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Universal Design for Learning: A framework for good teaching, a model for student success

Universal Design for Learning: A framework for good teaching, a model for student success. Craig Spooner, ACCESS Project Coordinator The ACCESS Project, Colorado State University. Objectives. What is UDL? Who benefits from it? How can it be implemented?. BIG Question #1. Who are

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Universal Design for Learning: A framework for good teaching, a model for student success

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  1. Universal Design for Learning: A framework for good teaching, a model for student success Craig Spooner, ACCESS Project Coordinator The ACCESS Project, Colorado State University

  2. Objectives • What is UDL? • Who benefits from it? • How can it be implemented?

  3. BIG Question #1 Who are your students?

  4. Student diversity • Ethnicity & Culture • ESL/Native language • Nontraditional • Gender • Learning Styles • Disabilities

  5. Ethnicity & Culture* *CSU Facts at a Glance, 2009-2010

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

  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 • Strong 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

  11. Men & Women* *CSU Facts at a Glance, 2009-2010

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

  13. 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)

  14. Disabilities • National statistics: • 11.3% of undergraduates report some type of disability* • Colorado State University • 8%–11% (ACCESS research, 2007-10) • 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. 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 ”

  16. 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

  17. UDL and Teaching • Represent information and concepts 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.

  18. Representation

  19. 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)

  20. UDL and Technology • Educational Videos • Course Materials • Lecture Presentation Systems • Course Management Systems

  21. What makes a document Universally Designed? • Searchability • Copy and Paste • Bookmarks or an Interactive TOC • Text to Speech capability • Accessibility

  22. UDL Tech Tutorials • Microsoft Word • Styles and Headings • Images • PowerPoint • Adobe PDF • HTML • E-Text http://accessproject.colostate.edu

  23. Expression

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

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

  26. Engagement

  27. 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

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

  29. What’s so special about UDL?

  30. UDLFramework

  31. BIG Question #2 Who are your students? What are our institution’s goals?

  32. CSU’s Strategic Goals • Goal 5: Access, Diversity, and Internationalization • Goal 6: Undergraduate Curriculum and Advising • 6.2: Enhance programmatic accessibility for students with physical, learning and other disabilities • Goal 7: Active and Experiential Learning Opportunities • Goal 10: Student Engagement Outcomes (curricular and co-curricular)

  33. CSU’s Strategic Goals • Goal 9: Learning Outcomes • critical thinking • writing • Goal 8: Retention and Graduation • CSU’s first-year retention rate: 82% • 6-year graduate rate: 63%

  34. BIG Question #3 Who are your students? What are CSU’s Goals? What’s your Instructional Philosophy?

  35. Instructional Philosophy • How do you conceptualize knowledge? • What is your role in the transmission of knowledge? • What constitutes student learning? • What learning objectives have you set for them, and how do you know when they’ve been achieved?

  36. Recommended Video http://www.cornell.edu/video/?VideoID=225

  37. Published Resources • Burgstahler, S., & Cory, R. (2008). Universal design in higher education from principles to practice. Cambridge, MA: Harvard Education Press. • Rose, D. H., Harbour, W. S., Johnston, C. S., Daley, S. G., & Abarbanell, L. (2006). Universal design for learning in postsecondary education: Reflections on principles and their application. Journal of Postsecondary Education and Disability, 19(2), 135-151.

  38. Thank you!ACCESS Website: accessproject.colostate.eduCraig Spoonercraig.spooner@colostate.edu 970-491-0784 The ACCESS Project, Colorado State University Funded by U.S. Dept. of Education, Office of Postsecondary Education, Grant #P333A080026

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