Universal design for learning (UDL) is a framework that provides flexibility, reduces barriers, and provides supports to enable all individuals to gain knowledge and skills. UDL principles call for presenting information in multiple ways, allowing for diverse expressions of knowledge, and stimulating interest through engaging teaching methods. UDL aims to accommodate diverse learners through flexible approaches that consider individual abilities, backgrounds, and learning preferences.
This presentation, created by the National UDL Task Force, provides an introduction to universal design and universal design for learning. It then illustrates how UDL applies to the whole curriculum and how UDL is being supported at the local, state, and federal level.
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
This presentation, created by the National UDL Task Force, provides an introduction to universal design and universal design for learning. It then illustrates how UDL applies to the whole curriculum and how UDL is being supported at the local, state, and federal level.
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
AWAKEN: Culturally Responsive Teaching Strategies for ONLINE LearningChelsie Dubay
Presentation Slides from
Session Description: Culturally Responsive Course Design is an approach to creating meaningful learning experiences that value and leverage the cultural capital of each student on the class list. Similarly, inclusive course design asks that you present materials and opportunities equitably. But, what do these practices actually look like within an LMS? This session will explore ways to approach culturally responsive and inclusive course design in D2L’s Brightspace. The presentation will demonstrate 6 strategies to implement in courses immediately. All attendees will receive access to a virtual Culturally Responsive and Inclusive Course Design Toolkit.
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.
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.
AWAKEN: Culturally Responsive Teaching Strategies for ONLINE LearningChelsie Dubay
Presentation Slides from
Session Description: Culturally Responsive Course Design is an approach to creating meaningful learning experiences that value and leverage the cultural capital of each student on the class list. Similarly, inclusive course design asks that you present materials and opportunities equitably. But, what do these practices actually look like within an LMS? This session will explore ways to approach culturally responsive and inclusive course design in D2L’s Brightspace. The presentation will demonstrate 6 strategies to implement in courses immediately. All attendees will receive access to a virtual Culturally Responsive and Inclusive Course Design Toolkit.
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.
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.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
1. What is universal design for
learning? And why do we care in
higher ed?
2. First let’s define
“Universal design for learning (UDL) means a
scientifically valid (research-based) framework for
guiding educational practice & designing curricula
(educational goals, methods, materials, and
assessments) that enable all individuals to gain
knowledge, skills, and enthusiasm for learning that:
Provides flexibility
Reduces barriers
Provides accommodations, supports, and
challenges”
3. Or more simply put:
“Universal Design for Learning is a set of
principles for curriculum development that give
all individuals equal opportunities to learn”
From CAST
4. What sort of flexibility?
in the ways information is presented
in the ways students respond
in the ways students demonstrate
their knowledge
in the ways students are engaged
6. UDL acknowledges classroom
diversity – including :
students with physical, sensory, & learning
disabilities,
students with differing cultural and
linguistic backgrounds,
students with varied preferences and
motivations for learning,
and students who are unusually gifted and
more
21. We could talk about
the legal stuff – we have covered that
elsewhere or
the way things were
or we can rethink – and plan to design for our
diverse learners and how and where to find
help
22. Browse the site pages:
Check out the Research page for evidence
Check out the Resources page for a variety of
practical tips, guides, tools and other helpful
information
Visit the Demos page for how-to sessions
23. Feel free to comment!
Use the comments on any page to share your
thoughts, questions, experiences, suggestions –
or your own tips!
24. Slideshow references
Center for Applied Special Technology (CAST)
About UDL
(http://www.cast.org/udl/index.html)
CAST (2011).
Universal Design for Learning Guidelines version 2.0
. Wakefield, MA: Author
(http://www.udlcenter.org/aboutudl/udlguide
lines)
25. Image attributions
All images are shared to flickr under Creative Commons licenses by users as indicated:
Slide 1: Image shared BY-NC-SA, (http://www.flickr.com/photos/kunchia/479550935/) shared by user kunchia
http://www.flickr.com/people/kunchia/
Slide 3: Image shared BY-SA, (http://www.flickr.com/photos/marfis75/4386981374/) shared by user marfis75
(http://www.flickr.com/people/marfis75/)
Slide 5: Image shared BY-ND, (http://www.flickr.com/photos/emagic/56206868/) shared by user e-magic
http://www.flickr.com/people/emagic/
Slide 7: Image shared BY-NC-SA, (http://www.flickr.com/photos/courosa/2831891520/)shared by user courosa
(http://www.flickr.com/people/courosa/)
Slide 8: Image shared BY-NC-SA, (http://www.flickr.com/photos/56221446@N06/6110362945/) , shared by user
Roger’s Wife (http://www.flickr.com/people/trebecca84/)
Slide 9: Image shared BY-NC-SA (http://www.flickr.com/photos/83623720@N00/2961904236/) shared by user
eyebeam (http://www.flickr.com/people/eyebeam/)
Slide 10: Image shared BY-NC-SA, http://www.flickr.com/photos/75654019@N00/2324201287/) shared by user
luxuryluke (http://www.flickr.com/people/luxuryluke/)
Slide 11: Image shared BY-NC-SA, (http://www.flickr.com/photos/_boris/2002063172/) shared by user _boris
(http://www.flickr.com/people/_boris/)
Slide 12: Image shared BY-NC-SA (http://www.flickr.com/photos/9490254@N06/1161816455/) shared by user
mdverde (http://www.flickr.com/photos/9490254@N06/1161816455/)
Slide 19: Image shared BY-NC, (http://www.flickr.com/photos/30265340@N00/1807980326/) shared by user
yewenyi (http://www.flickr.com/people/yewenyi/)
Slide 21: Image shared BY-NC-SA, (http://www.flickr.com/photos/protographer23/5142196150/) shared by user
protographer23 http://www.flickr.com/people/protographer23/
Slide 24: Image shared BY-NC, (http://www.flickr.com/photos/dharmasphere/20993325/) shared by user
premasagar, http://www.flickr.com/people/dharmasphere/
Editor's Notes
Welcome to a conversation about universal design for learning. This important approach allows us to consider the needs of the diverse group of learners we encounter every day in our college classrooms.
Let’s begin with a definition: “Universal design for learning (often referred to by its initials – UDL) means a scientifically valid (meaning research-based) framework for guiding educational practice and designing curricula (educational goals, methods, materials, and assessments) that enable all individuals to gain knowledge, skills, and enthusiasm for learning that: Provides flexibility Reduces barriers And provides accommodations, supports, and challenges”
Or, more simply: Universal Design for Learning is a set of principles for curriculum development that give all individuals equal opportunities to learn.” This and the prior definition are from the Center for Applied Special Technology (CAST).
What sort of flexibility are we talking about? Let’s consider those diverse learners and think about flexibility that will address their needs. Flexibility in the ways: Information is presented Students respond Students demonstrate their knowledge Students are engaged
Why is flexibility needed? Why consider universal design for learning at all?
As we have mentioned, UDL Acknowledges classroom diversity – including: Students with physical, sensory and learning disabilities Students with differing cultural and linguistic backgrounds Students with varied preferences and motivations for learning Students who are unusually gifted and more
Further, UDL: Supports efforts to consider every learner
UDL provides diverse and flexible learning materials.
UDL suggests options for presenting information in different ways (the ‘what’)
UDL provides for different ways for students to express what they know (the ‘how’)
Engages by stimulating interest and motivation (the ‘why)
UDL creates optimum learning contexts and circumstances. (Oh, wait, I meant ‘ optimal ’…not optimus – wrong image! ;-)
UDL promotes cognitive and physical access.
UDL builds toward deep understanding UDL helps learners learn how to learn.
Now, here’s the ‘how’ behind UDL.
Multiple means of representation connect with the brain’s recognition networks.
Multiple means of action and expression connect with the brain’s strategic networks.
Multiple means of engagement connect with the brain’s affective network.
Now what about those barriers? What barriers…you ask? These could be barriers in instructional approaches…in the way we typically structure out teaching (and we may be completely unaware of this). It could be barriers in the way learning materials are designed and structured. And there could be barriers baked into the curriculum itself because of expectations that do not offer alternatives.
And what about the accommodations and supports. When we hear the word ‘accommodation’ we often think of provision someone else makes when students need special assistance. When we think of supports we might be thinking of watering down the level of rigor or changing our overall expectations. And ultimately, we may think that this is someone else’s responsibility. We are accustomed to getting a notification from another office when a student needs ‘special accommodation’ or assistance.
We could spend a great deal of time just addressing the legal basis for accommodating every learner. Information is provided about elsewhere on the site. We could wish for the ‘old days’ when we just assumed that out one-size-fits-all plans worked for everyone. Or, we can rethink, acknowledge our classrooms full of diverse learners, find help, and adjust accordingly.
That is the purpose of this site. The information collected here is intended to provide a comprehensive resource for higher education faculty in using universal design principles to design and structure optimum learning experiences for diverse learners. Visit the Research page for evidence regarding the difference professional development like this can make. The Resources page provides a set of carefully selected and reviewed of a variety of practical help for understanding and applying udl in higher education contexts. The Demos page is intended to develop over time into a collection of tutorials on applying the concepts to common situations.
Tour around. Check things out. And feel free to comment with your feedback and suggestions on what you find helpful or would like to see added to the site. Check back often for additions.