Description of the themes and issues in UDL (Universal Design for Learning) as used in the Workshop in the LINQ Conference 2014 in Rethymnon, Greece on the EU Comenius UDLnet project.

1. UDLnet: A Framework for Addressing Learner Variability
Teacher Competences Fostering
UDL and Inclusion
Teacher Competences Fostering UDL & Inclusion,
LINQ/EIF 2014, 08.05.2014

2. UDLnet: A Framework for Addressing Learner Variability
Universal Design
• Originally it referred to designing buildings, products and environments
that are accessible to all sections of society including the aged and
those with disabilities of all kinds.
• The 9 principles:
– Equitable use
– Flexibility in use
– Simplicity
– Perceptible information
– Tolerance for error
– Low physical effort
– Accessible size and space for approach
– A Community of learners
– Instructional climate Teacher Competences Fostering UDL & Inclusion,
LINQ/EIF 2014, 08.05.2014

3. UDLnet: A Framework for Addressing Learner Variability
Design for All (DfA)
• The name of the European initiative associated with ICT inclusive products
and e-accessibility (Web Accessibility Initiative/WAI)
• Design for All (DfA) embraces the idea that it is possible to produce ICT
goods, which can be accessed to all potential users without modification, or,
at least products should be easy to adapt to different needs, or should use
standardized interfaces that can be accessed simply by using assistive
technology.
• International standardization considers principles of universal design, ISO
20282-1:2006 provides requirements and recommendations for the design
easy-to-operate everyday products, taking into consideration design
requirements for context of use and user characteristics aiming at ease
of operation.
Teacher Competences Fostering UDL &
Inclusion,
LINQ/EIF 2014, 08.05.2014

4. UDLnet: A Framework for Addressing Learner Variability
What is Universal Design for Learning?
• Universal Design for Learning is a set of principles for curriculum
development that gives all individuals equal opportunities to learn.
• UDL provides a blueprint for creating instructional goals, methods,
materials and assessments that work for everyone - not a single,
one-size-fits-all solution but rather flexible approaches that can be
customized and adjusted for individual needs.

5. UDLnet: A Framework for Addressing Learner Variability
Universal Design for Learning
• The universal design concept was transferred to the education field
and applied to the learning process and learning environment,
taking the expression of universal design for learning (UDL)
• Universal Design Learning is a framework for learning that includes
all students. Being grounded in socio-cultural theory, UDL views
learning environments and social interactions as being key elements
in development and learning.
• The key principles driving UDL include:
– flexibility, simple and intuitive instruction, multiple means of
presentation, success oriented curriculum, appropriate level of
student effort, and appropriate environment for learning.
Teacher Competences Fostering UDL &
Inclusion,
LINQ/EIF 2014, 08.05.2014

6. UDLnet: A Framework for Addressing Learner Variability
UDL principles
• UDL framework was first defined by the US Center for
Applied Special Technology (CAST) in the 1990s,
arguing that the curriculum should fit different learners
from the outset, following 3 main principles:
– 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, and
– Multiple means of engagement to tap into learners'
interests, challenge them appropriately, and motivate
them to learn.
Teacher Competences Fostering UDL &
Inclusion,
LINQ/EIF 2014, 08.05.2014

7. UDLnet: A Framework for Addressing Learner Variability
Teacher Competences Fostering UDL &
Inclusion,
LINQ/EIF 2014, 08.05.2014

8. UDLnet: A Framework for Addressing Learner Variability

9. UDLnet: A Framework for Addressing Learner Variability
Key Focus
• Universal Design for Learning (UDL) is a framework that
addresses the primary barrier to fostering expert
learners within instructional environments: inflexible,
“one-size-fits-all” curricula.
• Inflexible curricula raise unintentional barriers to learning.
• In learning environments individual variability is the
norm, not the exception
• UDL addresses learner variability by suggesting flexible
goals, methods, materials and assessments that
empower educators to meet these varied needs.

10. UDLnet: A Framework for Addressing Learner Variability
Digital Media and UDL
• Rose & Meyer identify 4 characteristics of digital media that are
valuable in designing universally accessible materials. Digital media:
– Are versatile – content can be displayed in multiple formats and ways
– Are transformable – the media can allow the user to display or modify
content so as to present it in different ways based on learner needs or
preferences
– Can be marked – elements can be “tagged” in such a way that learners
can skip and search content in different ways, and the mark-up can be
hidden or displayed
– Can be networked – learning materials can be linked to additional
supports so a learner can access additional information or support as
necessary
Teacher Competences Fostering UDL &
Inclusion,
LINQ/EIF 2014, 08.05.2014

11. UDLnet: A Framework for Addressing Learner Variability
3 Domains of UDL
• Taking the 9 principals of UDL we need to consider UDL usefulness in
promoting access in 3 domains: Cognitive Access, Communication
Access, and Physical Access
– Cognitive Access
1. Equitable Use:
2. Flexibility in Use:
3. Simple and Intuitive Use
4. Perceptible Information:
5. Tolerance for Error:
– Communication Access
8 A Community of learners:
9 Instructional climate:
– Physical Access
6. Low Physical Effort:
7. Sizes and Space for Approach and Use:
Teacher Competences Fostering UDL & Inclusion,
LINQ/EIF 2014, 08.05.2014

12. UDLnet: A Framework for Addressing Learner Variability
UDL Curriculum
The purpose of UDL curricula is not simply to help students
master a specific body of knowledge or set of skills, but
to help them master learning itself— to become expert
learners.
• Expert learners have developed 3 broad characteristics:
1. strategic, skillful and goal directed
2. knowledgeable
3. purposeful and motivated to learn more

13. UDLnet: A Framework for Addressing Learner Variability
Themes
1. Inclusive learning environments (assistive technologies/interventions
[hardware/software], mobile environments, access, ergonomics)
2. Resources (educational resources, development for the inclusive school,
developing accessible educational resources, Universal Design of Online
Courses)
3. Teachers' and school leaders' competences (curriculum design, applying
UDL to Lesson Design, UDL Lesson Design process to evaluate and
redesign lessons, inclusive teaching strategies - game based approaches,
Competence profile of the inclusive teacher, independent living principles)
4. Examination of barriers and identification of opportunities (learning
difficulties/needs of students - learning styles, barriers/challenges in
classrooms of all types, UD policy and legislation, promoting inclusion in
schools, raising awareness)
Teacher Competences Fostering UDL &
Inclusion,
LINQ/EIF 2014, 08.05.2014

14. UDLnet: A Framework for Addressing Learner Variability
Components of UDL Curricula
• Goals
• Methods
• Materials
• Assessment

15. UDLnet: A Framework for Addressing Learner Variability
Structural framework
• CAST (Center for Applied Special Technology)
established 1984
• First Federal grant from NSF 1994
• UDL defined. CAST invents “Bobby” 1995
• CAST Advisory Council established 2005
• National UDL Taskforce established 2006
• First Statutory definition of UDL 2008
• National Center for Universal Design established 2009
• University of North Carolina academic expertise

16. UDLnet: A Framework for Addressing Learner Variability
General objectives
• To improve classroom practice and raise awareness
of European educational communities on inclusive
teaching and learning practices
• To improve teachers’ work practice, combining ICT
skills with innovations in pedagogy, curriculum, and
institutional organization
• To redesign, adapt and personalize curricula and
instructional methods
• To create a learning environment that helps each
student develop his or her full potential

17. UDLnet: A Framework for Addressing Learner Variability
Principles
• At the core of Universal Design for Learning is
the principle of equity and inclusion.
• UDLnet Best Practice Guidelines for design and
implementation of inclusive resource-based
educational activities as a reference to be
adopted by educational stakeholders
• To develop a detailed and systematic
methodology with the view to provide/collect
inclusive teaching and learning practices

18. UDLnet: A Framework for Addressing Learner Variability
Discussion
• What is the current situation in your country in relation to the
specific theme?
• What are the needs you feel are not being addressed in the area of
the theme?
• What are the problems of the educational system in your country in
relation to the theme?
• What are the feasible solutions you would suggest to enhance the
area of the theme?
Teacher Competences Fostering UDL &
Inclusion,
LINQ/EIF 2014, 08.05.2014

19. UDLnet: A Framework for Addressing Learner Variability
SWOT analysisInternalfactorsExternalfactors
Helpful to achieving Harmful
S W
O T

20. UDLnet: A Framework for Addressing Learner Variability
De-briefing
CAST Learning tools
Teacher Competences Fostering UDL &
Inclusion,
LINQ/EIF 2014, 08.05.2014
http://www.cast.org/learnin
gtools/index.html

21. UDLnet: A Framework for Addressing Learner Variability
Join the UDLnet community!
http://portal.opendiscoveryspace.eu/community/universal-
design-learning-framework-addressing-learner-variability-
669613
Project website
http://www.udlnet-project.eu/
1st
Summer School @Attica, July 2014
udlnet.ea.gr

22. UDLnet: A Framework for Addressing Learner Variability
Thank you
Katerina Riviou
kriviou@ea.gr
Alan Bruce
abruce@ulsystems.com