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PRACTICE WHAT YOU TEACH:
UDL & COMMUNITIES OF PRACTICE
IN ADULT EDUCATION
Bonnie Stewart
2nd Pan-Canadian Conference on UDL
June 1st, 2017
“It’s not important what we cover in
the class, it’s what you discover”
- Noam Chomsky
Adult Learning
LEARNING AS:
-  self-directed
-  goal-oriented
-  relevant
-  active
-  applied
Key premises of adult learning:
ADULTS LEARN FROM:
•  need to know
•  self-concept
•  experience
•  readiness to learn
•  orientation to
learning
•  motivation
(kids too?)
+ Social Learning
COMMUNITY OF PRACTICE:
- shared domain
- shared sense of belonging
- shared practices
#ed363, 2015
Online = people
Presence
http://www.learningsolutionsmag.com/articles/761/building-an-online-learning-community
…but how to bring it all together?
I knew I needed new tools
https://www.flickr.com/photos/zzpza/3269784239/
UDL = Multiple Means
1 video, 1 reading, & encouragement
to consider UDL in designing lesson assignment
http://www.udlcenter.org/aboutudl/take_a_tour_udl
UDL = one tool among many
That year.
https://www.flickr.com/photos/dafnecholet/5374200948
I wasn’t (yet)
taking my
own advice.
Outcomes for #ed363 2015:
https://www.flickr.com/photos/rocket2722/33907761204/
LEARNERS WERE:
- engaged
- applying ideas
- happy about
participatory work
- still relying on me
- limited by text
Looking ahead, I saw
learners with low digital literacy
(& text literacy)
https://www.flickr.com/photos/rooreynolds/7340911996/
Re/vision is HARD
But not all
change is
bad.
My 2016 version
of #ed363 =
- UDL backbone
- more inclusion
- more images &
video
	
https://www.flickr.com/photos/davidthepuffin
Engagement
tap into learners' interests, challenge them
appropriately, and motivate them to learn
https://assistivetechnologytidbits.wikispaces.com/About+UDL
Representation
offer learners a range of ways of acquiring
knowledge
Action & Expression
enable options for learners to show what they know
& are learning
https://www.mcgill.ca/osd/facultyinfo/universal-design-faculty-research
learners could try
sketchnoting
reflections &
assignments
Evaluation was more formative
& peer-based
Practice what you Teach: UDL & Communities of Practice in Adult Education
…and each key concept had
visual or video representation as
well as readings for learners to
engage
with
The 2016 course was a success.
But it still wasn’t what I wanted it to
be.
ALL THE TIME!
http://giphy.com/gifs/40s-chattanooga-1941-W2S0SZbeFBZK
#ed363 2017: more UDL!
No more low-hanging fruit
https://www.flickr.com/photos/samsaunders/9509786007
Practice what you Teach: UDL & Communities of Practice in Adult Education
I wanted to fully integrate UDL with
adult & social learning
principles with a community
of practice model, all
with students I’d NEVER meet f2f.
EASY-PEASY?
Practice what you Teach: UDL & Communities of Practice in Adult Education
(ooh…she’s lying)
I tried to build a reflexive
scaffold within which
learners were asked to make
choices, identify problems &
responses, and apply all
ideas to their own work and
domains of interest.
Expanded visuals repertoire to
include timelines, infographics &
animations, & modeled them
Made video assignments (eep!)
Built in MORE
synchronous
sessions for
social
learning, but
encouraged
written peer
engagement
too…b/c
preferences
Reframed rubrics so learners could
produce artifacts that made sense
for their fields of work
(including a gang sign tattoo .ppt from an officer
training instructor)
https://www.flickr.com/photos/stevendepolo/4129400323
And encouraged learners to get
outside their comfort zones WITH me
These were the UDL
adaptations I tried to make in
my own practice and
approach.
But they ended up having an
unexpected consequence…
The increased choice in forms of
engagement and application –
in a course that centered
ON engagement and
application – made for far
stronger social learning.
We got closer to a community of
practice.
Learners also built digital
literacies, not just with platforms
but with participatory practice
While doing good adult learning,
as learners AND teachers.
Did it work for everyone?
The 2017 course was a
bigger learning curve
for me & for students
than 2015 or 2016.
Success required going
deep, & the option to
adjust or re-do work was
key for some.
But learners engaged in
thoughtful, inclusive
social & adult learning,
& built professional ties.https://www.flickr.com/photos/hinkelstone/2765597758/
Lifelong Learning
Learning can no longer be divided into a place &
time to acquire knowledge (school)
and a place & time to apply the knowledge
acquired (the workplace).
Learning is something that takes place on an
ongoing basis in our daily interactions with others
and with the world around us.
#UDL helped me open a
Pandora’s Box of powerful growth
& adaptive change
THANK YOU.
@bonstewart / bstewart@upei.ca

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