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Multiple Paths to Success: Universal Design for Online Learning. *. Jim Julius. If you have a question during the webinar, please type it in the chat window, preface it with ???, and raise your hand. This will help streamline the question and answer process. The Plan.

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Multiple paths to success universal design for online learning

Multiple Paths to Success: Universal Design for Online Learning

*

Jim Julius

If you have a question during the webinar, please type it in the chat window, preface it with ???, and raise your hand. This will help streamline the question and answer process.


The plan
The Plan

  • Consider the origins of Universal Design for Learning (UDL)

  • Uncover ideas for UDL in online education

  • Generate enough “ahas” and “hmmms” to get you to follow up

  • Involve you!

  • Follow along, or chart your own path, via http://goo.gl/15aiJ



Universal design for learning udl
Universal Design for Learning (UDL)

  • Principle I: Provide Multiple Means of Representation (the “what” of learning)

  • Principle II: Provide Multiple Means of Action and Expression (the “how” of learning)

  • Principle III: Provide Multiple Means of Engagement (the “why” of learning)


enact.sonoma.edu


“…the design of products and environments to be usable by all people, to the greatest extent possible, without the need of adaptation or specialized design.” - Ron Mace


Accessibility the law
Accessibility & the Law by all people, to the greatest extent possible, without the need of adaptation or specialized design.” - Ron Mace

  • Section 504, 1973 Rehabilitation Act: Accommodations Model (Reactive)

    providing accommodations or modifications based on a request by a person with disability

  • Section 508, 1973 Rehabilitation Act: Access Model (Proactive)

    proactively providing access in advance regardless of individual’s request or disclosure

  • Section 55200, Title 5 (CA): Access Model (Proactive)

    “instruction provided as distance education is subject to the requirements that may be imposed by the Americans with Disabilities Act and section 508 of the Rehabilitation Act of 1973, as amended”


Technologies
Technologies by all people, to the greatest extent possible, without the need of adaptation or specialized design.” - Ron Mace

  • CAST – Assistive technologies

  • Emerging technologies – How can they help to increase access? How might they hinder?Which ones would you consider key at this time?


Are students disabled or is our curriculum disabled
Are students disabled? by all people, to the greatest extent possible, without the need of adaptation or specialized design.” - Ron MaceorIs our curriculum disabled?


e by all people, to the greatest extent possible, without the need of adaptation or specialized design.” - Ron Macenact.sonoma.edu


Brain based learning networks
Brain-based Learning Networks by all people, to the greatest extent possible, without the need of adaptation or specialized design.” - Ron Mace

Brainresearch indicates three distinct yet inter-related learning networks (Rose, Meyer, Hitchcock, 2005):

Recognition Learning Network (what)

  • How we make sense of presented information

    Affective Learning Network (why)

  • How motivation & participation impacts learning

    Strategic Learning Network (how)

  • How we demonstrate our learning or mastery


Udl principles for effective instruction
UDL by all people, to the greatest extent possible, without the need of adaptation or specialized design.” - Ron MacePrinciples for Effective Instruction

  • Faculty can offer various ways to REPRESENT (show) essential course concepts in support of recognition learning networks

  • Faculty can offer various ways to encourage student ENGAGEMENT (participate) in support of affective learning networks

  • Faculty can offer students various formats for EXPRESSION (demonstration) of what they have learned through strategic learning networks


Explore two resources on udl in higher education
Explore two resources on UDL in Higher Education by all people, to the greatest extent possible, without the need of adaptation or specialized design.” - Ron Mace

  • In your browser, pull up these two one-page PDFs

  • http://goo.gl/QY9M2

  • http://goo.gl/JVYyq

  • Record on the whiteboard or in the chat: What are your “ahas”? What are your “OMGs”?


Ahas and omgs
AHAs and OMGs by all people, to the greatest extent possible, without the need of adaptation or specialized design.” - Ron Mace


Udl and online education
UDL and Online Education by all people, to the greatest extent possible, without the need of adaptation or specialized design.” - Ron Mace


Distance is a positive principle, not a deficit. Online can be the privileged mode.The possibility of the ‘online version’ is overstated. The best online courses are born digital.‘Best practice’ is a totalising term blind to context – there are many ways to get it right.

Manifesto for Teaching Online – U. of Edinburgh



Explore udl principles examples for online education
Explore: UDL Principles & Examples for Online Education be the privileged mode.

  • In your browser, pull up this short page

  • http://goo.gl/QkOLq

  • Record on the whiteboard or in the chat: What are examples of ways you are already “doing” UDL (online or on-ground)?What ideas does this prompt for things you would like to try?Which elements seem confusing, or difficult to implement, especially online?


Ahas and omgs1
AHAs and OMGs be the privileged mode.


Explore udl tools ideas for online education
Explore: UDL be the privileged mode.Tools & Ideas for Online Education

  • In your browser, pull up this short page

  • http://goo.gl/wLerq

  • Again, please share your inspirations & doubts


Ahas and omgs2
AHAs and OMGs be the privileged mode.


Incorporating udl into online education quality enhancement
Incorporating UDL into Online Education be the privileged mode.Quality Enhancement


Quality online learning teaching qolt
Quality Online Learning & Teaching (QOLT) be the privileged mode.

  • Course Overview & Introduction

  • Assessment and Evaluation of Student Learning

  • Instructional Materials & Resources

  • Instructional Design and Delivery

  • Technology for Teaching & Learning

  • Learner Support and Resources

  • Accessibility and Universal Design


Explore rubric for quality online learning teaching
Explore: be the privileged mode.Rubric for Quality Online Learning & Teaching

  • In your browser, pull up this two-page PDF:

  • http://goo.gl/p047t

  • How does your college currently “do” quality assurance for online education?

  • How might a tool like this help faculty to incorporate principles of UDL into online education?


Final questions discussion
Final Questions/Discussion be the privileged mode.


References in order of appearance
References (in order of appearance) be the privileged mode.

  • Outline and most links for this presentation: http://goo.gl/15aiJ

  • CCC DE Guidelines: http://extranet.cccco.edu/Portals/1/AA/DE/de_guidelines_081408.pdf

  • Manifesto for Teaching Online: http://www.swop.education.ed.ac.uk/manifesto.html

  • QOLT and similar online course design rubrics/guidelines http://goo.gl/CVcmKQOLT is still being finalized; see http://goo.gl/a7b3x (Word doc) for summary of present draft


Evaluation survey
Evaluation Survey be the privileged mode.

Help us improve our seminars by filling out a short online evaluation survey at:

  • https://www.surveymonkey.com/s/Universal_Design_Julius

Type it in the chat window, preface it with ???, and raise your hand.


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