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Creating an Inclusive Learning Environment with Universal Design for Learning

Creating an Inclusive Learning Environment with Universal Design for Learning

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Creating an Inclusive Learning Environment with Universal Design for Learning

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  1. Creating an Inclusive Learning Environment with Universal Design for Learning Craig Spooner, ACCESS Project Coordinator The ACCESS Project, Colorado State University

  2. Objectives • Participants will gain a deeper understanding of UDL • What is UDL? • who benefits from it? • how can it be implemented? • how can you institutionalize UDL for lasting benefit?

  3. Agenda • What is UDL? • Teaching • Technology • How can you institutionalize UDL?

  4. Meeting the learning needs of ALL students Who are your students?

  5. Today’s students are diverse • Ethnicity & Culture • ESL/Native language • Nontraditional • Gender • Learning Styles • Disabilities

  6. ESL / Native Language • Potential barriers to comprehension • For both students and instructors • Affects written and verbal communication

  7. Language Quiz What is your good name, sir? • Full name • Last name • Nickname or pet name

  8. I say there are 100 Krore stars in the sky. You say the stars number 10,000 Lakh. • Do we agree? Language Quiz 2

  9. Nontraditional Students Percentage of undergraduates with nontraditional characteristics: 1992–93 and 1999–2000

  10. Nontraditional Students • Highly motivated & Achievement oriented • Finances and family are two of the biggest concerns • Stronger consumer orientation • Need flexible schedules • Integrate learning with life and work experiences • Want applicability to the real world • Prefer more active approaches to learning • Relatively independent • Lack of a cohort, “student life” experience • Instruction appropriate for their developmental level

  11. Academic Preparation • 2004 seniors who enrolled in a postsecondary institution immediately after high school, by GPA 7

  12. Disabilities • Both short-term and long-term, apparent and non-apparent • Mobility Impairments • Blindness/Visual Impairments • Deafness/Hearing Impairments • Learning Disabilities • Attention Deficit Disorder (ADD/ADHD) • Autistic Spectrum Disabilities • Traumatic Brain Injury (TBI) • Post Traumatic Stress Disorder (PTSD)

  13. Disabilities • National statistics: • 11.3% of undergraduates report some type of disability* • Colorado State University • 7%–11% (ACCESS Project research, 2007-09) • Non-apparent disabilities are by far the largest proportion and growing • Only a small percentage seeks accommodations *National Center for Education Statistics, 2008; U.S. Government Accountability Office, 2009

  14. Disabilities • National statistics: • 11.3% of undergraduates report some type of disability* • Colorado State University • 7%–11% (ACCESS Project research, 2007-09) • Non-apparent disabilities are by far the largest proportion and growing • Only a small percentage seeks accommodations *National Center for Education Statistics, 2008; U.S. Government Accountability Office, 2009

  15. Learning Styles • Visual • Visual-Linguistic (reading and writing) • Visual-Spatial (graphs and pictures) • Auditory (listening) • Kinesthetic (touching and moving)

  16. Learning Styles • Visual • Visual-Linguistic (reading and writing) • Visual-Spatial (graphs and pictures) • Auditory (listening) • Kinesthetic (touching and moving)

  17. Universal Design for Learning “ Universal Design for Learning is a set of principles and techniques for creating inclusive classroom instruction and accessible course materials. teaching technology ”

  18. History of UDL • Universal Design (UD) • Accommodate the widest spectrum of users without the need for subsequent adaptation • Public buildings, city streets, television, kitchen utensils… • Universal Design for Learning (UDL) • Inclusive pedagogy • Applies to both teaching and technology

  19. UDL: a framework for inclusive pedagogy • Information and concepts are represented in multiple ways and in a variety of formats. • Students are given multiple ways to express their comprehension and mastery of a topic. • Students engage with new ideas and information in multiple ways.

  20. Representation

  21. Representation • Ideas and information are represented in multiple ways and in a variety of formats • Lectures • Group activities • Hands-on exercises • Text + Graphics, Audio, Video • Usable electronic formats (e.g., Word, PDF, HTML)

  22. Expression

  23. Expression • Students express comprehension and mastery in multiple ways • Oral presentation • Written essays • Projects/Portfolios/Journals • Performance • Multimedia (text/graphics/audio/video)

  24. Expression • Colin from our video • Student with Quadriplegia • Undergraduate in Landscape Architecture • Assignment: Create a 3D model • Physical model • Computerized model

  25. Engagement

  26. Engagement • Help students “engage” in multiple ways • Express your own enthusiasm! • Challenge students with meaningful, real-world assignments • Give prompt and instructive feedback on assignments • Classroom response systems (clickers) • Make yourself available to students during office hours in flexible formats

  27. Engagement • Physics professor from India has students video tape Q&A during office hours • Individual questions answered for everyone in the course • Video • Written explanation

  28. Seven principles of good practice in undergraduate education* Good practice in undergraduate education… • encourages contact between students and faculty • develops reciprocity and cooperation among students • encourages active learning • gives prompt feedback • emphasizes time on task • communicates high expectations • respects diverse talents and ways of learning *Chickering and Gamson, 1986

  29. UDLFramework

  30. Alignment with Institutional Goals Who are your students? What are your institution’s goals?

  31. Institution’s Strategic Goals • Increasing access and diversity • Enhancing accessibility for students with physical, learning and other disabilities • Promotingactive and experiential learning opportunities • Increasingstudent engagement (curricular and co-curricular programs)

  32. Instructional Philosophy Who are your students? What are CSU’s Goals? What’s your Instructional Philosophy?

  33. UDL UDL and Technology

  34. UDL and Multimedia • Educational Videos • Course Materials • Lecture Presentation Systems • Course Management Systems

  35. What Makes a Document Universally Designed? • Search-ability • Select-ability for Copy and Paste • Bookmarks or an Interactive TOC • Text to Speech capability • Accessibility

  36. Content, Structure, and Presentation • Content • The actual information you are providing in a document. This can include Text, Images, Videos, or Multimedia. • Structure • The organization of content is structure. This includes headings, lists, tables, emphasis, etc. • Presentation • One can add style rules to structural elements to give documents a particular appearance.

  37. A Tale of Two PDF Documents Scanned OCR and Tags

  38. Scanned PDFs Accessibility Search-Ability Copy/Paste Bookmarks Text to Speech Scanned PDF Scanned PDF with OCR OCR and Tags

  39. Make Your Own PDFs Accessibility Search-Ability Copy/Paste Bookmarks Text to Speech Print to PDF Save As PDF Adobe PDF Plugin

  40. Let’s Make Our Own PDFs • Microsoft Word as the Native Editor • Print to PDF • Save As PDF • http://www.microsoft.com/downloads/details.aspx?familyid=F1FC413C-6D89-4F15-991B-63B07BA5F2E5 • Adobe Acrobat Plugin for PDF

  41. Images and Alt Text • Alternative text for images should describe the meaning - based on the it’s context • Ice Cream Manufacturer • Girl Scouts of America • My Niece's Blog • Diversity Website

  42. Lecture Presentation Systems • Captions and/or Transcripts • Search-ability • Navigation Options • Keyboard Accessibility • Example 1 • Example 2

  43. Course Management Systems • Consistency of use • Syllabus • Assignments • Readings • Discussion • Navigation • Universally Designed Documents • Accessibility

  44. Educational Videos • Transcripts • A written or text-based record of dictated or recorded speech. May contain additional relevant information, such as descriptions or comments. • Captions • A transcript is timed to display with the video track, it displays on screen as a caption. • Descriptive Audio • The narration of key visual elements in a video or multimedia product.

  45. Educational Videos • In our video, who benefits from the: • Transcripts? • Captions? • Descriptive audio?

  46. Video Captioning • Automatic Sync • Upload audio track and transcript • http://www.automaticsync.com/captionsync/ • YouTube videos • Upload transcript in text format • Machine Automated captions • http://www.youtube.com • MAGpie • Works with most major video formats • http://ncam.wgbh.org/webaccess/magpie/

  47. PowerPoint Presentations • Outline View • Master Slides • Notes Panel • Description of Charts and Diagrams • Adobe Presenter Output – Notes Tab • LecShare Output – Video Captions

  48. UDL Modules • Teaching • Technology (course materials) • Microsoft Word • Styles and Headings • Images • Adobe PDF • HTML • E-Text • http://accessproject.colostate.edu

  49. UDL Institutionalization

  50. An Old Approach • Accessibility workshops: • Course materials and documents • Web based information • Course management systems • Instructional media • Compliance with regulations, guidelines • Web Content Accessibility Guidelines (WCAG) • Section 508 of Rehabilitation Act Introduction