Introduction to Universal Design for Learningbrettssu
Presentation used as basis for 90-120 minute focus session on UDL. Does not include information related to UDL and technology, accessibility, or UDL Faculty Learning Community. These areas are covered in 1-2 day workshops on "UDL: Inclusive Excellence."
Introduction to Universal Design for Learningbrettssu
Presentation used as basis for 90-120 minute focus session on UDL. Does not include information related to UDL and technology, accessibility, or UDL Faculty Learning Community. These areas are covered in 1-2 day workshops on "UDL: Inclusive Excellence."
Bring your own idea - Visual learning analyticsJoris Klerkx
Workshop on visual learning analytics that was part of LASI 2014 - http://www.solaresearch.org/events/lasi-2/lasi2014/
Examples of learning dashboards were presented during the workshop by Sven Charleer:
http://www.slideshare.net/svencharleer/learning-dashboard-visual-learning-analytics-workshop-lasi2014-h-harvard
Professor Barry McGaw, keynote at ASLA XXIII Biennial Conference 2013 - The Australian Curriculum is organised under learning areas, which reflect traditional disciplines of knowledge, and general capabilities, which some call 21st century skills. A third dimension provides for three current cross-curriculum priorities that are given special attention in the expectation that, in due course, they will become securely established in curriculum. The curriculum is constructed with content (knowledge, understanding and skills) at its centre. All three dimensions (learning areas, general capabilities and current cross-curriculum priorities) are provided for through the one set of content descriptions, with the online curriculum making clear which elements of each dimension are served by each content description. With respect to all three dimensions, the content is sequenced developmentally through the years of schooling. The content descriptions present students' learning entitlements. Except for a few cases where the content descriptions imply pedagogy (such as in the teaching of initial reading skills which attention to phonics), questions of pedagogy are seen as matters for teachers and schools and, in some cases, school systems.
Owen, H. (2008 , November 30-December 3). Learners re-shaping learning landscapes: New directions for old challenges? Paper presented at the Hello! Where are you in the landscape of educational technology: ASCILITE 2008, Deakin University, Melbourne, Australia.
Abstract:
The sheer inevitability and momentum of global adoption of all forms of technology has engendered a range of responses from wholehearted welcome and exploitation, to denial and anger . Consequently, the education landscape has been shifting, although not in the colossal, earth-rending manner that was initially envisaged. Information, Communication Technology Enhanced Learning and Teaching (ICTELT) has progressively continued to evolve and mature, embedded in an increasing foundation of research. One key benefit identified in this process is the inclusiveness and fluidity that can be built into ICTELT experiences, especially when they occur within a collaborative community. This paper explores an example of how ICT was used to adapt part of an existing ‘problematic’ curriculum in a way that helped address central issues, encouraged collective learning and enabled learners. In the Foundations programme at Dubai Men’s College (DMC) students find the conventions of academic writing, and the requirement to improve their proficiency, challenging, especially as they are also struggling with the transition from secondary to tertiary education, and their own changing identities. The framework of existing Communities of Learning (CoL) was employed to introduce a blended, scaffolded approach that aimed to assist students with academic writing, as well as assisting their transition to more self-directed, confident learning. The design and implementation of the interventions is described, and a brief overview of the results of the associated research study is given, along with recommendations for educators wishing to adopt a similar approach.
The full paper is available from: http://www.scribd.com/doc/8459339/Owen
Get Students Involved Flip the Classroom to Teach Microsoft® Office - Course ...Cengage Learning
Get Students Involved Flip the Classroom to Teach Microsoft® Office - Course Technology Computing Conference
Presenter: Teri Donat, San Francisco University
Come learn how I flipped the classroom from lecture/demonstration to engaging students in the learning process by involving them in projects and activities. Learn how I use video, interactive learning software (SAM), web resources and the textbook for student learning outside of the classroom. See activities used in the classroom that have students demonstrating and sharing with fellow classmates what they have learned. This style of teaching has resolved issues of diversity in computer literacy, hardware (Mac vs. PC) and software version differences by encouraging students to explore and discover Microsoft Office features. In the workplace, employees encounter different versions and applications of Microsoft Office. By flipping the classroom, students learn a strategy that helps them to solve problems they encounter when using Microsoft Office.
How can an Instructional Designer help?Inge de Waard
The purpose of this presentation is to give an easy overview of what an Instructional Designer can add to transform courses given by Higher Ed teachers. This presentation was given in Stockholm, Sweden as part of the SELECT 2017 InnoEnergy meeting. This meeting brought all the SELECT partners together to see which educational elements could be transformed into online nuggets, modules or courses.
Helping teachers to think about their design problem: a pilot study to stimul...davinia.hl
Hernández-Leo D, Agostinho S, Beardsley M, Bennett S, Lockyer L. Helping teachers to think about their design problem: a pilot study to stimulate design thinking. Paper presented at: 9th annual International Conference on Education and New Learning Technologies EDULEARN17; 2017 July 3-5; Barcelona, Spain, pp. 5681-5690. Open access: http://hdl.handle.net/10230/32247
Innovation and the future: Y3 ssp 12 13 l15Miles Berry
The technologies whose study properly forms a part of ICT education develop at an exponential rate, with Moore’s law promising a doubling of computing capacity every couple of years, and global industries and innovative individuals continually finding new applications to use such capacity. The extent to which your school makes use of such innovation is, to some degree, in your hands.
After hearing your presentations, we’ll look at some of the issues raised by the rapid pace of technological change and explore some ways in which schools can best make discerning use of new technology. I also explore some current trends and we look at some technologies that may well find a place in the classroom of the not too distant future, or whatever may replace it.
We conclude with a review of the assessment requirements and an opportunity to reflect on the module.
Digital Learning, Emerging Technologies, Abundant Data, and Pedagogies of CareGeorge Veletsianos
Keynote delivered at the Emerging Technologies in Authentic Learning Contexts Conference (Cape Town, South Africa), drawing links between my research on digital learning, emerging technologies, learner experiences, and the changing higher education landscape.
Bring your own idea - Visual learning analyticsJoris Klerkx
Workshop on visual learning analytics that was part of LASI 2014 - http://www.solaresearch.org/events/lasi-2/lasi2014/
Examples of learning dashboards were presented during the workshop by Sven Charleer:
http://www.slideshare.net/svencharleer/learning-dashboard-visual-learning-analytics-workshop-lasi2014-h-harvard
Professor Barry McGaw, keynote at ASLA XXIII Biennial Conference 2013 - The Australian Curriculum is organised under learning areas, which reflect traditional disciplines of knowledge, and general capabilities, which some call 21st century skills. A third dimension provides for three current cross-curriculum priorities that are given special attention in the expectation that, in due course, they will become securely established in curriculum. The curriculum is constructed with content (knowledge, understanding and skills) at its centre. All three dimensions (learning areas, general capabilities and current cross-curriculum priorities) are provided for through the one set of content descriptions, with the online curriculum making clear which elements of each dimension are served by each content description. With respect to all three dimensions, the content is sequenced developmentally through the years of schooling. The content descriptions present students' learning entitlements. Except for a few cases where the content descriptions imply pedagogy (such as in the teaching of initial reading skills which attention to phonics), questions of pedagogy are seen as matters for teachers and schools and, in some cases, school systems.
Owen, H. (2008 , November 30-December 3). Learners re-shaping learning landscapes: New directions for old challenges? Paper presented at the Hello! Where are you in the landscape of educational technology: ASCILITE 2008, Deakin University, Melbourne, Australia.
Abstract:
The sheer inevitability and momentum of global adoption of all forms of technology has engendered a range of responses from wholehearted welcome and exploitation, to denial and anger . Consequently, the education landscape has been shifting, although not in the colossal, earth-rending manner that was initially envisaged. Information, Communication Technology Enhanced Learning and Teaching (ICTELT) has progressively continued to evolve and mature, embedded in an increasing foundation of research. One key benefit identified in this process is the inclusiveness and fluidity that can be built into ICTELT experiences, especially when they occur within a collaborative community. This paper explores an example of how ICT was used to adapt part of an existing ‘problematic’ curriculum in a way that helped address central issues, encouraged collective learning and enabled learners. In the Foundations programme at Dubai Men’s College (DMC) students find the conventions of academic writing, and the requirement to improve their proficiency, challenging, especially as they are also struggling with the transition from secondary to tertiary education, and their own changing identities. The framework of existing Communities of Learning (CoL) was employed to introduce a blended, scaffolded approach that aimed to assist students with academic writing, as well as assisting their transition to more self-directed, confident learning. The design and implementation of the interventions is described, and a brief overview of the results of the associated research study is given, along with recommendations for educators wishing to adopt a similar approach.
The full paper is available from: http://www.scribd.com/doc/8459339/Owen
Get Students Involved Flip the Classroom to Teach Microsoft® Office - Course ...Cengage Learning
Get Students Involved Flip the Classroom to Teach Microsoft® Office - Course Technology Computing Conference
Presenter: Teri Donat, San Francisco University
Come learn how I flipped the classroom from lecture/demonstration to engaging students in the learning process by involving them in projects and activities. Learn how I use video, interactive learning software (SAM), web resources and the textbook for student learning outside of the classroom. See activities used in the classroom that have students demonstrating and sharing with fellow classmates what they have learned. This style of teaching has resolved issues of diversity in computer literacy, hardware (Mac vs. PC) and software version differences by encouraging students to explore and discover Microsoft Office features. In the workplace, employees encounter different versions and applications of Microsoft Office. By flipping the classroom, students learn a strategy that helps them to solve problems they encounter when using Microsoft Office.
How can an Instructional Designer help?Inge de Waard
The purpose of this presentation is to give an easy overview of what an Instructional Designer can add to transform courses given by Higher Ed teachers. This presentation was given in Stockholm, Sweden as part of the SELECT 2017 InnoEnergy meeting. This meeting brought all the SELECT partners together to see which educational elements could be transformed into online nuggets, modules or courses.
Helping teachers to think about their design problem: a pilot study to stimul...davinia.hl
Hernández-Leo D, Agostinho S, Beardsley M, Bennett S, Lockyer L. Helping teachers to think about their design problem: a pilot study to stimulate design thinking. Paper presented at: 9th annual International Conference on Education and New Learning Technologies EDULEARN17; 2017 July 3-5; Barcelona, Spain, pp. 5681-5690. Open access: http://hdl.handle.net/10230/32247
Innovation and the future: Y3 ssp 12 13 l15Miles Berry
The technologies whose study properly forms a part of ICT education develop at an exponential rate, with Moore’s law promising a doubling of computing capacity every couple of years, and global industries and innovative individuals continually finding new applications to use such capacity. The extent to which your school makes use of such innovation is, to some degree, in your hands.
After hearing your presentations, we’ll look at some of the issues raised by the rapid pace of technological change and explore some ways in which schools can best make discerning use of new technology. I also explore some current trends and we look at some technologies that may well find a place in the classroom of the not too distant future, or whatever may replace it.
We conclude with a review of the assessment requirements and an opportunity to reflect on the module.
Digital Learning, Emerging Technologies, Abundant Data, and Pedagogies of CareGeorge Veletsianos
Keynote delivered at the Emerging Technologies in Authentic Learning Contexts Conference (Cape Town, South Africa), drawing links between my research on digital learning, emerging technologies, learner experiences, and the changing higher education landscape.
ISA14 BUENOS AIRES - Interaction South AmericaMateus Iglesias
Algumas das principais ideias compartilhadas no Interaction South America de 2014 em Buenos Aires.
*Desculpem a mistura de inglês, castelhano e português :)
Universal Design for Learning - Charlotte District, Floridavthorvthor
Presentation with components addressing inclusion, specially designed instruction, cognitive processing, universal design for learning, and lesson planning.
Universal Design for Learning: A framework for addressing learner diversityHarvard Web Working Group
On September 9, 2015, Sam Johnston gave a talk entitled "Universal Design for Learning: A framework for addressing learner diversity". Educators designing online and blended programs are responsible for ensuring the success of all students including those with physical, sensory, and learning disabilities, differing cultural and linguistic backgrounds, and various motivations for learning. Providing accessible learning materials to postsecondary students with disabilities is essential — and required by law. Assistive technology and accessible materials can lower barriers to access. However, access to materials is not the same as access to learning. “The purpose of education is not to make information accessible, but rather to teach learners how to transform accessible information into useable knowledge” (CAST, 2012). Universal design for learning (UDL) is a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. This session provides an overview of UDL with examples from open educational resources (OER) development. We will showcase UDLonCampus.cast.org, a collection of resources on UDL for postsecondary stakeholders to help them provide flexibility in instructional materials, teaching methods, and assessments.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
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.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
1. UniversalUniversal Design for LearningDesign for Learning
Nancy Groselle
Walden University
Evelyn Thompson
Reaching and Engaging All Learners Through Technology Educ-6714
2. Universal Design for LearningUniversal Design for Learning
A set of principles for curriculum
development that give all individuals equal
opportunities to learn. http://www.cast.org/research/udl/index.html
First articulated by in the early 1990s, UDL
mirrors the universal design movement in
architecture and product development,
which calls for designs that consider the
needs of the greatest number of possible
users. http://www.cast.org/research/udl/index.html
3. Examples of Universal design inExamples of Universal design in
ArchitectureArchitecture
4. The Frame Work for UDLThe Frame Work for UDL
The 3 Key Principles of UDL
– Recognize essential cues and patterns.
– Master skillful strategies for action.
– Engage with learning.
A successful learning environment supports and
challenges students in each of these arenas while
minimizing barriers. And because no two students
show the same patterns of strength, weakness, and
preference within these domains, minimizing barriers
requires highly flexible teaching strategies and
materials. (Rose and Meyer, 2002)
5. The three UDL principles share one commonThe three UDL principles share one common
recommendation:recommendation: to provide students with a widerto provide students with a wider
variety of optionsvariety of options
6. The Brain and UDLThe Brain and UDL
Students bring a huge variety ofStudents bring a huge variety of
skills, needs, and interests toskills, needs, and interests to
learning. Brain research haslearning. Brain research has
revealed that these differencesrevealed that these differences
are as varied and unique as ourare as varied and unique as our
DNA or fingerprints.DNA or fingerprints.
ThreeThree primary brain networks comeprimary brain networks come
into play with UDLinto play with UDL
7. -Recognition Networks
The "what" of learning
How we gather facts and categorize what we see, hear, and read.
Identifying letters, words, or an author's style are recognition tasks.
8. “What” Teachers do to reach the Recognition
Networks
Present information and content in different ways by:
Providing options for perception
• Options that customize the display of information
• provide alternatives for auditory and visual information
Providing options for language and symbols
• that clarify syntax and structure
• for decoding text or mathematical notation
• that promote cross-linguistic understanding
• that illustrate key concepts non-linguistically
• that define vocabulary and symbols
Providing options for comprehension
• Options that provide or activate background knowledge
• Options that highlight critical features, big ideas, and
relationships
• Options that guide information processing
• Options that support memory and transfer
9. Strategic Networks
The "how" of learning
Planning and performing tasks. How we organize and express
our ideas. Writing an essay and solving a math problem are
strategic tasks.
10. “How” do Teachers Reach Students’ Strategic
Networks
Provide Multiple Means of
Action and Expression
Provide options for physical action
• Options in the mode of physical response
• Options in the means of navigation
• Options for accessing tools and assistive Technologies
Provide options for expressive skills and fluency
• Options in the media for communication
• Options in the tools for composition and problem
solving
• Options in the scaffolds for practice and performance
Provide options for executive functions
• Options that support planning and strategy development
• Options that facilitate managing information and
resources
• Options that enhance capacity for monitoring
• Options that guide effective goal-setting progress
11. Affective Networks
The "why" of learning
How learners get engaged and stay motivated. How
they are challenged, excited, or interested. These
are affective dimensions.
12. Reaching the Affective Networks
Provide Multiple Means of
Engagement
Provide options for recruiting interest
• Options that increase individual choice and autonomy
• Options that enhance relevance, value, and authenticity
• Options that reduce threats and distractions
Provide options for sustaining effort and persistence
• Options that heighten salience of goals and objectives
• Options that vary levels of challenge and support
• Options that foster collaboration and communication
• Options that increase mastery-oriented feedback
Provide options for self-regulation
• Options that guide personal goal-setting and expectations
• Options that scaffold coping skills and strategies
• Options that develop self-assessment and reflection
13. CCenter forenter for AAppliedpplied SSpecialpecial TTechnologyechnology
CAST is a nonprofit research and
development organization that works to
expand learning opportunities for all
individuals, especially those with
disabilities, through Universal Design for
Learning.
14. CAST On-Line ToolsCAST On-Line Tools
For TeachersFor Teachers
UDL Curriculum Self CheckUDL Curriculum Self Check -This tool helps teachers write and use UDL-This tool helps teachers write and use UDL
lessons that incorporate options for student successlessons that incorporate options for student success
UDL Book BuilderUDL Book Builder – This tool enables educators to develop their own digital– This tool enables educators to develop their own digital
books to support reading instruction.books to support reading instruction.
UDL Lesson BuilderUDL Lesson Builder – This tool helps teachers to design lessons/units of study– This tool helps teachers to design lessons/units of study
to meet the diverse learning challenges, skills, and background of studentsto meet the diverse learning challenges, skills, and background of students
in today's classrooms.in today's classrooms.
Teaching Every StudentTeaching Every Student – This tool offers model lessons, interactive activities,– This tool offers model lessons, interactive activities,
tutorials, curriculum resources, and other tools.tutorials, curriculum resources, and other tools.
These sites can be found @These sites can be found @
http://www.cast.org/learningtools/index.htmlhttp://www.cast.org/learningtools/index.html
15. Tools to Assist Diverse LearnersTools to Assist Diverse Learners
TechnologyTechnology EnglishEnglish
LanguageLanguage
LearnerLearner
PhysicalPhysical
DisabilitiesDisabilities
CognitiveCognitive
DisabilitiesDisabilities
LearningLearning
DisabilitiesDisabilities
Gifted &Gifted &
TalentedTalented
InternetInternet
Audio/VideoAudio/Video
XX XX XX XX XX
CalculatorsCalculators
http://www.math.com/students/calculators/source/scientific.htmhttp://www.math.com/students/calculators/source/scientific.htm
XX XX XX
iVisitiVisit XX XX XX XX XX
ScreenScreen
ReadersReaders
XX XX XX XX
SpeechSpeech
SynthesizersSynthesizers
XX XX XX XX
WordWord
ProcessingProcessing
XX XX XX XX XX
Speech-to-textSpeech-to-text
SoftwareSoftware
XX XX XX XX
SpreadsheetSpreadsheet
SoftwareSoftware
XX XX
17. Crestwood High School - Excellence in Education
What Does UDL Mean To OurWhat Does UDL Mean To Our
School?School?
Implementing UDL at CHS will help studentsImplementing UDL at CHS will help students
Increase test scoresIncrease test scores
Have a greater understandingHave a greater understanding
Be self-motivatedBe self-motivated
Be self-directed learnersBe self-directed learners
Enjoy learningEnjoy learning
Stay in schoolStay in school
18. ReferencesReferences
Bray, M., Brown, A., & Green, T. (2004).Bray, M., Brown, A., & Green, T. (2004). Technology andTechnology and
the Diverse Learner: A Guide to Classroom Practicethe Diverse Learner: A Guide to Classroom Practice..
Thousand Oaks, CA: Corwin Press.Thousand Oaks, CA: Corwin Press.
Center for Applied Special Technology. (2009).Center for Applied Special Technology. (2009). UDLUDL
guidelines, version 1.0guidelines, version 1.0. Retrieved November 14, 2010. Retrieved November 14, 2010
fromfrom http://http://www.udlcenter.org/aboutudl/udlguidelineswww.udlcenter.org/aboutudl/udlguidelines
Rose, D., & Meyer, A. (2002).Rose, D., & Meyer, A. (2002). Teaching every student inTeaching every student in
the digital age: Universal design for learningthe digital age: Universal design for learning. Retrieved. Retrieved
November 10,2010 fromNovember 10,2010 from http://http://
www.cast.org/teachingeverystudent/ideas/teswww.cast.org/teachingeverystudent/ideas/tes//
