Universal Design for Instruction (UDI):
This presentation is the property of its rightful owner.
Sponsored Links
1 / 30

Universal Design for Instruction (UDI): Moving Beyond Accessibility into Classroom Application PowerPoint PPT Presentation


  • 109 Views
  • Uploaded on
  • Presentation posted in: General

Universal Design for Instruction (UDI): Moving Beyond Accessibility into Classroom Application. World Usability Day New England November 8, 2007. Presentation Objectives. Is there a need for Universal Design for Instruction?

Download Presentation

Universal Design for Instruction (UDI): Moving Beyond Accessibility into Classroom Application

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Presentation Transcript


Universal design for instruction udi moving beyond accessibility into classroom application

Universal Design for Instruction (UDI):

Moving Beyond Accessibility into Classroom Application

World Usability Day New England

November 8, 2007


Universal design for instruction udi moving beyond accessibility into classroom application

Presentation Objectives

  • Is there a need for Universal Design for Instruction?

  • What does the paradigm of Universal Design for Instruction (UDI) bring to pedagogy?

  • UDI as a partnership model: Application through “tech enhanced’ and “non-tech” solutions


Universal design for instruction udi moving beyond accessibility into classroom application

Need for a New Paradigm for Instruction –

The Changing Postsecondary Landscape

In 2000

  • 100 million Internet users around the world

    Among 18-29 yr old – 88% use the Internet;

    among 30-49 yr old – 84%http://www.pewinternet.org/PPF/r/163/report_display.asp

  • 68% of Americans use a computer for their work;

    84% say it is essential for their job

    http://www.npr.org/programs/specials/poll/technology/index.html


Universal design for instruction udi moving beyond accessibility into classroom application

Need for a New Paradigm for Instruction –

The Changing Postsecondary Landscape

2002 – Online undergraduate college application was

55% in 1998 and climbed to 90% in 2002

http://www.campuscomputing.net/

2003 - “To succeed in today’s information-based

economy, students need to know how to use technology to create and transform information.” (Kurt Landgraf, President ETS)

2006 - “Freshman are arriving on campus with better

technologies than their colleges have to offer.”

(Chronicle of Higher Education, September 22, 2006)


Universal design for instruction udi moving beyond accessibility into classroom application

Need for a New Paradigm for Instruction –

The Changing Postsecondary Landscape

2004 demographic profile of students:

  • 38% of the student population was 25 or older

  • 7% more women than men were enrolled

  • 30.4% were racial/ethnic minorities

  • 3.4% were international students

  • 39% were attending college part-time

    (Chronicle of Higher Education Almanac, 2006)


Universal design for instruction udi moving beyond accessibility into classroom application

Need for a New Paradigm for Instruction –

The Changing Postsecondary Landscape

All Disabilities LD

19782.3%no data

19844% 1.2%

19989.8% 3.5%

2004* 11.3% 7.5%

Henderson, 1999; *Chronicle of Higher Education, 2006


Universal design for instruction udi moving beyond accessibility into classroom application

Universal Design

The design of products and environments to be

usable by all people, to the greatest extent

possible without the need for adaptation or

specialized design.

Center for Universal Design, North Carolina State University


Universal design for instruction udi moving beyond accessibility into classroom application

Qualitative Research Theory

Leads to

Leads to

Identifying

Research

Problem

Formulating

Hypotheses

Variables

These are based on

May be

Independent

Dependent

Control

Intervening

Universal Design for Instruction

“UDI is the proactive design and use

of inclusive instructional strategies that benefit a broad range of learners including students with disabilities.”

(Scott, McGuire, Shaw, 2001)McGuire, & Embry (2002)


Universal design for instruction udi moving beyond accessibility into classroom application

Basic Tenets of UDI

www.facultyware.uconn.edu

  • Anticipates the needs of diverse users

  • Builds in inclusive features from the beginning

  • Benefits a broad range of individuals

  • Often promotes cost and/or time saving in the long run

  • Results in a more inclusive climate

  • McGuire, 2006

McGuire, M. (2006)


Universal design for instruction udi moving beyond accessibility into classroom application

What can UDI bring to pedagogy?

  • UDI encompasses “ good instructional practice” and helps to ground these practices in evidence-based theory

  • Encourages us to consider the breadth of issues in (1) planning, (2) delivery, and (3) assessment of instruction that promotes inclusive instruction

  • Creates a common language for dialogue

    (Mcguire, 2006)


Universal design for instruction udi moving beyond accessibility into classroom application

1.

2.

Flexibility in use

Equitable use

Simple and intuitive

3.

9.*

Principles

of

UDI

Instructional climate

Perceptible information

4.

8.*

Tolerance for error

Community of learners

5.

Size & Space for use

Low physical effort

7.

6.

*Scott, McGuire, & Shaw

2001


Universal design for instruction udi moving beyond accessibility into classroom application

Principle 1: Equitable Use

Instruction is designed to be useful and

accessible by people with diverse abilities


Universal design for instruction udi moving beyond accessibility into classroom application

Principle 1: Equitable Use

Instruction is designed to be useful and

accessible by students with diverse abilities

  • Application:

  • (Non tech) – Copies of PowerPoint slides, scribed notes

  • (Tech) – Technology tools embedded into content, delivery, and assessment so as to support/scaffold student learning

  • Example:

  • Adobe Acrobat professional

  • (highlights PDF files and allows drop-in margin notes

  • http://www.wordtalk.org.uk/

  • (free plug-in text-to-speech application)


Universal design for instruction udi moving beyond accessibility into classroom application

Principle 2: Flexibility in Use

Instruction is designed to accommodate a

wide range of individual abilities


Universal design for instruction udi moving beyond accessibility into classroom application

Principle 2: Flexibility in Use

Instruction is designed to accommodate a

wide range of individual abilities

  • Application:

  • (Non Tech) – Varied delivery of instruction

  • (Tech) - Repository of “link” to tools that help in managing, sorting, and filtering information

  • Example:

  • Visualmapping/outlining tools

  • * Inspiration - http://www.inspiration.com/

  • - Summarizing tools

  • * Microsoft Word – Tools – Auto summarize


Universal design for instruction udi moving beyond accessibility into classroom application

Principle 3: Simple and Intuitive

Instruction is designed in a straightforward

and predictable manner; eliminates

“unnecessary” complexity


Universal design for instruction udi moving beyond accessibility into classroom application

Principle 3: Simple and Intuitive

Instruction is designed in a straightforward and predictable manner; eliminates unnecessary complexity

  • Application:

  • (Non-Tech) – Clearly stated course expectation/rubrics

  • (Tech) - Locate and identify a list of legitimate websites/e-resources that can help to further explain the topic

  • Example:

  • Tutorials forsearch and navigation skills for effective and efficient learning in open learning environments, like the Internet.

?


Universal design for instruction udi moving beyond accessibility into classroom application

Principle 4: Perceptible Information

Instruction is designed so that information is communicated effectively to the student,

regardless of ambient conditions or sensory abilities


Universal design for instruction udi moving beyond accessibility into classroom application

Principle 4: Perceptible Information

Instruction is designed so that information is communicated effectively to the student,

regardless of ambient conditions or sensory abilities.

  • Application:

  • (Non Tech) – Style of delivery of instruction

  • (Tech) - Ways to construct/create course content in addition to course authoring tools such as WebCT

  • (Create content for an audience of n=many vs. n=average)

  • Example:

  • Web 2.0 – Wikis

  • Voicethread.com (Free account for educators, allows you to import graphics and add text comment)


Universal design for instruction udi moving beyond accessibility into classroom application

Principle 5: Tolerance for Error

Instruction anticipates variations in individual students learning pace and prerequisite skills


Universal design for instruction udi moving beyond accessibility into classroom application

Principle 5: Tolerance for Error

Instruction anticipates variations in individual students learning pace and prerequisite skills

  • Application:

  • (Non Tech) – Allow formultiple drafts of assignment

  • (Tech) – Portable technologies and technologies that allow easy conversion into different formats on location

  • Example:

  • Think pad

  • iPod


Universal design for instruction udi moving beyond accessibility into classroom application

Principle 6: Low Physical Effort

Instruction is designed to minimize nonessential physical effort in order to allow maximum attention to learning


Universal design for instruction udi moving beyond accessibility into classroom application

Principle 6: Low Physical Effort

Instruction is designed to minimize nonessential physical effort in order to allow maximum attention to learning

  • Application:

  • (Non Tech) – Session breaks; seating

  • (Tech) – Tech supports for extensive note-taking

  • Example:

  • Speech-to-text technologies

  • http://www.livescribe.com/sneakpeek/index.html


Universal design for instruction udi moving beyond accessibility into classroom application

Principle 7: Size and Space for Approach and Use

Instruction is designed with consideration for appropriate size and space for approach, reach, manipulation, and use regardless of a student’s body size, posture, mobility, and communication needs


Universal design for instruction udi moving beyond accessibility into classroom application

Principle 7: Size and Space for Approach and Use

Instruction is designed with consideration for appropriate size and space for approach, reach, manipulation, and use regardless of a student’s body size, posture, mobility, and communication needs

  • Application:

  • (Non Tech) – Preview of physical premises, temperature

  • (Tech) – Tech support for physical access

  • Example:

  • FM systems


Universal design for instruction udi moving beyond accessibility into classroom application

Principle 8: A Community of Learners

The instructional environment promotes interaction and communication among students and between students and faculty


Universal design for instruction udi moving beyond accessibility into classroom application

Principle 8: A Community of Learners

The instructional environment promotes interaction and communication among students and between students and faculty

  • Application:

  • (Non Tech) – Collaborative projects, group assignments

  • (Tech) – Tech support for online collaboration

  • Example:

  • Discussion board

  • Blogs


Universal design for instruction udi moving beyond accessibility into classroom application

Principle 9: Instructional Climate

Instruction is designed to be welcoming and inclusive. High expectations are espoused for all students


Universal design for instruction udi moving beyond accessibility into classroom application

Principle 9: Instructional Climate

Instruction is designed to be welcoming and inclusive. High expectations are espoused for all students

  • Application:

  • (Non Tech) – Modeling expected behavior

  • (Tech) – Instructional expectation used to drive technologies used in the course and not vice versa

  • Example:

  • Synchronous and asynchronous discussions on inclusive behaviors


Universal design for instruction udi moving beyond accessibility into classroom application

Audience Q and A


  • Login