National Forum Seminar Series presentation by Karen Buckley, Academic Developer, DCU.
Wednesday 6th November, University of Limerick
Promoting Inclusivity through Universal Design for Learning
Los datos abiertos un movimiento en expansiónDatos.gob.es
Presentación realizada con motivo de la semana de la Administración Abierta 2022. Descubre qué subyace a la filosofía y a la práctica de los datos abiertos, y qué servicios se ofrecen desde la plataforma datos.gob.es como ventanilla única de los datos reutilizables ofrecidos por el sector público, entre otros aspectos.
This practice-focused paper wil consider how employing the Universal Design for Learning (UDL) framework (CAST 2018) can encourage feedback-seeking behaviour on a postgraduate programme. Recent advances in neuroscience have highlighted that individual difference is the norm across the population, and thus questioned the need to label or diagnose difference. This challenges educators to move away from previous models of ‘reasonable accommodations’ and instead to design for learning with an appreciation that all students approach their learning with differing strengths and preferences. The principles and theories of Universal Design for Learning (UDL) offer enormous potential when designing for learning: by using the UDL framework, educators can accept learner variability as a strength to be leveraged, not a challenge to be overcome (Rose and Meyer, 2002).
Furthermore, recent scholarship has pointed to the importance of developing feedback literacies among Higher Education learners. The provision of feedback is not, in and of itself, sufficient; instead, there is a growing understanding that learners need to be supported to make sense of the feedback they receive and apply it in subsequent learning situations. Literature on feedback literacy (e.g. Carless and Boud, 2018; Winstone, Balloo and Carless, 2022) recognises the importance of developing students’ capabilities ‘to seek, generate and use feedback information effectively, and to engage in feedback processes to support ongoing personal and professional development’ (Winstone et al, 2022: 58). Such a view shifts the focus away from feedback at the end of learning event, and instead advocates for feedback at a point when it can be used by the learner to improve subsequent work. This requires learners to be more aware of how and why they are using feedback, and also their own role in identifying the timing of feedback so that it is of benefit to them.
This paper will consider how the UDL framework can encourage student engagement with feedback and the development of feedback literacies, drawing on specific examples from a postgraduate programme (namely the Graduate Certificate in Academic Practice). Multi-source and multi-modal feedback opportunities are embedded throughout the programme, and students are prompted to consider the focus, mode and timing of the feedback so that it is of most benefit to them to guide their learning. This paper will point towards the benefits a programme which is underpinned by the UDL framework has in fostering student feedback literacy and feedback-seeking behaviours. It aims to prompt discussion and reflection among conference attendees with respect to both UDL and feedback literacy and to consider how these two areas of academic practice can be intertwined in order to best support student learning.
Los datos abiertos un movimiento en expansiónDatos.gob.es
Presentación realizada con motivo de la semana de la Administración Abierta 2022. Descubre qué subyace a la filosofía y a la práctica de los datos abiertos, y qué servicios se ofrecen desde la plataforma datos.gob.es como ventanilla única de los datos reutilizables ofrecidos por el sector público, entre otros aspectos.
This practice-focused paper wil consider how employing the Universal Design for Learning (UDL) framework (CAST 2018) can encourage feedback-seeking behaviour on a postgraduate programme. Recent advances in neuroscience have highlighted that individual difference is the norm across the population, and thus questioned the need to label or diagnose difference. This challenges educators to move away from previous models of ‘reasonable accommodations’ and instead to design for learning with an appreciation that all students approach their learning with differing strengths and preferences. The principles and theories of Universal Design for Learning (UDL) offer enormous potential when designing for learning: by using the UDL framework, educators can accept learner variability as a strength to be leveraged, not a challenge to be overcome (Rose and Meyer, 2002).
Furthermore, recent scholarship has pointed to the importance of developing feedback literacies among Higher Education learners. The provision of feedback is not, in and of itself, sufficient; instead, there is a growing understanding that learners need to be supported to make sense of the feedback they receive and apply it in subsequent learning situations. Literature on feedback literacy (e.g. Carless and Boud, 2018; Winstone, Balloo and Carless, 2022) recognises the importance of developing students’ capabilities ‘to seek, generate and use feedback information effectively, and to engage in feedback processes to support ongoing personal and professional development’ (Winstone et al, 2022: 58). Such a view shifts the focus away from feedback at the end of learning event, and instead advocates for feedback at a point when it can be used by the learner to improve subsequent work. This requires learners to be more aware of how and why they are using feedback, and also their own role in identifying the timing of feedback so that it is of benefit to them.
This paper will consider how the UDL framework can encourage student engagement with feedback and the development of feedback literacies, drawing on specific examples from a postgraduate programme (namely the Graduate Certificate in Academic Practice). Multi-source and multi-modal feedback opportunities are embedded throughout the programme, and students are prompted to consider the focus, mode and timing of the feedback so that it is of most benefit to them to guide their learning. This paper will point towards the benefits a programme which is underpinned by the UDL framework has in fostering student feedback literacy and feedback-seeking behaviours. It aims to prompt discussion and reflection among conference attendees with respect to both UDL and feedback literacy and to consider how these two areas of academic practice can be intertwined in order to best support student learning.
Strategic Visions & Values: Inclusive Curricula and Leadership in Learning an...Richard Hall
Presentation for the Leadership in Learning and Teaching event at Durham University on 1 May 2019.
Project resources:
Universal Design for Learning: Evaluation Interim Report: https://www.dora.dmu.ac.uk/handle/2086/17106
A Literature Review of Universal Design for Learning: https://www.dora.dmu.ac.uk/handle/2086/17059
Freedom to Achieve: Project Evaluation Report: https://www.dora.dmu.ac.uk/handle/2086/16793
Presentation on learning analytics given by Rebecca Ferguson at the Nordic Learning Analytics Summer Institute (Nordic LASI), organised by the SLATE Centre, in Bergen Norway, 29 September 2017.
Universal Design for Learning (Inclusive Education)(UDL).pptxajay maini
Universal Design for Learning (UDL) is an educational framework that aims to provide all students with equal opportunities to learn by accommodating their diverse learning needs and styles. Here are strategies for teaching, learning, and evaluation based on UDL principles:
1. *Multiple Means of Representation (Teaching):*
- Provide information in various formats (text, audio, video, visuals).
- Offer alternative explanations and examples to cater to different learning styles.
- Use inclusive language and diverse perspectives in instructional materials.
2. *Multiple Means of Engagement (Teaching):*
- Incorporate choice and autonomy in assignments and activities.
- Vary the difficulty and complexity of tasks to suit individual readiness levels.
- Foster collaboration and peer learning to increase engagement.
3. *Multiple Means of Expression (Teaching):*
- Allow students to demonstrate understanding in various ways (written, oral, visual).
- Provide clear instructions and rubrics for assessments.
- Encourage creativity and innovation in projects and assignments.
4. *Provide Clear Objectives (Learning):*
- Clearly communicate learning goals and expectations to students.
- Use visual aids like mind maps or checklists to help students track progress.
5. *Scaffold Learning (Learning):*
- Break complex concepts into smaller, manageable chunks.
- Offer support, such as templates or guided questions, as students work on tasks.
6. *Differentiated Instruction (Learning):*
- Adapt materials and tasks to suit individual needs and abilities.
- Offer additional resources for students who need extra help or challenge.
7. *Continuous Assessment (Evaluation):*
- Use formative assessment techniques (quizzes, discussions, peer reviews) to monitor progress.
- Provide regular feedback to help students improve.
8. *Flexible Assessment Options (Evaluation):*
- Allow students to choose assessment formats (e.g., written essay, oral presentation, project).
- Consider alternative assessment methods, such as portfolios or self-assessments.
9. *Accommodations and Accessibility (Evaluation):*
- Ensure assessments are accessible to all students, including those with disabilities.
- Offer accommodations, such as extended time or assistive technology, as needed.
10. *Reflect and Adapt (Continuous Improvement):*
- Regularly gather feedback from students about their learning experiences.
- Adjust teaching methods and materials based on student input and assessment results.
11. *Professional Development (Continuous Improvement):*
- Provide training and support for educators to implement UDL effectively.
- Encourage collaboration among teachers to share UDL strategies and best practices.
By applying these strategies, educators can create inclusive and effective learning environments that cater to the diverse needs of all students.
Thanks and regards
Ajay Maini
Strategic Visions & Values: Inclusive Curricula and Leadership in Learning an...Richard Hall
Presentation for the Leadership in Learning and Teaching event at Durham University on 1 May 2019.
Project resources:
Universal Design for Learning: Evaluation Interim Report: https://www.dora.dmu.ac.uk/handle/2086/17106
A Literature Review of Universal Design for Learning: https://www.dora.dmu.ac.uk/handle/2086/17059
Freedom to Achieve: Project Evaluation Report: https://www.dora.dmu.ac.uk/handle/2086/16793
Presentation on learning analytics given by Rebecca Ferguson at the Nordic Learning Analytics Summer Institute (Nordic LASI), organised by the SLATE Centre, in Bergen Norway, 29 September 2017.
Universal Design for Learning (Inclusive Education)(UDL).pptxajay maini
Universal Design for Learning (UDL) is an educational framework that aims to provide all students with equal opportunities to learn by accommodating their diverse learning needs and styles. Here are strategies for teaching, learning, and evaluation based on UDL principles:
1. *Multiple Means of Representation (Teaching):*
- Provide information in various formats (text, audio, video, visuals).
- Offer alternative explanations and examples to cater to different learning styles.
- Use inclusive language and diverse perspectives in instructional materials.
2. *Multiple Means of Engagement (Teaching):*
- Incorporate choice and autonomy in assignments and activities.
- Vary the difficulty and complexity of tasks to suit individual readiness levels.
- Foster collaboration and peer learning to increase engagement.
3. *Multiple Means of Expression (Teaching):*
- Allow students to demonstrate understanding in various ways (written, oral, visual).
- Provide clear instructions and rubrics for assessments.
- Encourage creativity and innovation in projects and assignments.
4. *Provide Clear Objectives (Learning):*
- Clearly communicate learning goals and expectations to students.
- Use visual aids like mind maps or checklists to help students track progress.
5. *Scaffold Learning (Learning):*
- Break complex concepts into smaller, manageable chunks.
- Offer support, such as templates or guided questions, as students work on tasks.
6. *Differentiated Instruction (Learning):*
- Adapt materials and tasks to suit individual needs and abilities.
- Offer additional resources for students who need extra help or challenge.
7. *Continuous Assessment (Evaluation):*
- Use formative assessment techniques (quizzes, discussions, peer reviews) to monitor progress.
- Provide regular feedback to help students improve.
8. *Flexible Assessment Options (Evaluation):*
- Allow students to choose assessment formats (e.g., written essay, oral presentation, project).
- Consider alternative assessment methods, such as portfolios or self-assessments.
9. *Accommodations and Accessibility (Evaluation):*
- Ensure assessments are accessible to all students, including those with disabilities.
- Offer accommodations, such as extended time or assistive technology, as needed.
10. *Reflect and Adapt (Continuous Improvement):*
- Regularly gather feedback from students about their learning experiences.
- Adjust teaching methods and materials based on student input and assessment results.
11. *Professional Development (Continuous Improvement):*
- Provide training and support for educators to implement UDL effectively.
- Encourage collaboration among teachers to share UDL strategies and best practices.
By applying these strategies, educators can create inclusive and effective learning environments that cater to the diverse needs of all students.
Thanks and regards
Ajay Maini
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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.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
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2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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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.
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4. Intended Outcomes
o Identify and understand the principles of Universal Design for
Learning (UDL)
o Discuss the advantages of applying UDL in Higher Education
o Evaluate approaches to UDL adopted by other institutions and note
successes and challenges in implementing UDL principles in
different settings
o Apply UDL principles in their own practice to promote and
implement an inclusive teaching and learning environment
5. Universal Design for Learning
Image: Universal Design for Learning by Giulia Forsythe on Flickr
6. Universal Design for Learning is a framework to
improve and optimise teaching and learning by
removing barriers in the environment
Cast Symposium: UDL for Social Justice 2017
Shaping Change in an Educational Setting
7. Some Potential Benefits of UDL
A curriculum and environment
that allows students to learn their
way.
Variety and choice built into the
curriculum.
Less need to visit specialised
support services.
8. Reduce the need for
individualised supports and the
associated cost savings.
Better outcomes for all students,
not just students with disabilities
or international students.
Lower drop-out rates.
A more diverse student body.
For Institutions
9. How can UDL benefit your practice?
A lens to examine your teaching, learning and
assessment practice
A guided opportunity for you to use your own
experience and creativity to make a positive impact
on the learning experience for all learners
10. Three Principles of UDL
Multiple means of Engagement
• to tap into learners' interests, offer appropriate challenges, and
increase motivation.
Multiple means of Representation
• to give learners various ways of acquiring information and knowledge
Multiple means of Expression
• to provide learners alternatives for demonstrating what they know
11. What brings you here?
Your UDL experience
Intentions for future
practice
12. Multiple Means of Engagement
The Neuroscience: relating to the Affective
Networks in the centre of the brain
Ultimate Goal: To develop learners who are
‘Purposeful & Motivated’
The 3 Key Guidelines Provide options for…
• Recruiting Interest
• Sustaining Effort and Persistence
• Self-Regulation
13. What can this principle offer?
• Provide choice in assessment
• Build relationships with students
• Foster a sense of belonging
• Clarify the learning objectives and goals
• Provide learners with coping skills
• Develop self assessment
14. Barriers? Opportunities?
How can we help our
learners to engage
with their peers and
the wider institution?
How can we stimulate
the interest of our
learners and motivate
them to engage with
curriculum?
How can value our
learners contribution?
15. Simulating and maintaining the learners’ interest
- Set positive learning
expectations
- Facilitate coping skills -
rubrics
- Encourage learning strategies
16.
17. Multiple Means of Representation
The Neuroscience: relating to the Recognition
Networks at the back of the brain
Ultimate Goal: To develop learners who are
‘Resourceful & Knowledgeable’
The 3 Key Guidelines Provide options for…
• Perception
• Language and Symbols
• Comprehension
18. What can this principle offer?
All learners can participate and have equal
chance to meet the learning outcomes
Offer many ways to learn; visual, auditory..
Provide guidelines for processing skills and
tasks
Use straightforward instructions
19. Some
prompts
Our learners have varying levels of
physical/cognitive ability and differ widely in the
ways that they perceive and comprehend
information:
How can we ensure that we are giving our
learners what they need to understand the
material we present?
How can we leverage multimedia, active learning
and peer to peer learning to retain attention and
provide variety for our learners?
How can we scaffold our learners use of
technology to enhance their learning?
20. Presenting knowledge in various ways
- Clear course description and
learning outcomes
- Clarify technical language,
vocabulary or symbols
- Make materials available in
advance
21.
22. Multiple Means of Expression
The Neuroscience: relating to the
Strategic Networks at the front of the
brain
Ultimate Goal: To develop learners who
are ‘Strategic & Goal-Directed’
The 3 Key Guidelines:
• Physical Action
• Expression and Communication
• Executive Functions
23. What could this look like in practice?
Flexible learning tools, VLE, multimedia
Provision of assistive technology to support learning
Provision of choice
Regular, useful feedback on performance
Parity of effort in assessment
24.
25. To enhance the inclusivity of the
learning experience, we will promote
the principles of UDL in the design and
delivery of all our programmes
The DCU Ambition
27. UDL Steering Committee
DCU Quality Promotion Office
Quality Improvement & Development (QuID) Funding
Mission to create staff awareness of UDL in DCU and
promote principles in teaching, learning and assessment
28. Survey to all staff and students in DCU using our
Moodle Platform
Self- Reporting practices on thematic areas,
underpinned by the principles and practice of
UDL
The real issues for DCU Staff
UDL Survey
29. The Sipping Point
Informal campus-wide community to enable staff
across all disciplines to learn from colleagues about
aspects of teaching practice.
－Opportunity to meet allies
－Identify staff with knowledge and experience
－Discussion of potential challenges for staff
－Invited staff to form the UDL working group
－Learn more about the Sipping Point here
Karen Buckley Teaching Enhancement Unit
30. UDL Working Group
Agree Terms of Reference &
identified actions:
• UDL policy for DCU
• Develop Resources
• Staff Training and Development
32. Policy Sub-Group
- Consultation with policy experts
- Drafted policy and circulated for feedback
- Identified owner of policy
- Linked to Strategic Plan 2017-2022
- Presentation to Senior Management in May 2019
33. Resources Sub-Group
Responsible for drafting procedures, guidelines and protocols that
emerge from policy
Developed Staff Page on VLE
Consulting with 5 faculties in DCU to make discipline resources
Modelling best practice
34. Staff Development Sub-group
AHEAD UDL Digital Badge
Administrative access to LinkedIn Learning to host
staff development & training courses
35. Getting UDL on the Agenda
o Strategy - the big bang V the slow burn
o Networking - talking UDL
o Find your allies - cross-university
o Identify possible ‘champions’
o Seek opportunities
37. How to get started
Start with small steps and select a specific challenge or issue.
Set learning goals with your learners and then provide multiple ways
for them to access materials.
Allow learners drive the changes. Have them be partners in learning.
Think about how you deliver your programme, reconsider
assessment design.
Develop a community of practice, share your experiences in
implementing UDL.
