The document discusses Universal Design (UD), which aims to design products and environments that can be used by all people to the greatest extent possible without adaptation. It provides principles of UD and examples of its application, such as in computer labs, distance learning, education settings, and more. The key is designing for flexibility and diversity from the start to ensure accessibility for people of all characteristics and abilities. The document also discusses Universal Design for Learning (UDL), which focuses on making learning accessible for all types of learners by presenting information in multiple ways and allowing for various interpretations and demonstrations of understanding.
Barriers to the Integration and Adoption of iPads in Schools: A Systematic Li...Khalid Md Saifuddin
iPad, with its Apple platform and interoperability-dependent material conditions, bring complex barriers in its adoption and integration in secondary education system as a learning tool. In the schools’ context, it is an emerging educational technology for its affordances supporting collaborative learning. This systematic literature review on the barriers to the integration of iPad in primary and secondary schools is based on 13 peer-reviewed and full-text articles. The paper discusses what are the challenges in using iPad as a learning tool in primary and secondary educational settings. The identified barriers are discussed in three broad categories or stages of innovation process in an educational context: basic challenges with the tool, barriers to the integration of the iPad in a school setting, and barriers in the use of the iPad.
Barriers to the Integration and Adoption of iPads in Schools: A Systematic Li...Khalid Md Saifuddin
iPad, with its Apple platform and interoperability-dependent material conditions, bring complex barriers in its adoption and integration in secondary education system as a learning tool. In the schools’ context, it is an emerging educational technology for its affordances supporting collaborative learning. This systematic literature review on the barriers to the integration of iPad in primary and secondary schools is based on 13 peer-reviewed and full-text articles. The paper discusses what are the challenges in using iPad as a learning tool in primary and secondary educational settings. The identified barriers are discussed in three broad categories or stages of innovation process in an educational context: basic challenges with the tool, barriers to the integration of the iPad in a school setting, and barriers in the use of the iPad.
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.
Traditional Learning to e-learning
There are also plans to set up eClassrooms to reduce the requirement of faculty and increase the number of students each professor can take at postgraduate level.
Indian Medical Times Sat 23 May 2015
A presentation prepared for the faculty in the Focus on Learning Part 2 program. This PowerPoint introduces framework for modern student engagement, and 3 major digital trends in PSE.
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.
Traditional Learning to e-learning
There are also plans to set up eClassrooms to reduce the requirement of faculty and increase the number of students each professor can take at postgraduate level.
Indian Medical Times Sat 23 May 2015
A presentation prepared for the faculty in the Focus on Learning Part 2 program. This PowerPoint introduces framework for modern student engagement, and 3 major digital trends in PSE.
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.
Toolkit for Inclusivity in Higher Education3Play Media
In this webinar, Sheryl Burgstahler, Ph.D., author of Creating Inclusive Learning Opportunities in Higher Education, will provide practical steps for incorporating universal design into your higher education environment to create an inclusive and diverse space for all students.
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.
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.
2. -A goal and a process that can be applied to
the design of any product or environment
-When UD principles are put in use, every
characteristic about the person is included
such s blindness, blond hair, 5 feet tall
Source #1- University of Washington
3. The process
1. Identify the environment product being accommodated too
2. Define the population/characteristics that are all to be taken into
consideration
3. Involve customers/people that are diverse
4. Adopt guidelines to make sure the other techniques used are integrated
5. Apply what is brainstormed in the two steps above, making the
applications to its full potential
6. Plan for interpreters and different crowds needed
7. Train and support a good work team
8. Evaluate
SOURCE #1- UNIVERSITY OF
WASHINGTON CONTINUED
4. Universal Design principles
1. Equitable use to all
2. Flexibility in use
3. Simple and intuitive
4. Perceptible info
5. Tolerance for error
6. Low physical effort
7. Size and space for approach and use
SOURCE #1- UNIVERSITY OF
WASHINGTON CONTINUED
5. Uses of Universal Design
• Computer labs
• Distant learning
• Education
• Libraries
• Physical spaces
• Profession organizations
• Software
• Student services
• Technology
• Multimedia
SOURCE #1- UNIVERSITY OF
WASHINGTON CONTINUED
6. • Classrooms are designed for an average student
• UDL focuses on ALL characteristics
• This program makes sure they design programs for all needs making
everyone “expert learners”
• The key is making them universal
• Based on the power to be flexible
• 3 principles: how learners are presented information, how students
interpret information, making multiples ways to explain
UDL PRINCIPLES AND PRACTICE
VIDEO
7. • makers dont like that every student is compared to the main guidelines and
if they dont understand them they are considered disabled
• Teachers try to identify what the barriers will be ahead of time before
lessons are taught
• Hands on activities are great ways to keep students engaged
IMPLEMENTING UDL VIDEO
8. Equal Access: Universal Design of Distance Learning article taught me
that everyone was disabilities or are ESL can be accommodated. Just
because they are different doesn’t mean they can’t use technology to
translate or help them better understand. Making sure all groups have
resources is the objective of the program
ONLINE DISTANCE EDUCATION - "ANYTIME, ANYWHERE"
BUT NOT FOR EVERYONE taught me that to this day most teachers
base learning off of the electronic usage for our generation. To this day
many people still believe the old fashion way puts less emphasis on
memorization and more on understanding material
WHAT I LEARNED FROM THE
ARTICLES ABOUT UDL
9. In The Arts and UDL: What General Education Can Learn from the
Margins article I learned that there is a large impact of arts on
education. These two questions came up when the linkage was being
described
1. Is there a framework from the learning sciences that might help explain why arts
content, processes, and related thinking habits and dispositions seem to support affective and
cognitive learning outcomes?
2. Could this same framework then be used to guide decision making about the use of arts
options in cross-curricular and arts-integrated curriculum design?
WHAT I LEARNED FROM THE
ARTICLES ABOUT UDL
