This document summarizes a presentation on Universal Design for Learning (UDL). It discusses key components of UDL including understanding diverse learners and strategies to make curriculum, instruction, assessment, and environments accessible to all. Examples are provided of UDL strategies that can be applied to syllabi, note-taking, presentations, rubrics and the use of technology. The presentation concludes with tips for organizations to build and sustain a UDL approach through initiatives like establishing a UDL core team.
PBL in the English Classroom (ETA presentation)bhewes
This document discusses project based learning (PBL) in the English classroom. It defines PBL as an approach where students explore real-world problems and challenges to gain a deeper understanding of their subjects. The document provides examples of how PBL can be implemented for different units, such as having students write and publish their own stories or design promotional posters. It also outlines some of the key elements of PBL, including driving questions, real-world products, and 21st century skills. Finally, it addresses potential issues teachers may face and provides resources for planning, running, and getting support for PBL projects.
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.
This document provides guidance for planning a project-based learning (PBL) unit. It outlines 10 essential steps: 1) identifying learning outcomes and success criteria, 2) determining the driving question and big idea, 3) deciding on the student output, 4) developing a timeline, 5) incorporating student choice, 6) assessing student work, 7) emphasizing skills like collaboration, 8) connecting to experts, 9) citing useful resources, and 10) acknowledging influences on the framework. Teachers are guided to make PBL units focused on meaningful content and 21st century skills through open-ended, authentic projects.
This document discusses strategies and tools to support collaboration as outlined in the ISTE standards for educators. It describes how educators should plan time to collaborate on developing authentic learning experiences using technology. This includes jointly creating instructions, sharing resources, and evaluating effectiveness. Educators are also encouraged to collaborate with students to explore and troubleshoot technologies, as students are knowledgeable about new digital tools. Common web-conferencing tools that support collaboration include presentation sharing, document sharing, whiteboards, and polling features in programs like Teams and Screencast. Culturally responsive communication is also important, such as understanding how learners' diverse backgrounds and prior knowledge can be built upon.
This document summarizes a webinar about agile design for learning. It discusses that agile design is derived from agile software development and is a process for responding to complex learning environments. Agile design works best in situations with rapidly changing subject matter, diverse learners with different needs, and rapidly changing tools. Guidelines for effective agile design include having clear but broad learning goals set by instructors, sub-goals negotiated with learners, core materials chosen by instructors with other materials identified by learners, and assessment based on pre-defined criteria. Conditions for success include having confident instructors, clear skills goals for learners, proper learner preparation and orientation, accessible open resources, and flexible assessment methods.
Project based learning (PBL) is a teaching method where students gain knowledge and skills by investigating and responding to an engaging question or challenge over an extended period of time. It focuses on 21st century skills like inquiry, innovation, and developing solutions to present publicly. PBL is conducted through sections that introduce the project, provide examples, establish foundations like receiving feedback, and provide guidance on execution and building a culture for excellence. It can ignite passion for learning, foster varied skills needed later in life, and tailor to different student abilities while letting projects drive the curriculum over tests. For example, a photosynthesis project has student groups research factors that affect it, develop hypotheses to test, gather information, design proposals, conduct their project
This document discusses flipped instruction, which involves assigning lecture videos and readings as homework so that class time can be used for more engaging activities like discussions and projects. It provides an overview of what flipped instruction is, why it should be used, and how to implement it. Examples are given of apps that can be used to create videos and do polling and formative assessments. Tips are provided for getting started with flipped instruction and ensuring student engagement, such as checking their comprehension of pre-class materials.
This document provides information about using a project-based learning approach to teach students about graffiti art. It outlines a lesson where students can choose from three project options to study graffiti: creating their own graffiti work, observing and collecting images of street art from different places, or researching and analyzing whether graffiti is considered art or a crime. The goal is for students to learn about street artists and their work, develop preferences in art, apply artistic skills and critique works. Students will present their projects and provide feedback using a rubric to assess their learning. References for additional resources on street art and project-based learning are also included.
PBL in the English Classroom (ETA presentation)bhewes
This document discusses project based learning (PBL) in the English classroom. It defines PBL as an approach where students explore real-world problems and challenges to gain a deeper understanding of their subjects. The document provides examples of how PBL can be implemented for different units, such as having students write and publish their own stories or design promotional posters. It also outlines some of the key elements of PBL, including driving questions, real-world products, and 21st century skills. Finally, it addresses potential issues teachers may face and provides resources for planning, running, and getting support for PBL projects.
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.
This document provides guidance for planning a project-based learning (PBL) unit. It outlines 10 essential steps: 1) identifying learning outcomes and success criteria, 2) determining the driving question and big idea, 3) deciding on the student output, 4) developing a timeline, 5) incorporating student choice, 6) assessing student work, 7) emphasizing skills like collaboration, 8) connecting to experts, 9) citing useful resources, and 10) acknowledging influences on the framework. Teachers are guided to make PBL units focused on meaningful content and 21st century skills through open-ended, authentic projects.
This document discusses strategies and tools to support collaboration as outlined in the ISTE standards for educators. It describes how educators should plan time to collaborate on developing authentic learning experiences using technology. This includes jointly creating instructions, sharing resources, and evaluating effectiveness. Educators are also encouraged to collaborate with students to explore and troubleshoot technologies, as students are knowledgeable about new digital tools. Common web-conferencing tools that support collaboration include presentation sharing, document sharing, whiteboards, and polling features in programs like Teams and Screencast. Culturally responsive communication is also important, such as understanding how learners' diverse backgrounds and prior knowledge can be built upon.
This document summarizes a webinar about agile design for learning. It discusses that agile design is derived from agile software development and is a process for responding to complex learning environments. Agile design works best in situations with rapidly changing subject matter, diverse learners with different needs, and rapidly changing tools. Guidelines for effective agile design include having clear but broad learning goals set by instructors, sub-goals negotiated with learners, core materials chosen by instructors with other materials identified by learners, and assessment based on pre-defined criteria. Conditions for success include having confident instructors, clear skills goals for learners, proper learner preparation and orientation, accessible open resources, and flexible assessment methods.
Project based learning (PBL) is a teaching method where students gain knowledge and skills by investigating and responding to an engaging question or challenge over an extended period of time. It focuses on 21st century skills like inquiry, innovation, and developing solutions to present publicly. PBL is conducted through sections that introduce the project, provide examples, establish foundations like receiving feedback, and provide guidance on execution and building a culture for excellence. It can ignite passion for learning, foster varied skills needed later in life, and tailor to different student abilities while letting projects drive the curriculum over tests. For example, a photosynthesis project has student groups research factors that affect it, develop hypotheses to test, gather information, design proposals, conduct their project
This document discusses flipped instruction, which involves assigning lecture videos and readings as homework so that class time can be used for more engaging activities like discussions and projects. It provides an overview of what flipped instruction is, why it should be used, and how to implement it. Examples are given of apps that can be used to create videos and do polling and formative assessments. Tips are provided for getting started with flipped instruction and ensuring student engagement, such as checking their comprehension of pre-class materials.
This document provides information about using a project-based learning approach to teach students about graffiti art. It outlines a lesson where students can choose from three project options to study graffiti: creating their own graffiti work, observing and collecting images of street art from different places, or researching and analyzing whether graffiti is considered art or a crime. The goal is for students to learn about street artists and their work, develop preferences in art, apply artistic skills and critique works. Students will present their projects and provide feedback using a rubric to assess their learning. References for additional resources on street art and project-based learning are also included.
The document discusses flipped instruction, which is a hybrid approach to learning that moves lectures outside of class time through videos and uses class time for interactive activities and engagement. It provides reasons for using flipped instruction like fostering collaboration and critical thinking. Tips are given for getting started with flipped instruction, such as introducing videos to replace lectures and using polling tools to do formative assessments in class. The presentation aims to explain what flipped instruction is, why to use it, and how to implement it.
K-2 Project-Based Learning STEAM UnitsJessica Lura
This document provides information about project-based learning STEAM units for kindergarten through second grade. It includes summaries of several sample unit plans that integrate different subjects like science, technology, engineering, arts, and math. Advice is given on creating integrated units, including limiting self-imposed boundaries, thinking outside the box, starting small, and using available resources. Standards and additional resources are also referenced. Feedback from attendees is requested using links provided.
US-China Smart Education Conference: Collaborative Knowledge BuildingDavid W. Deeds
David W. Deeds' presentation for the US-China Smart Education Conference at Beijing Normal University. Model: Collaborative Knowledge Building. Specific project: Connect with China Collaborative, a Flat Connections project.
AIE 2015 China Conference: Using the NMC K-12 Horizon ReportDavid W. Deeds
David W. Deeds' presentation for the Alliance of International Educators' (AIE) 2015 China Chapter Conference: Using the New Media Consortium's (NMC) K-12 Horizon Report to Chart Your School's Future. Given Oct. 24-25 in Shanghai, China. David is the Technology Integrator/Teacher for the Yew Wah International Education School in Yantai, China.
David Bish: Using LEGO® as an English language learning tooleaquals
This document discusses using LEGO as a tool for teaching English as a foreign language. It describes how LEGO was incorporated into a pilot summer course for young learners at an English school in the UK. Students engaged in storybuilding, storytelling, and project-based tasks using LEGO sets. The use of LEGO was found to create an environment favorable for social language learning, enhance collaboration, engage students in natural language use through creative building and storytelling, and boost confidence in speaking English. Some challenges were student dominance in storytelling and difficulty staying on task, but overall LEGO was concluded to facilitate narrative production and create a context of "flow" that improves the language learning experience.
Project-based learning (PBL) is a student-centered approach that uses hands-on activities to help students learn skills like collaboration, problem-solving, and time management. PBL acknowledges that learning occurs through social activities and experiences. It allows students to explore problems and construct solutions that can apply to real-world issues. PBL is significant because it prepares students for a changing world where skills like research, technology use, and information synthesis are increasingly important for solving complex problems. It also allows flexibility for different learning styles and interactions that promote critical thinking.
Make your course resilient by selecting teaching tools and strategies that match your planned methods and activities. Learn how to select the right technologies (high and low tech options) that will meet your lessons' objectives and ensure that students are knowledgeable and prepared to succeed.
Implementing a Project Based Learning programme: a step-by-step guideVicky Saumell
This document provides a step-by-step guide for implementing a Project Based Learning (PBL) program. It describes the context of a secondary school in Buenos Aires, Argentina that moved from using coursebooks to a PBL model. Key steps included curriculum design, project planning, rubrics for assessment of process and products, addressing potential barriers, and ongoing improvement. Benefits included teachers enjoying more creative work, students being more engaged when topics interested them, and the ability to adjust materials annually to evolving needs.
4 .2 Connect learning to students' lives and aspirationsCathy Woods
This document discusses ways for teachers to connect students' learning to their lives and aspirations. It recommends that teachers acknowledge students' cultural contexts and allow learning to be personalized. Teachers should support students to explore their interests and strengths. Learning activities should demonstrate relevance beyond the classroom and connect to issues of personal or social significance. Teachers are also encouraged to use technologies and involve families to make learning more meaningful for students.
What is a Screencast and Why Would I Use One?lornacos
A screencast is a digital recording of a computer screen that can include mouse actions, browser changes, video, and audio narration. Screencasts can be used to save time repeating instructions, provide tech support 24/7, and allow students to learn at their own pace by rewatching lessons. They also support flipped classroom models where students watch lectures at home and practice in class, engage online learners, and allow teachers to provide feedback and parents to follow student progress.
Plymouth Create is a digital identity platform piloted in 2017 at Plymouth State University that has grown significantly since its start. It allows students and faculty to own personal domains to showcase interdisciplinary project-based learning through digital portfolios and websites. Support resources help users get started and provide guidance on open teaching and learning practices. Future goals include increasing adoption of digital open online opportunities and developing more application templates to support a variety of projects.
Universal Design for Learning (UDL) is a framework based on cognitive neuroscience that provides flexibility in how information is presented, how students respond or demonstrate knowledge and skills, and how students are engaged. The goal is to meet the needs of all learners by reducing barriers in instruction. UDL principles include providing multiple means of representation, action and expression, and engagement. Examples of applying UDL include using technology, varied instructional methods, and considering how different brain networks process information.
This document discusses project-based learning (PBL) and provides an overview of PBL as well as summaries of research studies that have found benefits of PBL. Some key points include:
- PBL engages students in exploring real-world problems and creating presentations to share what they have learned, which can lead to deeper knowledge and increased motivation compared to textbook learning.
- Several studies found improved test scores, engagement, and skills among students learning through PBL compared to traditional instruction.
- Effective PBL requires teachers to facilitate learning as a coach rather than solely relying on direct instruction, with the role shifting from manager to leader.
Flipped Classroom Best Practices for Higher Ed (UB Tech 2014 Presentation)Kelly Walsh
This is the slide deck I used for my presentation "Flipped Classroom Success Stories (and How to Make Yours Happen!)" at UB Tech 2014. The final 15 or so slides offer resources for learning about the specific Best Practices culled from the literature resources examined.
Universal Design (UD) is a process that creates products and environments usable by people with diverse abilities. UD applies to curriculum, instruction, career services, multimedia, tutoring centers, web pages, appliances, and buildings. The UD process identifies the application, defines potential users, involves consumers, applies guidelines, plans for accommodations, trains involved parties, and evaluates. UD principles include equitable use, flexibility, simple and intuitive use, perceptible information, tolerance for error, low physical effort, and appropriate size and space. UD in education ensures diverse students are not marginalized by mainstream guidelines through designing flexible, universally-designed learning experiences that appeal to all learners.
This document outlines plans to build a culture of innovation at a school. It discusses the need for teachers and students to take risks, try new things, and learn from failures. Key aspects of an innovative culture include collaboration, student-driven learning, authentic project-based work, flexibility, and purposeful technology integration. The document proposes initiatives like redesigned learning spaces, flipped classrooms, alternatives to textbooks, and student ownership of learning. It also introduces a framework called RAT - Replicate, Amplify, Transform - to guide appropriate technology integration that enhances learning. First steps include unpacking student goals, analyzing teacher goals and needs, setting shared goals, and tracking technology use.
This is a relatively straightforward presentation that I put together for a certificate course in instructional design. The presentation takes students through the five steps of the ADDIE model (Analysis, Design, Development, Implementation and Evaluation) and references the steps to a learning site that I developed at The University of Auckland (https://www.fmhshub.auckland.ac.nz/).
The document discusses universal design, which aims to make products and environments usable by people of all abilities to the greatest extent possible without need for adaptation. It defines universal design and outlines its principles, which include accommodating a wide range of user needs and abilities through flexibility and simplicity. The document also discusses universal design for learning, which focuses on ensuring educational materials are accessible and effective for all students regardless of their individual needs and characteristics. It provides guidelines for implementing universal design for learning in education.
This document discusses inclusive design and accessibility in learning. It defines inclusive design as universal design for learning (UDL), which is a framework that guides the design of learning experiences to meet the needs of all learners. The goal of UDL is for all learners to become expert learners by reducing barriers to learning. UDL provides multiple means of engagement, representation, and action/expression in the classroom. The document also provides strategies for creating accessible classrooms, including ensuring learning materials are accessible in formats like text, creating an inclusive classroom environment, and using assistive technologies to help with learning differences.
The document discusses flipped instruction, which is a hybrid approach to learning that moves lectures outside of class time through videos and uses class time for interactive activities and engagement. It provides reasons for using flipped instruction like fostering collaboration and critical thinking. Tips are given for getting started with flipped instruction, such as introducing videos to replace lectures and using polling tools to do formative assessments in class. The presentation aims to explain what flipped instruction is, why to use it, and how to implement it.
K-2 Project-Based Learning STEAM UnitsJessica Lura
This document provides information about project-based learning STEAM units for kindergarten through second grade. It includes summaries of several sample unit plans that integrate different subjects like science, technology, engineering, arts, and math. Advice is given on creating integrated units, including limiting self-imposed boundaries, thinking outside the box, starting small, and using available resources. Standards and additional resources are also referenced. Feedback from attendees is requested using links provided.
US-China Smart Education Conference: Collaborative Knowledge BuildingDavid W. Deeds
David W. Deeds' presentation for the US-China Smart Education Conference at Beijing Normal University. Model: Collaborative Knowledge Building. Specific project: Connect with China Collaborative, a Flat Connections project.
AIE 2015 China Conference: Using the NMC K-12 Horizon ReportDavid W. Deeds
David W. Deeds' presentation for the Alliance of International Educators' (AIE) 2015 China Chapter Conference: Using the New Media Consortium's (NMC) K-12 Horizon Report to Chart Your School's Future. Given Oct. 24-25 in Shanghai, China. David is the Technology Integrator/Teacher for the Yew Wah International Education School in Yantai, China.
David Bish: Using LEGO® as an English language learning tooleaquals
This document discusses using LEGO as a tool for teaching English as a foreign language. It describes how LEGO was incorporated into a pilot summer course for young learners at an English school in the UK. Students engaged in storybuilding, storytelling, and project-based tasks using LEGO sets. The use of LEGO was found to create an environment favorable for social language learning, enhance collaboration, engage students in natural language use through creative building and storytelling, and boost confidence in speaking English. Some challenges were student dominance in storytelling and difficulty staying on task, but overall LEGO was concluded to facilitate narrative production and create a context of "flow" that improves the language learning experience.
Project-based learning (PBL) is a student-centered approach that uses hands-on activities to help students learn skills like collaboration, problem-solving, and time management. PBL acknowledges that learning occurs through social activities and experiences. It allows students to explore problems and construct solutions that can apply to real-world issues. PBL is significant because it prepares students for a changing world where skills like research, technology use, and information synthesis are increasingly important for solving complex problems. It also allows flexibility for different learning styles and interactions that promote critical thinking.
Make your course resilient by selecting teaching tools and strategies that match your planned methods and activities. Learn how to select the right technologies (high and low tech options) that will meet your lessons' objectives and ensure that students are knowledgeable and prepared to succeed.
Implementing a Project Based Learning programme: a step-by-step guideVicky Saumell
This document provides a step-by-step guide for implementing a Project Based Learning (PBL) program. It describes the context of a secondary school in Buenos Aires, Argentina that moved from using coursebooks to a PBL model. Key steps included curriculum design, project planning, rubrics for assessment of process and products, addressing potential barriers, and ongoing improvement. Benefits included teachers enjoying more creative work, students being more engaged when topics interested them, and the ability to adjust materials annually to evolving needs.
4 .2 Connect learning to students' lives and aspirationsCathy Woods
This document discusses ways for teachers to connect students' learning to their lives and aspirations. It recommends that teachers acknowledge students' cultural contexts and allow learning to be personalized. Teachers should support students to explore their interests and strengths. Learning activities should demonstrate relevance beyond the classroom and connect to issues of personal or social significance. Teachers are also encouraged to use technologies and involve families to make learning more meaningful for students.
What is a Screencast and Why Would I Use One?lornacos
A screencast is a digital recording of a computer screen that can include mouse actions, browser changes, video, and audio narration. Screencasts can be used to save time repeating instructions, provide tech support 24/7, and allow students to learn at their own pace by rewatching lessons. They also support flipped classroom models where students watch lectures at home and practice in class, engage online learners, and allow teachers to provide feedback and parents to follow student progress.
Plymouth Create is a digital identity platform piloted in 2017 at Plymouth State University that has grown significantly since its start. It allows students and faculty to own personal domains to showcase interdisciplinary project-based learning through digital portfolios and websites. Support resources help users get started and provide guidance on open teaching and learning practices. Future goals include increasing adoption of digital open online opportunities and developing more application templates to support a variety of projects.
Universal Design for Learning (UDL) is a framework based on cognitive neuroscience that provides flexibility in how information is presented, how students respond or demonstrate knowledge and skills, and how students are engaged. The goal is to meet the needs of all learners by reducing barriers in instruction. UDL principles include providing multiple means of representation, action and expression, and engagement. Examples of applying UDL include using technology, varied instructional methods, and considering how different brain networks process information.
This document discusses project-based learning (PBL) and provides an overview of PBL as well as summaries of research studies that have found benefits of PBL. Some key points include:
- PBL engages students in exploring real-world problems and creating presentations to share what they have learned, which can lead to deeper knowledge and increased motivation compared to textbook learning.
- Several studies found improved test scores, engagement, and skills among students learning through PBL compared to traditional instruction.
- Effective PBL requires teachers to facilitate learning as a coach rather than solely relying on direct instruction, with the role shifting from manager to leader.
Flipped Classroom Best Practices for Higher Ed (UB Tech 2014 Presentation)Kelly Walsh
This is the slide deck I used for my presentation "Flipped Classroom Success Stories (and How to Make Yours Happen!)" at UB Tech 2014. The final 15 or so slides offer resources for learning about the specific Best Practices culled from the literature resources examined.
Universal Design (UD) is a process that creates products and environments usable by people with diverse abilities. UD applies to curriculum, instruction, career services, multimedia, tutoring centers, web pages, appliances, and buildings. The UD process identifies the application, defines potential users, involves consumers, applies guidelines, plans for accommodations, trains involved parties, and evaluates. UD principles include equitable use, flexibility, simple and intuitive use, perceptible information, tolerance for error, low physical effort, and appropriate size and space. UD in education ensures diverse students are not marginalized by mainstream guidelines through designing flexible, universally-designed learning experiences that appeal to all learners.
This document outlines plans to build a culture of innovation at a school. It discusses the need for teachers and students to take risks, try new things, and learn from failures. Key aspects of an innovative culture include collaboration, student-driven learning, authentic project-based work, flexibility, and purposeful technology integration. The document proposes initiatives like redesigned learning spaces, flipped classrooms, alternatives to textbooks, and student ownership of learning. It also introduces a framework called RAT - Replicate, Amplify, Transform - to guide appropriate technology integration that enhances learning. First steps include unpacking student goals, analyzing teacher goals and needs, setting shared goals, and tracking technology use.
This is a relatively straightforward presentation that I put together for a certificate course in instructional design. The presentation takes students through the five steps of the ADDIE model (Analysis, Design, Development, Implementation and Evaluation) and references the steps to a learning site that I developed at The University of Auckland (https://www.fmhshub.auckland.ac.nz/).
The document discusses universal design, which aims to make products and environments usable by people of all abilities to the greatest extent possible without need for adaptation. It defines universal design and outlines its principles, which include accommodating a wide range of user needs and abilities through flexibility and simplicity. The document also discusses universal design for learning, which focuses on ensuring educational materials are accessible and effective for all students regardless of their individual needs and characteristics. It provides guidelines for implementing universal design for learning in education.
This document discusses inclusive design and accessibility in learning. It defines inclusive design as universal design for learning (UDL), which is a framework that guides the design of learning experiences to meet the needs of all learners. The goal of UDL is for all learners to become expert learners by reducing barriers to learning. UDL provides multiple means of engagement, representation, and action/expression in the classroom. The document also provides strategies for creating accessible classrooms, including ensuring learning materials are accessible in formats like text, creating an inclusive classroom environment, and using assistive technologies to help with learning differences.
Universal Design for Learning at Inclusive Education InstituteSteve Brown
A May 2015 post-Pac Rim Institute, Inclusive Education Institute, based on CRPD Article #24, presentation focused on Universal Design for Learning (UDL), Honolulu, HI.
Designing Accessible Cyberlearning: Recommendations & Lessons Learned3Play Media
This webinar shares recommendations for how cyberlearning researchers can address accessibility issues in their research and for how instructors and designers can employ accessible technology and pedagogy in their practice.
Universal design aims to create products and environments that can be used by all people without requiring adaptations. Universal design for instruction (UDI) applies this principle to education by designing flexible learning practices that meet all students' needs regardless of ability. UDI aims to keep students on the same level and allow them to demonstrate their understanding to one another through a variety of options. It works to expand learning for a diverse set of students through principles applied to classroom delivery, materials, technology, interactions, and assessments. An essential part of UDI is being welcoming, flexible, and prepared to make accommodations to ensure all students can achieve success.
The document provides information about the Faculty Technology Fellows program at an unnamed university. It outlines the goals of empowering faculty and students through technology, and describes the participation and incentives for the inaugural class and subsequent years. Resources provided by the program are listed, and faculty are prompted to discuss their current teaching, learning, barriers, assessment practices, and ideas for incorporating technology into their courses.
This document summarizes a professional development session on Universal Design for Learning (UDL). The session goals were to provide an overview of UDL, discuss how to implement UDL in the classroom, and share technology resources. The presenters discussed a collaborative UDL implementation project involving multiple schools and agencies. They reviewed the UDL framework and principles of multiple means of representation, action and expression, and engagement. Examples of UDL strategies and technology tools for the classroom were also presented.
Universal Design and Education aims to make education usable by all people through inclusive instructional practices. The document discusses Universal Design, which is both a goal and process to create accessible environments for all. It also outlines the key principles of Universal Design, which include equitable use, flexibility, perceptible information, and tolerance for error. The document recommends applying these principles to all aspects of instruction through Universal Design for Instruction. This includes ensuring classrooms and materials are accessible, using multiple teaching methods and assessment types, providing accommodations, and creating a welcoming environment for all students.
Universal Design for Learning Brown Bag PresentationLHoustonMemphis
Join us as we discuss universal design principles and strategies for meeting the needs of all online learners.
Event Sponsored by: The University of Memphis Center for Innovative Teaching and Learning
Developing Skills to Aid the Transition out of HE by Creating Freely Accessib...Gary Wood
The document outlines a student-led project module that has students work collaboratively in groups to develop online courses and learning materials that are made freely available through the University's iTunes U page. The module aims to help students develop skills to aid their transition out of university. Students receive support through workshops, a Facebook group, and multimedia production resources. Graduates note benefits like applying knowledge, learning collaboration skills, and gaining insight into the university.
Language teaching in the digital age glordGillian Lord
This document discusses trends in language teaching and a re-envisioned approach for the digital age. It outlines challenges like changing student demographics and instructor conditions. A new approach integrates skills, uses content to encourage looking outward, and views culture as fluid. Guiding principles for technology emphasize solid pedagogy. The document provides examples of tools for interpretive, interpersonal and presentational modes. It presents a sample technology-enhanced performance assessment in Spanish around the theme of food.
Is it conceivable that a course can be designed to reach students with varied learning styles and strengths? This session will explore the practical and concrete applications of Universal Design for Learning (UDL) principles to curriculum and program design. It will also highlight the Scholar Program’s approach to professional development, mentoring, and evaluation in supporting higher education campuses to apply UDL and other strategies. The Scholar Program is part of the Disability & Diversity Project at SDSU – Interwork Institute, which conducts professional development and technical assistance activities for faculty, stafadministrators. The overall focus of the Project is facilitate the capacity of colleges and universities to meet the needs of its diverse student population, including students with disabilities. At the conclusion of the session, participants will have the opportunity to complete a Scholar application to be considered for the 2010-2011 academic year.
Language teaching in the digital age (Gillian Lord)Gillian Lord
This document discusses trends in language teaching and provides a framework for re-envisioning language instruction in the digital age. It outlines challenges in current approaches like the dominance of communicative language teaching and changing student demographics. A re-envisioned approach integrates skills, uses content to encourage outward perspective, treats culture as fluid, and accommodates varied delivery. Guiding principles for technology emphasize solid pedagogy and frameworks like the 5Cs and Integrated Performance Assessments. Various tools are presented for interpretive, interpersonal and presentational modes. An example performance assessment on food and cooking is described.
The document discusses instructional design theory and practice. It covers the ADDIE model of analysis, design, development, implementation, and evaluation. It also discusses Robert Gagne's nine events of instruction which provide guidance for developing learning materials. These include gaining attention, informing learners of objectives, stimulating recall of prior learning, presenting new material, providing guidance, eliciting performance, giving feedback, assessing performance, and enhancing retention and transfer. The document notes that learning can take place in the classroom, through distance methods, on mobile devices, or through hybrid/blended approaches using different channels. It emphasizes the importance of learner interaction, exploration, and reflection.
This document summarizes The Final Chapter, an online resource developed at the University of Leeds to help final year students develop the skills needed to successfully complete their dissertation projects. It provides an overview of the resource's content which includes sections on what a dissertation is, why the resource was created, how it was developed, future plans, and feedback received from students. Staff and students were involved in the creation of the resource by contributing video content. It was marketed through the university website and social media, and has received over 20,000 hits since its launch. Student feedback praised the reassurance and confidence gained from hearing experiences of other students.
Universal Design for Learning (UDL) aims to make curricula accessible and appropriate for all students by providing multiple means of representation, expression, and engagement. This is achieved through the use of flexible curriculum materials and assistive technologies. UDL breaks down barriers for diverse learners by offering alternatives that address different learning styles, abilities, and disabilities. Assistive technologies play a role in UDL by helping to overcome specific barriers individual students face in order to access and participate in the learning environment. Both UDL and assistive technologies strive to ensure all students, including those with disabilities, have access, can participate, and progress in their education.
This 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.
Designing for Success: Supporting Academic Integrity Through e-LearningSharon Bailey
Using an e-learning development project as a case study, this presentation outlines the planning and launch of online citation style tutorials that support academic integrity practices at the University of Guelph-Humber. The presentation focuses on partnerships, needs assessment, design, development, and implementation. Viewers will learn from our experience and gain an understanding of an instructional design model and best practices for successful e-learning projects.
Designing for Success: Supporting Academic Integrity Through e-Learning
Ucd for umb
1. Universal Design for
Learning
February 2013
Molly Boyle
Universal Design Specialist, Project Coordinator
Institute for Community Inclusion
UMass/Boston
2. AGENDA
Introduction
Key Components of Universal Design
Understanding Diverse Learners
UD Strategies and Examples
How to Bring UD to your Organization
Q&A
4. What is Universal Design?
Consider the needs of the broadest
possible range
of users from the beginning.
5. Quick Inquiry
‣ Who is the number one user of closed captioning?
‣ What is the purpose of fine grates?
‣ What is the purpose of serrated shampoo bottles?
‣ Who uses automatic lids on trash cans?
6. How does Universal Design apply to
today’s learners?
‣ Who are your
clients/customers/students?
‣ What are their goals?
‣ What are their primary learning
styles?
‣ How do you address the diversity in
your audience?
7. Who Benefits from Universal Design?
‣ Individuals who speak English as a second
language.
‣ International students.
‣ Adult learners.
‣ Individuals with disabilities.
‣ Busy people.
‣ A professional whose teaching style is
inconsistent with the individual’s preferred
learning style.
✓ EVERYONE
11. Learning Style
Inventories
1) Empower the learner
to find his/her style
2) Discuss various styles
3) Apply styles to specific
tasks
4) Share your learning
preferences
5) Have fun!
13. Key Elements of UDL
Universal Design for Learning is
the planning design of
Curriculum/Content,
Instruction,
Assessment/Evaluation, and
the Environment to be usable
by all learners, to the greatest
extent possible, without the
need for accommodations.
15. How does Universal Design relate to
Access?
‣ Universal design provides equal access to learning, not
simply equal access to information.
‣ Universal Design allows the student to control the
method of accessing information while the teacher
monitors the learning process and initiates any beneficial
methods.
‣ It should be noted that Universal Design does not remove
academic challenges; it removes barriers to access.
‣ Simply stated, Universal Design is just good teaching.
16.
17. Curriculum
‣ Multimedia materials (videos, podcasts, etc.)
‣ Printed or electronic texts
‣ Course materials posted online
‣ Culturally responsive choices
‣ Create Universally Designed documents (such
as syllabus, brochures)
‣ Put organization’s resources on key
documents (disability, tutoring, counseling,
etc.)
24. Instructional Strategies
‣ Learning style surveys
‣ Frame each class with an essential (or
guiding) question
‣ Diversify instruction
‣ Active learning
‣ Scaffold the instruction (i.e. graphic
organizers or guided notes)
31. Tips for Effective Presentations
- Structure the presentation as a story
- Narrow the topic
- Establish Relevance
- Use appropriate slides, visuals and props
- Tell first person narratives
- Consider humor
- Be enthusiastic
- Embrace emotions
- Use a conversational tone
- Practice
32.
33. Assessment
‣ Provide ongoing evaluation of
“what is working and what is not;”
‣ Provide examples of good work
‣ Encourage learners to choose their
medium (e.g. video, speech, paper)
‣ Offer extended or unlimited time to
all
‣ E-portfolios
‣ Rubrics
34. Rubric Benefits to Students
• Meets a variety of learning
styles
• Provides all students with clear
expectations
• Allows grading criteria to be
individualized and modified
• Consistent academic standards
• Accessible to all
37. Environment
‣ Teach a cultural respect for all learners
‣ Move furniture around
‣ Repeat any questions
‣ Provide periodic breaks
‣ Use online tools for discussions and review
sessions
‣ Project all ideas—use an LCD or other device
38. Universal Design Strategies
• Verify that attendees can
hear and see in meeting
rooms
• Make sure signage is
accessible
• Plan events considering
needs of all types of
learners
39. Using Technology to Enhance Learning &
Increase Student Ownership of Learning
A.K.A. becoming
40. Tips for becoming
Think both low/no tech and high tech
Encourage students or peers to be experts
Use what you know
Create everything from the start in the most
accessible format
Post all activities online in a simple format—let the
students control how to access it.
Avoid bells and whistles…simple is elegant
Use tools to test accessibility & design
Baby steps—try one new thing at a time
42. Strategies for Building (& Sustaining!)
UD at your Organization
‣ Initiate the UD movement from within
‣ Listen to the customers/clients/students (with and without
disabilities
‣ Emphasize that UD is for ALL
‣ Administrative support
‣ Find Champions & Mentors
‣ Create a UD CORE TEAM
44. Examples from Core Teams
• Resulted in greater understanding of cross-
campus facilities related to access and universal
design
• Changes documented in:
Orientations
Websites
Signage
Handbooks
Academic Support areas
45. Long Term Impact
• New teaching and
learning center—mission
statement is founded on
Universal Design
• Incorporated UD in the
planning stages of a new
hybrid health campus
46. Contact information
Molly Boyle
Project Coordinator and Universal
Design Specialist
Molly.Boyle@umb.edu
Cell: 617.688.7408
www.eeonline.org
Editor's Notes
Included on this slide are pictures of a TV screen with captions, a grate in the ground, shampoo bottles and a trash can.
Included on this slide is a picture of students sitting in a classroom.
On this slide is a an image of the universe from space. Using animation it fades out and then there is the text for the slide.
This slide links to a youtube video: http://www.youtube.com/watch?v=YmwwrGV_aiE
On this slide there is an image that graphically represents the words Logical-mathematical, Musical, Spatial, Bodily-kinesthetic, Interpersonal, Naturalist
On this slide there is a cartoon with a young student addressing a teacher. She says “As we start a new school year, Mr. Smith, I just want you to know that I’m an Abstract-Sequential learner and trust that you’ll conduct yourself accordingly!”
This slide has a bubble with the word Course Curriculum in the center.
Included on this slide is a picture of a non-UCD Syllabus
There is an image of Bridgewater ’s campus map on the right.
Images of Moodle, Blackboad, MyMathLab, Delicious, Diggo sites.
This slide has a bubble with the word Instructional Strategies in the center.
There are 4 pictures on the right. They are: top left, video camera, cd, filmstrip, microphone, audio graph, ticker, remote control, headphones, music note, digital camera, photos in a folder.
Adapted from Active Learning: Creating Excitement in the Classroom By Charles C. Bonwell, Ph.D.
There is an image of a board with different types of paper including graphing paper, sticky notes and colored paper. There is also an image just beneath the image on the right that has a drawing with examples.
There is an image of the AudioNote icon on the left and a notepage on the right with a play button for voice recorded notes.
There is an image of the Penzu.com homepage that shows that a user can write in private and share notebooks in the cloud. Free for basic account.
The accessibility tool can be accessed on http://ucd.eeonline.org/validator/index.php. There is an image of the File Validation screen that explains how to upload a .pptx or .docx file by clicking on “choose file” and then the “validate file” button on the bottom.
This slide has a bubble with the word Course Curriculum in the center.
There is an image of a notebook with the words “creating a college portfolio” on the right.
Some of the ways rubrics are designed to be universal for all learners are by: meeting a variety of learning styles, providing students with clear expectations, allowing instructors to individualize and modify grading criteria, remain consistent to academic standards and is accessible to all students. Image of a stick figure holding a rubric on the right. (next slide: what is a rubric)
This slide has a bubble with the word Course Curriculum in the center.
There is an image on the right of desks and chairs arranged in a circle.
On this slide there is an image of a Swiss army knife with technology gadgets coming out where the knives should be. The gadgets include a CD, cell phone, USB cord and a digital camera. The image also has the NYTIMES blog logo “ Gadgetwise. ”
On this slide there is an image of a Swiss army knife with technology gadgets coming out where the knives should be. The gadgets include a CD, cell phone, USB cord and a digital camera. The image also has the NYTIMES blog logo “ Gadgetwise. ”
This slide has a blueprint image of a ramp.
Included on this slide is a picture of the UCD Core Team Timeline.
Included on this slide is a picture of the UCD homepage.