The importance of Universal Design for Learning

 

A reflection on Rogers and Gronserth's

Applying UDL to online active learning. The Journal of Applied Instructional Design

This article explores how instructional designers view the connection between Universal Design for Learning and acting learning. Using surveys that had closed and open questions, IDs were asked about four key areas. 

1. How do IDs perceive connections between UDL and active learning approaches in online course designs?

2.. How do IDs apply UDL to active learning approaches in their online course designs?

3. What do IDs perceive as enablers to the application of UDL to active learning approaches in their online course designs?

4. How do IDs address barriers to the application of UDL to active approaches in their online course designs?

In response to the first area, IDs pointed out that active learning requires the accessibility for students found in UDL. UDL centers student learning and engagement of all which is key to active learning. About 80% of IDs felt that their teams could create lessons that connect UDL with online learning. 

In response to the second question, IDs shared active learning ideas that they are aware of in the in-person environment as well as ideas that can be used in the digital space. A key concept found in each of the ideas ties to the class feeling a sense of belonging. Some ideas in the digital space include, but are not limited to: gaming, podcasts, guest speakers/expert interviews, inquiry-based activities. 

The third question explored what IDs viewed as the enablers of active learning approaches in online course designs. The participants believed that teachers essentially need to be open-minded, innovative, and open to working with IDs. The participants also believed that other necessaries, not limited, but including, small class sizes and proper training are also enablers. 

There were multiple barriers that IDs felt stood in the way of active learning with online course design. Some key ones included: lack of time, instructors overwhelmed by courses, accessibility concerns, and resistance by educators. 

The mixed-method case study clarified what the stakeholders in active learning, online learning and UDL believe to be the enabling and disabling factors involved in successful integration of active online learning and UDL. (2021)

Incorporating UDL Guidelines from CAST Universal Design for Learning 

    When looking at the UDL guidelines, I found two different strategies that could be incorporated into the lesson plan I am working on. The first strategy to be utilized is tied to expression & communication: consideration 5.2 Use Multiple Tools for Construction, Composition, and Creativity.  The second UDL guideline strategy I felt I could use was an option for Emotional Capacity: consideration 9.2 Develop Awareness of Self and Others. 

For consideration 5.2 I felt that I could allow students to utilize multiple platforms for sharing their groundplans. Instead of just using Mat Kizer’s Director’s Lab, I could have students use Minecraft, or Vectorworks, or even Unreal Engine. Allowing students to use something like Minecraft might actually take away some of the discomfort in learning a new program. Students might also get a sense of gameplay which ties in with the active learning mentioned in the reflection earlier in this blog post. 

For consideration 9.2, students could develop their awareness of others through interacting with each other’s groundplans. Perhaps instead of having students stage their characters with the set designs that they created, I could have students work on staging their blocking ground plans designed by other classmates. This element of the lesson plan may allow for peer-feedback and reflection. Students can share with each other what they felt was difficult or easy through working with each other’s groundplans. This will allow students to explore the director-to-set designer relationship and communication needs in the rehearsal process. 

Guidance from the 2024 NETP Standards

    A key aspect of the guidance from the NETP Standards is that they tie to three key principles of UDL. (2024)

1st Key Principle: Multiple Means of Representation

Teachers have multiple tools in order to present information to the students, allowing for accessibility to multiple styles of learning.

2nd Key Principle: Multiple Means of Expression

Students have multiple ways to express their understanding so that they are able to connect in ways of expression that suit them.

3rd Key Principle: Multiple Means of Engagement

Students are able to engage in their learning in ways that might otherwise not be possible. This allows for students to be motivated and learning in an active way.

                These three key principles allow for students to actively and effectively interact with lessons in ways that meet their own individual learning experiences. These principles tie to the core principle of accessibility of UDL so that all students are able to effectively learn in ways that inspire and motivate them.

Resources

A Call to Action for Closing the Digital Use, Design, and Access Divide. U.S.

Department of Education. (2024, January). https://tech.ed.gov/netp

Rogers, S.A. and Gronseth, S.L. (2021). Applying UDL to online active learning. The Journal of Applied Instructional Design. Doi: 10.59668/223.3748. Retrieved from https://edtechbooks.org/jaid_10_1/applying_udl_to_onli?book_nav=true