina Radeva has published extensively in her Ph.D. studies, including 4 papers in refereed journals on topics related to membrane proteins, lipid rafts, and quantitative profiling techniques. She also co-authored an invited book chapter and presented her work at two conferences, as listed in her publication list.
More Related Content
What's hot
Making Your Courses Accessible: Best Practices For Creating an Inclusive Lear...
This document discusses best practices for creating an inclusive learning environment and making courses accessible to all students. It recommends faculty 1) plan for inclusivity by ordering textbooks early and choosing accessible formats, 2) build universal design for learning (UDL) principles into their teaching to provide multiple means of representation, engagement and action/expression, and 3) consider common accommodations like extensions, notetakers, and attendance policies. Implementing these strategies can result in a safer environment for all students and more confident faculty.
Global Connections
Edutopia and ePals are online networks that allow teachers and students to connect globally. ePals is the world's largest K-12 network, connecting over 200 countries. It provides collaborative projects, discussions, and email communication between classrooms. Edutopia provides articles, videos and forums to support teachers in areas like assessment, project-based learning and technology integration. Both networks offer opportunities for global learning and connecting classrooms without boundaries. The future of education involves facilitating global impact and teaching subjects with an integrated global perspective.
Examining how coalescent spaces can transform in-class and out of class learning
This document discusses disconnects between teaching approaches and student learning. It identifies issues like students being distracted, not understanding lectures, or finding it difficult to take notes. It proposes connecting teaching delivery and learning through a "coalesced" approach that integrates physical and digital spaces. This would allow students to engage with course material both in-class and online, helping address issues like participation and ensuring all students can access content.
Social Learning Best Practices
This document discusses best practices for social learning. It defines social learning as user-centric and collaborative learning. It provides examples of how flipped classrooms and social tools like wikis, blogs, journals, and podcasts can facilitate social learning. Personal learning environments are discussed as online spaces for students to create and publish content. Case studies show how social learning projects have benefited schools by increasing student engagement and retention.
A P P4 Matthews L
Universal Design for Learning (UDL) is a framework that provides flexible options for representation, engagement, and action/expression to accommodate different learning needs and abilities. The three principles of UDL are providing multiple means of representation, multiple means of action and expression, and multiple means of engagement. UDL aims to reduce barriers and support all students in gaining knowledge and skills through curriculum design informed by research on brain networks involved in recognition, strategies, and affective processing.
How Smart and Personalized are our classes?
This document discusses smart and personalized learning. It defines personalized learning as teaching focused on the needs, potential, and perceptions of individual learners. Smart learning combines social and ubiquitous learning using technology to diversify instruction according to different learning styles and needs. The document recommends ways to personalize classes, such as flipping instruction, regrouping students, using online resources tailored to students' needs, and providing flexible learning spaces. It notes challenges like time, connectivity, and resistance to change but emphasizes that technology should support pedagogy and relationship-building rather than replace them. The key is for teachers to design instruction that meets students wherever they are.
Spotlight on emerging technology
This document discusses online learning in K-12 schools. It provides examples of learning management systems like Moodle and RCampus that teachers can use to create online learning sites. Online learning can benefit students with special needs, gifted students, rural students, and those with different learning styles. Learning management systems can fill instructional gaps, replace old textbooks, provide enrichment and remediation, and build collaboration skills while allowing learning anywhere. They support meaningful, authentic learning and accommodate different abilities while preparing students for 21st century skills. Advantages for teachers include less paperwork, collaboration, and differentiation options. Advantages for students are connecting globally, tutoring options, learning outside of school, and 21st century skills. Pros are strengthening 21
Spotlight on emerging technology
Online learning in K-12 schools provides benefits to various types of students and teachers. Learning management systems like Moodle and RCampus allow flexible, personalized learning and help develop 21st century skills. They can replace outdated textbooks, provide enrichment and remediation, and accommodate different learning styles and abilities. Teachers benefit from less paperwork and increased collaboration, while students gain access to global connections, tutoring, and opportunities to learn outside of school. However, some concerns remain about fully implementing online learning.
Lunch and learn (1)
The document discusses various ways to integrate and manage technology in the classroom. It provides tips for facilitating group activities using online collaboration tools like Google Apps. It also offers suggestions for conducting research using digital tools and communicating final projects through platforms like Animoto and PowerPoint. The document outlines strategies for managing devices when there is only one classroom computer or multiple computers, and provides norms for using handheld devices. It stresses that technology should be used to enhance learning.
Universal design in learning
Universal Design in Learning promotes flexibility and equality in education by accommodating diverse student preferences and abilities. Teachers can engage students by using technology, hands-on activities, and interaction. They should also allow students to demonstrate their knowledge through creative projects and provide unbiased feedback to help students progress.
App3 beckettj
This document discusses Universal Design for Learning (UDL), which aims to make learning accessible to all students by providing multiple means of representation, engagement, and action/expression. It notes that UDL is grounded in neuroscience research showing people learn in different ways. The three principles of UDL are outlined, and examples are given of how they can be applied in the classroom using technology and other tools. Implementing UDL is argued to benefit students by better addressing their diverse needs and strengths.
Technology Integration
Technology integration in the classroom can engage 21st century learners who expect immediate responses and connectivity. The document provides tips for getting started with technology such as focusing on one task and finding appropriate resources. It also lists some general resources for any subject area like Edmodo, Glogster, Wordle, Prezi, and Bubble that can promote creativity, collaboration, access to a worldwide audience, and various forms of assessment.
Mmvc janvier nkurunziza presentation august 2015
This presentation discussed Moodle implementation at the Kigali Institute of Education in Rwanda between 2009-2013. It began with an introduction and background on internet usage in the region. A needs analysis found challenges like low computer ownership and connectivity. Moodle was introduced to train teachers, develop online materials, and shift to more online learning. Sample online courses demonstrated tools. Evaluations found benefits like interaction and idea sharing, but also challenges like poor connectivity. Recommendations included training more teachers and providing infrastructure to support full implementation. The conclusion emphasized that technology integration requires resources and political will to have impact in Africa.
Think digitally
This document discusses how technology can be used to enhance the Common Instructional Framework in classrooms. It describes several free online tools like Wikispaces, Engrade, Join.me, and TypeWith.me that allow for collaboration, direct instruction, modeling, and low-stakes writing. These tools support blended curriculum, problem-based learning, and collaborative work between two early college programs through video conferencing. The purpose is to provide 1:1 technology access without textbooks and utilize online resources to interact, share information, and enhance classroom instruction.
One no, many yeses—sharing responsibility for accessibility
This document discusses how to distribute responsibility for accessibility across project teams. It suggests that each part of a project team that can influence accessibility should do so positively. It provides examples of tactics that different roles like development, UX design, and content strategy can use to take responsibility for accessibility. The key message is that accessibility requires both distributing responsibility across roles and giving each role the authority to positively impact accessibility.
Collaboration Webs & Mobile Tools
This document discusses the shift towards using mobile tools and online collaboration in education. It notes that collaboration webs saw adoption within 1 year, while mobile tools were predicted to see adoption within 2-3 years. The current problem is that schools do not have enough computers or reliable infrastructure. A possible solution presented is facilitating a shift to students using their own mobile devices and accessing the internet during class, along with providing mobile tools, improving infrastructure, and offering teacher professional development. This could help schools explore new ways of learning through e-learning, such as connecting students across barriers, facilitating shared learning communities, and enhancing learning opportunities.
Global Education Conference 2012 Presentation
This document discusses considerations for teachers developing global projects with students. It outlines skills students may develop, such as collaboration and digital literacy. When planning projects, teachers should determine outcomes, activities, format, and technology needs. The document provides examples of collaborative project platforms and notes that successful projects are clearly defined, have goals and outcomes, include preparation, and are interactive and engaging. It describes two sample projects connecting students internationally through writing and music.
Digital Toolbox for Collective Learning
This slideshow was prepared for the 2013 ICTEV conference "IT Takes a Village" at Melbourne Grammar on Saturday 25th May.
Learning Through Community Effort: Collaboration for Increased Project Success
The Libraries Thriving Learning Community, organized by Credo Reference and LYRASIS, invites members to think about and engage on key current issues with the aim of developing approaches, solutions and responses that demonstrate the effectiveness of individual library professionals as well as libraries' effectiveness within the institutions of which they are a part. Since February, community participants have been engaging in a variety of interactions, primarily online, to explore and experiment with the kinds of individual and institutional actions needed for libraries to thrive. Join this session to learn about this innovative online collaboration and to hear details about how you can join a similar group in an upcoming learning community.
Web 2.0 & Active Learning: Creating a Digital-Rich Classroom
This presentation for my Best Instructional Practices course examines Meg Ormiston's "Creating a Digital-Rich Classroom" and examines how Web 2.0 tools can create an active learning environment.
What's hot (20)
Making Your Courses Accessible: Best Practices For Creating an Inclusive Lear...
Making Your Courses Accessible: Best Practices For Creating an Inclusive Lear...
Examining how coalescent spaces can transform in-class and out of class learning
Examining how coalescent spaces can transform in-class and out of class learning
One no, many yeses—sharing responsibility for accessibility
One no, many yeses—sharing responsibility for accessibility
Learning Through Community Effort: Collaboration for Increased Project Success
Learning Through Community Effort: Collaboration for Increased Project Success
Web 2.0 & Active Learning: Creating a Digital-Rich Classroom
Web 2.0 & Active Learning: Creating a Digital-Rich Classroom
Viewers also liked
G.Radeva_Publications PhD_2016
Galina Radeva has published extensively in her Ph.D. studies, including 4 papers in refereed journals on topics related to membrane proteins, lipid rafts, and quantitative profiling techniques. She also co-authored an invited book chapter and presented her work at two conferences, as listed in her publication list.
Psico copia
Este documento contiene 10 preguntas sobre teorías de aprendizaje como el aprendizaje significativo de David Ausubel y la teoría de Robert Gagné. Cada pregunta presenta varias opciones de respuesta y la correcta es señalada.
Construction technology and services 1[98]
This document provides details on construction technology and services for a house construction project. It discusses performing a site investigation to evaluate the site's suitability, which found the soil to be clay. Clay soil can cause issues like expansion and contraction with moisture changes. The document includes sketches illustrating ground works and foundations, with safety precautions for open excavations and trench excavations. It also covers external walls, floors, and meeting building regulations. The goal is to choose appropriate materials and construction methods based on the site investigation findings.
Staedtler Product Introduction
This document provides an overview of Staedtler product divisions and key product lines including:
- Staedtler PTSI division in Indonesia with codes for local, imported from Germany, and imported from Thailand products.
- Key black lead pencil lines including Mars Lumograph 100 and Tradition 110 as well as Luna watercolor pencils.
- The full ranges of Staedtler Luna colored pencils, permanent colored pencils, school supplies, and office supplies.
- Additional product categories mentioned include erasers, compasses, drawing ink, and mechanical pencils.
Jonah 3 9 relent and with compassion turn power point church sermon
The document summarizes a Bible verse from Jonah 3:9. It discusses how the people of Nineveh recognized their wrongdoings and asked if God may relent from his anger and spare them from perishing. The verse suggests that through repentance and meeting God's terms, he could potentially turn away from his fierce anger and allow the people to avoid destruction.
Viewers also liked (8)
Jonah 3 9 relent and with compassion turn power point church sermon
Jonah 3 9 relent and with compassion turn power point church sermon
Similar to Hida presentation udl
SPIN 2012 UDL Presentation
This presentation discusses Universal Design for Learning (UDL). UDL aims to make instruction accessible for all students by reducing barriers through flexible design. The three principles of UDL are providing multiple means of representation, action and expression, and engagement. An activity demonstrates applying UDL principles by having students take pictures to demonstrate vocabulary words. Resources mentioned include technology tools, Web 2.0 tools, and examples like UDL Book Builder and UDL Tech Toolkit.
Universal design for learning raichle r
Universal Design for Learning (UDL) is a framework for designing curriculum to meet the needs of all learners by providing multiple means of representation, expression, and engagement. UDL promotes the use of learning strategies that allow for accessible design for individual learning styles and reduces barriers to accommodate all students. The three primary principles of UDL are providing options for acquiring information and knowledge, demonstrating skills and knowledge, and increasing motivation and engagement.
Udl
The document discusses Universal Design for Learning (UDL), which aims to provide multiple means of representation, expression, and engagement to reach more learners through flexible instructional methods and technologies. It explains the three principles of UDL and provides examples of how teachers can implement each principle using various instructional strategies and technologies. The goal of UDL is to increase student motivation and engagement by offering diverse learners more choices that capitalize on their strengths.
UDL
This document discusses Universal Design for Learning (UDL), which aims to make curriculum accessible to all students through flexible materials and assessments. It was inspired by universal design in architecture. UDL is guided by three principles - providing multiple means of representation, expression, and engagement based on neuroscience research about the recognition, strategic, and affective networks in the brain. Technology can help implement UDL principles by offering varied tools for learning. UDL benefits students by reducing barriers and allowing them to demonstrate knowledge in preferred ways.
Udlapp3 benoite
Universal Design for Learning (UDL) is a framework for designing curriculum that provides access and removes barriers for all learners. UDL promotes using multiple means of representation, expression, and engagement to accommodate different learning styles. This is based on research showing there are three primary brain networks involved in recognition, strategic thinking, and affective engagement. UDL principles include providing options for perception, physical action, and engaging interests. Technology supports UDL through tools like electronic whiteboards, laptops, and software that enhance representation, participation, and motivation for diverse learners.
Udlapp3 benoite
Universal Design for Learning (UDL) is a framework that provides flexibility in how information is presented, how students respond or demonstrate their knowledge and skills, and how students are motivated and engaged. UDL promotes accessibility for all learners by reducing barriers and supporting individual learning styles through options for perception, language and symbols, and engagement. It is based on research about how the brain functions and recognizes that there are multiple ways to engage the recognition network, strategic network, and affective network of learners.
Universal design for learning
Universal Design for Learning (UDL) is an educational framework based on principles of universal design and neuroscience research that provides flexibility in how information is presented, how students respond or demonstrate knowledge and skills, and how students are engaged. UDL aims to reduce barriers in instruction and support the learning of all students, including those with disabilities or limited English skills. By incorporating multiple means of representation, action and expression, and engagement based on how the brain learns best, UDL supports the diverse needs of learners. While technology is not essential to UDL, it can help enable customization and flexibility when applied according to UDL principles.
UDL Final Project
This document provides an overview of Universal Design for Learning (UDL). UDL extends principles of universal design to education to increase access to learning by designing flexibility into curriculum and instructional methods. The three principles of UDL are to provide multiple means of presentation, expression, and engagement. Educators are encouraged to use UDL guidelines and a Planning for All Learners process to anticipate learner variability, remove barriers, and support all students in reaching learning goals.
App4 rodgerss
Universal Design for Learning (UDL) is a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. The three principles of UDL are providing multiple means of representation, expression, and engagement. UDL encourages flexibility in content presentation, assessments, and student engagement by considering individual learning differences shaped by students' recognition networks, strategic networks and affective networks. Technology plays a key role in UDL by allowing flexible presentation of content and student responses. UDL has implications for more inclusive instruction and a potential positive impact on student learning by accommodating different learning styles.
Principles of Universal Design and Universal Design for Learning: An Informat...
The Principles of Universal Design were developed in the 1980s at North Carolina State University to make environments accessible to all people regardless of ability. These principles were later extended to education as Universal Design for Learning (UDL) which calls for presenting curriculum in flexible ways to meet diverse learner needs. UDL is based on three principles: providing multiple means of representation, action and expression, and engagement. When applied to curriculum development, UDL helps create materials that are accessible to all learners through varied instructional methods and assessment options. Assistive technologies can support UDL implementation but are not required as the goal is flexible designs that meet individual student needs.
Udl briggs h
This document provides an overview of Universal Design for Learning (UDL). UDL aims to make curriculum accessible to all learners by incorporating flexibility. It is based on research showing there are three main networks in the brain involved in learning. UDL principles provide multiple ways to present information, allow students to demonstrate knowledge, and engage students. Examples of how to apply UDL principles through tools like graphic organizers and text-to-speech are discussed. Federal legislation regarding assistive technology and accommodations is also addressed.
Vikki udl complete presentation july 11
The document provides an introduction to Universal Design for Learning (UDL). It discusses the origins of UDL and how it aims to increase access and participation for all learners by considering their individual differences. UDL is based on research about the human brain and how there are three main networks (recognition, strategic, and affective) that must be addressed through flexible methods of presentation, expression and engagement. The document outlines the principles of UDL and how applying them in education can help address learner diversity through appropriate goals, flexible materials and assessments. It also discusses how digital media can support UDL approaches.
Universal Design for Learning
This document discusses Universal Design for Learning (UDL), which aims to make learning accessible to all students by providing multiple means of representation, engagement, and action/expression. UDL draws on principles of universal design applied to education. It encourages flexible approaches and materials to meet diverse learner needs. The document outlines the three UDL principles and brain research supporting its approach. It also provides examples of technology tools like the UDL Book Builder that can help implement UDL principles. Overall, UDL seeks to address learner diversity and make lessons more relevant through customizable, student-centered instructional methods and materials.
App4 austriadpowerpoint
The document discusses Universal Design for Learning (UDL), which aims to provide multiple means of representation, engagement, and action/expression in curriculum design to accommodate diverse learners. UDL stems from Universal Design and is supported by technology and assistive tools. The document also discusses how UDL benefits a preschool by allowing all students to access the curriculum. Brain research further informs UDL implementation by considering how information moves through recognition, strategic, and affective networks.
George Veletsianos: Emerging Academic Practices in Open Online Learning Envi...
The growing need for an educated workforce, changing student demographics, opportunities presented by new technologies, and increases in the cost of attending post-graduate educational institutions have led many educators, policymakers, and businesspeople to seek more affordable models of educating large numbers of students, such as open textbooks and Massive Open Online Courses (MOOCs). An uncertain job market, expanding opportunities to interact with diverse audiences in online settings, and the potential of online networks to increase citations and impact have also led many academics to engage in open scholarship and make use of such online social networks as Twitter and Academia.edu. Common to both these developments is an increasing advocacy for and engagement with open practices in teaching, learning, and scholarship. In this talk, I will describe a number of emerging online practices and share results from my research into these practices.
Universal-Design-for-Learning final.pptx
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.
Universal Design for Learning Presentation
This document discusses Universal Design for Learning (UDL), which seeks to make the learning process adaptable for all people regardless of their abilities or needs. It originated from architectural designs that made buildings universally accessible. UDL principles give all individuals equal opportunities to learn through flexible methods, materials and assessments. Research shows the brain has three networks (recognition, strategic, and affective) that impact learning in different ways. UDL uses diverse tools and flexibility to support these different networks. Advancing technology is also helping to support UDL through tools like speech-to-text.
Universal design for_learning
Universal Design for Learning (UDL) is a framework for designing curriculum that provides multiple means of representation, engagement, and action/expression to accommodate diverse learners. UDL is based on principles of universal design applied to education. It aims to give all students equal opportunities to learn by providing flexible content and materials. Teachers implementing UDL follow three guidelines: providing multiple means of representation, action/expression, and engagement. Technology supports UDL by allowing various formats for instructional content and activities tailored to different learning styles.
UDL Presentation
This presentation introduces Universal Design for Learning (UDL) to middle school teachers. It will explain what UDL is, provide resources for implementing it, and how technology can enhance instruction within the UDL framework. The presentation covers an overview of UDL, reasons for adopting it, and the curriculum components of goals, materials, methods and assessments. It emphasizes UDL's role in ensuring equal access and engagement for all students by providing multiple means of representation, expression and engagement. Technology is seen as central to realizing UDL principles by increasing flexibility and customization of learning experiences.
Universal Design for Learning and ICT tools to make teaching & learning acces...
Universal Design for Learning (UDL) and ICT tools to make teaching & learning accessible for all students.
Presented by SIHO at "Inclusive Higher Education: National and International Perspectives Conference" from 22 to 23 September 2014 at the University of Leipzig.
Similar to Hida presentation udl (20)
Principles of Universal Design and Universal Design for Learning: An Informat...
Principles of Universal Design and Universal Design for Learning: An Informat...
George Veletsianos: Emerging Academic Practices in Open Online Learning Envi...
George Veletsianos: Emerging Academic Practices in Open Online Learning Envi...
Universal Design for Learning and ICT tools to make teaching & learning acces...
Universal Design for Learning and ICT tools to make teaching & learning acces...
More from University of Hawaii
Research report fishponds
An example of a "research report" created by students participating in the
TeenACE for Science project
Factual report alzheimers disease
Alzheimer's is a brain disease that causes degeneration of brain cells. It affects around 4 million people in the US and is predicted to affect over 1 in 85 people globally by 2050. Alzheimer's causes memory loss, confusion, and difficulty performing daily tasks. While age is the greatest risk factor, family history and genetics may also play a role. Currently, there is no cure and treatment aims to slow the progression of symptoms. Future research focuses on earlier diagnosis and discovering preventative measures to reduce risk.
Experimental report heavy balloons
This document provides instructions for an experiment to make a heavy balloon filled with carbon dioxide gas. Baking soda and vinegar are mixed, which produce carbon dioxide gas that fills a balloon. The balloon filled with carbon dioxide is expected to fall faster than a normal air-filled balloon when dropped from the same height, since carbon dioxide is heavier than air. The experiment is carried out and observations confirm that the carbon dioxide balloon does fall faster, supporting the initial hypothesis.
Udl presentation pac_rim2
This document summarizes a presentation on Universal Design for Learning (UDL) strategies for K-12 settings. It discusses how UDL can support diverse learners and address common challenges in reading, writing, and memory/organization. It also describes the UDL guidelines and checkpoints and provides examples of lesson plans that incorporate multimedia technologies to meet UDL principles. The examples illustrate how digital tools like iMovie, PowerPoint, and educational apps can provide flexible options and scaffold the learning process for students with disabilities or diverse cultural backgrounds.
UD Synthesis CTG 2012
This document summarizes a presentation on a literature synthesis examining studies on Universal Design for Learning (UDL) interventions in K-12 settings. The presentation included:
1) An overview of 17 studies meeting the inclusion criteria, including 8 K-12 studies and 9 postsecondary studies.
2) Details and examples from 5 of the K-12 studies, describing the purpose, project/intervention, and findings.
3) Discussion of the need for more explicit description of how UDL principles are applied in studies and suggestions for linking specific project elements to UDL guidelines.
University of Hawaii Math RTI Team presentation
This document summarizes a collaboration between mathematics education and special education researchers to identify strategies for supporting struggling learners in inclusive mathematics classrooms. The researchers observed 1st and 6th grade classes using discovery-based curricula and identified challenges for struggling students. They developed categories for instructional events and potential supports. Analysis identified needs for Tier 1 and 2 supports, such as helping 1st graders learn how to learn and ask questions, and strategies for 6th graders to access the learning method. Next steps include further analyzing data and discussing additional support strategies with teachers.
Virtually There for CEC Convention April 22, 2010
1) Researchers developed and implemented online special education courses for Pacific island students using constructivist teaching methods and accounting for cultural considerations.
2) Data showed the courses were effective at meeting learning objectives and that students valued synchronous virtual class meetings, collaborative activities, and multimedia materials.
3) Lessons learned were that constructivist strategies, virtual classes, and culturally relevant multimedia resources can effectively support online cross-cultural learning when internet access poses challenges.
H-PEA: Internet-based telecom tools
Weblinks and resources related to H-PEA preconference session on "Beyond Survey Monkey: Using Internet-based telecommunication tools to collect evaluation data"
More from University of Hawaii (8)
Recently uploaded
Advanced Java[Extra Concepts, Not Difficult].docx
This is part 2 of my Java Learning Journey. This contains Hashing, ArrayList, LinkedList, Date and Time Classes, Calendar Class and more.
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Aberdeen
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...National Information Standards Organization (NISO)
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.Azure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
How to Setup Warehouse & Location in Odoo 17 Inventory
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective UpskillingExcellence Foundation for South Sudan
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.Main Java[All of the Base Concepts}.docx
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
How to Make a Field Mandatory in Odoo 17
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS Template 2023-2024 by: Irene S. Rueco
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...Nguyen Thanh Tu Collection
https://app.box.com/s/y977uz6bpd3af4qsebv7r9b7s21935vdDRUGS AND ITS classification slide share
Any substance (other than food) that is used to prevent, diagnose, treat, or relieve symptoms of a
disease or abnormal condition
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)Academy of Science of South Africa
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.How to Build a Module in Odoo 17 Using the Scaffold Method
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar KanvariaRecently uploaded (20)
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Azure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
How to Setup Warehouse & Location in Odoo 17 Inventory
How to Setup Warehouse & Location in Odoo 17 Inventory
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective Upskilling
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)
How to Build a Module in Odoo 17 Using the Scaffold Method
How to Build a Module in Odoo 17 Using the Scaffold Method
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Hida presentation udl
- 1. WINTER Hawaii International Dyslexia Association Workshop Template Universal Design for Learning: An Overview Nov 4, 2013 Kavita Rao, Ph.D Assistant Professor UH College of Education
- 2. Three questions for today 1. What is UDL? 2. What are the three principles of UDL? 3. What are some UDL-related resources for parents/teachers?
- 3. All the links in this presentation are on www.tinyurl/hidaudl
- 4. Question #1 What is Universal Design for Learning (UDL)?
- 5. Originated in “universal design” of the physical environment Accessible doors Curb Cuts
- 6. Universal Design for Learning (UDL) addresses the learning environment. No more “one size fits all”
- 7. UDL has a menu of options that: • • • Increase flexibility within curriculum Reduce barriers to learning Provide options for diverse learners
- 8. Question #2 What are the three principles of UDL?
- 10. Three main principles Provide multiple means of: I. Representation II. Action & Expression III. Engagement
- 11. Websites with more information Center for Applied Special Technology: www.cast.org National Center for Universal Design: www.udlcenter.org
- 12. Question #3 What are some UDLrelated resources we can use?
- 13. Everyday technologies • • • • • Laptops Tablets Digital Cameras Smartphones Interactive websites
- 14. Interactive websites with UDL supports Find links to these sites at www.tinyurl.com/hidaudl UDL Book Builder • • • • Create a story Organize and retell Built in TextHelp Coaches UDL Editions • Read a story • Comprehension levels • Built in Text Help
- 15. More web-based resources • TarHeel Reader • Readability -Unclutter your page • Bubbl.Us- online graphic organizer • Parent‟s Guide to UDL
- 16. In conclusion UDL-based instruction: can meet the needs of a range of learners
- 17. Contact Information If you have any questions or comments, please feel to contact me Kavita Rao kavitar@hawaii.edu University of Hawai„i at Mānoa College of Education