UDL: A Deeper Dive

UNIVERSAL
DESIGN FOR
LEARNING
A DEEPER DIVE

UNIVERSITY
OF MEMPHIS
Director of
Distance
Learning
Roy Bowery
Instructional
Designer
Leonia Houston
Instructional
Designer
Fair Josey
CITL Fellow and
Associate
Professor of IDT
Trey Martindale
CENTER FOR INNOVATIVE
TEACHING AND LEARNING
UM3D INSTRUCTIONAL IMPACT

UNIVERSITY
OF MEMPHIS
COLLABORATIVE
FRAMEWORK FOR
ACCESSIBLE
COURSE DESIGN
through Technology,
Pedagogy, and Content1
Content
Discipline-Specific
Instructional
Materials
Technology
WCAG 2.0
Technical Standards
Pedagogy
Universal Design
for Learning
DESIGN
Why?
When?
DEVELOP
How?
DELIVER
What?
1
Adapted from Koehler, M. J., & Mishra, P. (2008). Introducing tpck. Handbook of technological pedagogical content knowledge (TPCK) for educators, 3-29.
2
Rose, D. H., & Gravel, J. W. (2010). Universal design for learning. In P. Peterson, E. Baker & B. McGraw (Eds.), International encyclopedia of education
(pp. 119-124). Oxford: Elsevier
“The purpose of education is
not to make information
accessible, but to teach
students how to transform
accessible information into
usable knowledge.” 2

WHAT IS
UDL?
Differentiating UD/UDI and UDL in the Context of
Postsecondary Education

“UDL provides a blueprint for
creating instructional goals,
methods, materials, and
assessments that work for
everyone.
UDL on Campus, 2015
WHAT IS UDL?

“These principles guide design of
learning environments with a
deep understanding and
appreciation for
individual variability.
UDL on Campus, 2015
WHAT IS UDL?

“Principles of Universal Design for
Instruction
▸ Equitable use
▸ Flexibility in use
▸ Simple/Intuitive
▸ Perceptible information
▸ Tolerance for error
▸ Low physical effort
▸ Size/Space for approach/use
▸ Community of learners
▸ Instructional climate
WHAT IS UDL?
INSTRUCTION-CENTERED
MATERIAL-CENTERED

Learning
▸ Multiple Means of Engagement
▸ Multiple Means of
Representation
▸ Multiple Means of Action and
Expression
WHAT IS UDL?
STUDENT-CENTERED

WHY UDL?
The Impact of UDL Implementation on Course
Design and Engagement

“UDL accounts for learners who
were formerly relegated to ‘the
margins’ of our educational
systems but now are recognized
as part of the predictable
spectrum of variation.
UDL on Campus, 2015
WHY UDL?

“Designing Instruction through
the Lens of UDL
WHY UDL?
Analyze Design Develop
Implement Evaluate

“It's made me more aware of the
need to [not just make]
accommodations after the fact,
but also to be planning [in
advance] for our students who
have different disabilities.
Technology-Enriched UDL Strategies, Faculty Perceptions
WHY UDL?

“UDL doesn't necessarily have to
be a constraint. [It] may also be a
way of using technology in
different ways that can help
students [...] with special needs
and the broader population as
well.
WHY UDL?

“If I sit down and if I plan my next
lesson with these three things
[the principles] in mind, and then
also the subsequent strategies
[...] I'm going to provide a more
well-rounded presentation and
educational experience for the
learner...
WHY UDL?

“It’s good to have a variety of
media, a variety of ways for
students to express themselves,
and trying to meet the guidelines
for UDL will help with doing that.
WHY UDL?

UDL: A
PRACTICAL
APPROACH
Strategies for Implementing UDL Guidelines in
Course Design and Development

“▸ What are the learning needs of my
students? (What are my students
struggling with?)
▸ How can I meet this need?
▸ What UDL principle addresses this
need?
▸ How can I make this principle
actionable? (What does UDL “look like”
in my course?)
GETTING STARTED WITH UDL

“▸ Differentiate learner variability
and learning styles.
▸ Separate methods and intended
outcomes.
▸ Provide options for methods
and assessments.

“
Credit: UDL on Campus, udloncampus.cast.org

“▸ Know your learners!
▸ Identify one instructional problem.
▸ Start small with UDL.

Learning
▸ Multiple Means of Engagement
▸ Multiple Means of
Representation
▸ Multiple Means of Action and
Expression

STRATEGIES FOR
PRESENTING
CONTENT
Multiple Means of
Representation
The What? Of Learning

“The purpose of education is not
to make information accessible,
but to teach students how to
transform accessible information
into usable knowledge.
Rose & Gravel, 2010
REPRESENTATION

ACTIVATE OR SUPPLY BACKGROUND
KNOWLEDGE*
▸ Use concept maps or visual
diagrams
▸ Administer self assessments to
activate content knowledge.
▸ Make explicit connections between
related content within the course or
profession.
COMPREHENSION
*Recommendation provided by the UDL Guidelines To learn more about UDL in higher education, visit
udloncampus.cast.org.

HIGHLIGHT PATTERNS, CRITICAL
FEATURES, BIG IDEAS, RELATIONSHIPS*
▸ Emphasize key elements in content.
▸ Provide a glossary to identify key
terms and relationships.
▸ Provide weekly overviews to
highlight previously learned
material.
COMPREHENSION

MAXIMIZE TRANSFER AND
GENERALIZATION*
▸ Provide checklists and due dates on
assessments, content and activities
as reminders.
▸ Create options for reviewing
content.
▸ Provide assignment templates or
examples.
COMPREHENSION

PROVIDE OPTIONS FOR LANGUAGE,
MATHEMATICAL EQUATIONS, AND
SYMBOLS*
▸ Include a glossary or list of key
definitions
▸ Use text-to-speech when explaining
a graphical equation
▸ Use a legend or key to define
specific vocabulary
LANGUAGE, SYMBOLS

PROVIDE OPTIONS FOR PERCEPTION*
▸ Provide instructions via
audio/video in addition to written
text.
▸ Include proper structure and
formatting for documents and
images
▸ Chunk content for greater
readability
PERCEPTION

UDL
DEEP
DIVE
Start small with UDL.
One issue, one guideline, one strategy.
REPRESENT.

STRATEGIES FOR
EXPRESSION OF
LEARNING
Multiple Means of
Expression
The How? Of Learning

GUIDE APPROPRIATE GOAL-SETTING*
▸ Use syllabus to communicate
expectations for goals.
▸ Require learning contracts.
Encourage students to submit them
in multiple formats and share with
the class.
▸ Post student work on class website.
▸ Model goal-setting.
EXECUTIVE FUNCTIONS

SUPPORT PLANNING AND STRATEGY
DEVELOPMENT*
▸ Use syllabus to communicate timing and
format of assignments.
▸ Model learning and organizational
strategies.
▸ Clarify instructions with narrated video.
▸ Engage students in group discussions.
▸ Maintain updated grades for planning
purposes.
▸ Incorporate a readiness assessment.
EXECUTIVE FUNCTIONS

ENHANCE CAPACITY FOR
MONITORING PROGRESS*
▸ Incorporate checklists and
self-check quizzes.
▸ Use syllabus and modular
descriptions to communicate
timing and expectations.
▸ Encourage accountability through a
class discussion board.
▸ Use prompts to promote reflection.
▸ Integrate frequent, low-stakes
assessments.
EXECUTIVE FUNCTIONS

USE MULTIPLE MEDIA FOR
COMMUNICATION*
▸ Provide options for note-taking and
annotations.
▸ Incorporate social media into your
course.
▸ Use video and audio to
communicate in the course.
▸ Provide choices for communicating
skills/knowledge: written, verbal,
diagram, mult. choice.
COMMUNICATION

▸ Provide students options for
composition: writing, drawing,
concept mapping, etc.
▸ Adjust assignments so students
can use multiple tools (written,
recordings, multimedia)
USE MULTIPLE TOOLS FOR
CONSTRUCTION AND COMPOSITION*
COMMUNICATION

BUILD FLUENCIES WITH GRADUATED
LEVELS OF SUPPORT FOR PRACTICE
AND PERFORMANCE*
▸ Provide self-check quizzes.
▸ Incorporate conditional release to
encourage self-paced learning.
▸ Provide options for students to
receive immediate feedback.
COMMUNICATION

VARY THE METHODS FOR RESPONSE
AND NAVIGATION*
▸ Use syllabus to organize resources
and help students manage
information.
▸ Incorporate links throughout for
easy navigation.
▸ Provide clear course headings and
icons.
▸ Chunk content appropriately.
ACTION

OPTIMIZE ACCESS TO TOOLS AND
ASSISTIVE TECHNOLOGIES*
▸ Provide options for tools to complete
assignments/ assessments.
▸ Include students in recommendations for
tools that work best for them.
▸ Collaborate with disability resource centers
to identify tools and assistive
technologies that may be used by students
in your course.
ACTION

UDL
DEEP
DIVE
EXPRESS.

STRATEGIES FOR
LEARNER
ENGAGEMENT
Multiple Means of
Engagement
The Why? Of Learning

“There are three things to
remember about education. The
first is motivation. The second
one is motivation. The third one
is motivation.
ENGAGEMENT

PROMOTE EXPECTATIONS/BELIEFS
THAT OPTIMIZE MOTIVATION*
▸ Create assignments and
expectations that require your
students to log in frequently to D2L.
▸ Take the time to personalize
feedback you provide to your
students throughout the course.
▸ Cultivate faculty to student and
peer to peer relationships
SELF-REGULATION

FACILITATE PERSONAL COPING
SKILLS AND STRATEGIES*
▸ Help your students self-regulate in
your course and manage their time
efficiently
▸ Use real life examples and
strategies to assist students with
demonstrating learning
SELF-REGULATION

DEVELOP SELF-ASSESSMENTS AND
REFLECTION*
▸ Use activities that include a means
by which students get timely
feedback and have access to
alternatives
▸ Include options for students to
self-assess their learning without
penalty
SELF-REGULATION

HEIGHTEN SALIENCE OF GOALS AND
OBJECTIVES*
▸ Communicate on a regular basis
with your students regarding
expectations and assignments.
▸ Be clear in your expectations for
engagement in your course, and
regularly remind students.
▸ Engage students in discussions of
what constitutes excellence in your
course
EFFORT/PERSISTENCE

VARY DEMANDS AND RESOURCES TO
OPTIMIZE CHALLENGE*
▸ Assess readiness early in the
course (and often) to ensure your
students are prepared to move
ahead.
▸ Differentiate the degree of difficulty
or complexity of how activities can
be completed
EFFORT/PERSISTENCE

FOSTER COLLABORATION AND
COMMUNITY*
▸ Communicate on a regular basis
with your students regarding
expectations and assignments.
▸ Create collaborative learning groups
with clear goals and
responsibilities.
▸ Encourage and support
opportunities for peer interactions
EFFORT/PERSISTENCE

INCREASE MASTERY-ORIENTED
FEEDBACK*
▸ Assess readiness often in the
course to ensure your students are
prepared to move ahead.
▸ Use data in D2L regarding student
views and logins to measure
engagement in your course.
▸ Take the time to personalize
feedback you provide to your
students throughout the course.
EFFORT/PERSISTENCE

OPTIMIZE INDIVIDUAL CHOICE AND
AUTONOMY*
▸ Provide students with as much discretion
and autonomy as possible by providing
choices
▸ Allow students to participate in the design
of classroom activities and academic tasks
▸ Create opportunities for students to set
and vocalize their own personal academic
and behavioral goals
RECRUITING INTEREST

OPTIMIZE RELEVANCE, VALUE, AND
AUTHENTICITY*
▸ Challenge learners to demonstrate how
they see the assignments as relevant.
Allow learners to determine how
assignments are relevant to their current
lives and their future.
▸ Create assessments of learning that are
performance-based and allow students to
demonstrate learning.
▸ Encourage students to create learning
contracts based on their personal career
goals.
RECRUITING INTEREST

OPTIMIZE RELEVANCE, VALUE, AND
AUTHENTICITY*
▸ Require students to create online
portfolios (blog, journal, website) to
monitor and document their progress
toward personal goals.
▸ Create activities and assignments that
require students to engage in meaningful,
collaborative activities.
▸ Provide an optional synchronous activity
for your students to engage real-time with
you or a guest speaker.
RECRUITING INTEREST

MINIMIZE THREATS AND
DISTRACTIONS*
▸ Leverage multiple file types (and D2L files)
to remove barriers to access.
▸ Design content to maximize attention
span.
▸ Provide students opportunities to assess
their knowledge/skills anonymously or
without penalty.
▸ Establish clear ground rules for
discussions, group activities, and
communications.
▸ Use conditional release to help students to
focus on one task at a time.
RECRUITING INTEREST

UDL
DEEP
DIVE
ENGAGE.

What student success
issue(s) have been
evidenced in your
course?
YOUR UDL
IMPLEMENTATION
PLAN

What student success
issue(s) have been
evidenced in your
course?
YOUR UDL
IMPLEMENTATION
PLAN
Access to Materials
Resourceful
Application of
Materials
Goal-Setting and
Progress-Monitoring
Engagement and
Motivation

Why have you identified
these issues?
YOUR UDL
IMPLEMENTATION
PLAN

Identify course needs.
What is expected of your
students?
YOUR UDL
IMPLEMENTATION
PLAN

What do you already
know about your
students?
YOUR UDL
IMPLEMENTATION
PLAN

Form a plan.
One issue, one
guideline, one strategy.
YOUR UDL
IMPLEMENTATION
PLAN

UDL
A DEEPER
DIVE
Director of
Distance
Learning
Roy Bowery
Instructional
Designer
Leonia Houston
Instructional
Designer
Fair Josey
CITL Fellow and
Associate
Professor of IDT
Trey Martindale
CENTER FOR INNOVATIVE
TEACHING AND LEARNING
UM3D INSTRUCTIONAL IMPACT
BIT.LY/UM3DSA16
UM3D@MEMPHIS.EDU

UDL: A Deeper Dive

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