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Share your thoughts in the comments below in response to these spark prompts:
- How might you add multiple means of engagement (the why of learning) in your course?
- How might you apply multiple means of representation (the what of learning) to materials or information you provide your students?
- Brainstorm ways to redesign one of your assignments using multiple means of action and expression (the how of learning).
29 thoughts on “Universal Design for Learning”
Engagement:
In English 201, we usually cover one Shakespearean play. Instead of focusing solely on Desdemona’s untimely demise, students would be offered the opportunity to write about race politics during Shakespeare’s time and how his audience would have viewed interracial marriage. They could also write about the issue of bigotry within the play perhaps drawing parallels to today’s societal issues.
The students could compare the novel The Handmaids’s Tale to the Hulu presentation. Provide a discussion on the merits and demerits of televised content over traditional written content. They could discuss issues in the dystopia that are present in today’s society.
Representation:
The website could provide audio of many (all?) short stories and poetry. YouTube videos could be provided to explain and demonstrate MLA citations, certain poetic devices, and figures of speech. There are several full-length movie versions of Othello.
Action and Expression
Students could write a comparison or parody of a poem covered in class explaining the poetic technique and tropes.
Students could write a scene /chapter in which the characters of a play/ novel take a different course of action changing the f outcome. They would also have to provide at least three discussion questions on the validity/desirability of the change.
Students could write and record a monologue for one of the major characters.
Students could find a “critical lens” through which to view the novel or play and write an essay that does just that.
Engagement:
Students are provided with a video recording in addition to the PowerPoints. They also receive feedback that targets what they might have missed on a particular assignment and a suggestion on what to look at for the future to better answer the question.
Representation:
The material is presented through music videos, documentaries, academic texts, and novels that contain historical information.
Action and Expression:
Action and expression, in F2F classes, students can write their response to a topic on a piece of paper and leave it on their desk for me to collect. I then read it as anonymous and other students respond to what was shared. During the pandemic, students can write to me in a private chat rather than sharing their opinion with the whole class. Students who did not have laptops were also allowed to submit their handwritten essays.
-In my small group communication course we focus on how decisions are made in a group dynamic. I typically try to focus on “traditional” situations where you would find this like an office or even a class assignment but I could also open this up to less traditional dynamics such as a digital streaming environment.
-I have regularly taught the class through activities with lectures afterward but could also open up to more videos and podcasts.
-I give group exams in this class with the goal of demonstrating how the process of making a decision is just as important as the result of the decision itself. I could try to create a more open ended task where their goal is to document their thought process in making the decisions (either through audio/video recording or writing) as a means of assessing the process.
Engagement:
Deeper dives such as composition of creative work using class concepts where possible, but encouraging creativity at every step.
Providing fora for conversation to make use of music literacy.
Representation:
Embed hyperlinks.
Create video content when possible.
Action/Expression:
Use digital music notation in addition to “classic” paper.
Video/creative assignment to replace another or for extra credit.
As entertaining as I think I may be at times, I’m well aware that my students get tired of me and they’d like to hear from their peers or others (such as guest speakers) who can deliver the information in a memorable way.
Teaching the lesson is only one part of diving into the material, the deeper dive comes from reinforcement and this happens when the tables are turned and the students explain the information to one another. Students can do this by coming to the whiteboard and walking us through finance problems or they can work with a partner one-on-one on problems.
I also like to drill them with questions and have them elaborate on the rationale behind the material that was presented. I can also assign students to each come up with a few problems for the exams. If they submit their own problems, it shows they’ve done the research and they’ve learned how to solve those problems well.
Engagement: In my 300-level course, I always offer extra credit options that are really deep-dives into the subject. For example, a student can engage with a podcast that provides more specific information. Now that I am thinking about my 100-level writing course, I could/should be able to offer the same kinds of material.
Representation: The first idea that strikes me is to include audio/video of the required readings as well as a paper version; I also often link to a Google Doc version on which students leave comments and ask questions. In all of my courses, I regularly include self-grading quizzes that students can take multiple times until they get all the answers right. I want students to know the material, not be penalized for what they do not know. Including hyperlinks, though, is something that I could be doing and I’m not sure why I haven’t been doing this; It’s such an easy addition to a short, written lecture.
Brainstorm: Since I already started down this path in the Engagement, I am going to work on incorporating the deep-dive in each essay section. After we discuss the key ideas of an article/reading, students can maybe find TedTalks or additional sources that also focus on the key ideas.
embed hyperlinks
walk through my logic
Engagement: Provide additional examples of when, where, and why students may use the fundamental skills of public speaking taught in SPE 100 in their future careers.
Representation: Expand on the Chapter Summary PowerPoints to provide additional examples that can assist in the acquisition of fundamental speech termininology.
Action/Expression: Although topic choice is completely up to the students and the ‘sky’s the limit’ with regard to topic selection for both their short assignments and longer informative and persuasive speeches, more emphasis could be placed on choosing topics which come specifically from students’ background and experience.
Multiple Means of Engagement: As suggested on the video, I will provide for “deeper dive” opportunities (for extra credit) on my course chapters. This will allow students to further explore a technology area of interest. Being “multi-disciplined” in our computer technology field is a huge advantage for employment opportunities.
Multiple Means of Representation: I am already providing a narrated PowerPoint presentation on each of the course chapters, and these narrated PowerPoint presentations are video recordings that can be viewed repeatedly via a web link. I need to explore other means to better link the reference chapters (which is also posted online) to the vocabulary which appears at the end of the chapter, but it is not linked.
Redesign one of your assignments using multiple means of action and expression: A major portion of the Telecommunication Networks class deals with concepts. In leu of the Informal Writing Assignments, the students could create a video or provide a PowerPoint presentation to fulfill the assignment.
THE WHY of LEARNING – In critical thinking I often use the different types of multiple engagement by sharing with my students all the different ways news is shared with the public by showing my students numerous headlines on the same topic to see if students recognize the biases in reporting.
THE WHAT of LEARNING – Students can see videos as well as twitter comments to enhance their understanding and engagement of a topic in critical thinking. Last spring (2021) we engaged in a deep dive of the “Cursing Cheerleader” argument before the Supreme Court by analyzing videos and reading articles from Teen Vogue and Forbes.
THE HOW of LEARNING – Revisiting this assignment through the UDL design brings up more questions than answers. I am trying to teach the basics of an argument to my students along with the components of critical and creative thinking. Maybe I would give a more flexible assessment that shows an independent and distinct expression of what they know regarding morality, creativity, and critical thinking. Maybe offer my students more of a voice in how they understand these components in this course by providing various options to show me what they know. I believe it would entail numerous discussions with my students. Discussions that I look forward to hearing.
ENGAGEMENT: I like the idea of deeper dives. On my [never-ending] to-do list for my Personal Finance course is an idea to create an assignment called “I’ve been lying to you”. Over the course of the semester, we go through multiple types of calculations of what particular regular payments will grow into with a particular interest rate over a specified period of time, or what kind of monthly investment withdrawals a retiree can afford to make, given the starting amount, the life expectancy and the return assumption, so that the money lasts for a lifetime. That’s about as far as those calculations CAN go in a 100 level course. But closer to the end of the semester, I want them to tell me how these assumptions about the future can turn out to be false (sustained down stock market, higher inflation, unexpected loss of a job, disability etc.) – these can be asked in a robust formative Blackboard assignment. Then I will link to a video where I’d say something like, “So, have all these calculations we’ve worked on all semester been a lie then? Yeah, kinda – because nobody can predict the future.” Then I’d introduce them to, and demo, a powerful probabilistic software tool financial advisors use to try to deal with all this uncertainly in predicting the future. THAT stuff is definitely far beyond a 100 level course, but I have faith both in our students and in my own ability to give them an accessible peek into what they could look into, if they wanted to learn more after our course.
REPRESENTATION: I am a very visual learner myself, but I am learning, ever so slowly, to not ignore my students for whom other ways of representing the material may be more useful. It takes a lot of my brain power NOT to go “this article is garbage – they should have drawn a picture”.
ACTION / EXPRESSION: I tried an assignment this past semester where students were asked to interview a retired friend or relative about what their retired lifestyle looks like. The number of students who submitted it? ONE. Clearly, I need to work on redesigning that assignment, so it’s more approachable, less work, less intrusive or involves more optionality as to the modes of expression. Or all of the above.
I usually provide students a learning plan for the term at the beginning of the semester and post the weekly learning outcomes on Blackboard. I should encourage students to create their own learning goals and give them feedback.
I could post more videos related to the topics discussed in the course. I try to create my own videos.
Students have chances to share and explain their solutions/ideas in front of the class. Some students are more comfortable sharing their ideas and asking questions in a study group. They help each other and learn from each other.
To engage students in diverse ways, there will be a deeper dive into select topics, introductory videos, and case studies
To apply multiple means of representation, I will vary content or materials for different topics. For some topics, there will be a lecture, and for others there will be a video which students will watch and then discuss in groups.
To redesign my LIN 100 language project, students will be given options to present the final product, including submitting a written report, creating a video, or presenting it in class.
I can increase engagement in my psychology course via deeper dives and more active applications to professional goals.
-During the first day of class, I survey who my students are in terms of educational and career goals. This helps, when my memory allows, to reference concepts/skills that I am teaching as they apply to aspects of those careers. It also allows me to ask questions that are particular to each group without putting a student “on-the-spot” and discuss differences. I like my students to question why is this important, why does it matter, and why should they care!
-With deeper dives, I can provide links and/or ask students to find recent examples of course concepts in the real world. The subject of psychology covers many aspects of life, perceptions, and learning so it’s seemingly easy to incorporate into my course design. I’m thinking that contributions can be discussed and/or be counted as extra credit.
I apply multiple means of representations through text, videos, and graphics. I guess I serve as the audio but I’ve always thought about bringing in a guest speaker. I don’t embed many links to my PowerPoint slides but I do emphasize important words. A few topics covered in my class draw from previous concepts. I typically ask if the current topic sounds like something they’ve learned before and they are able to recognize the relevance/similarities.
I can include discussion boards and flexible assessments to expand the ways that students interact with the course/material/each other. I’d have to find the balance for this to ensure that students don’t feel overwhelmed. In the past, I’ve had a discussion board for questions/feedback/reactions so maybe I can add that back into the course. Students regularly interact (speech) with me and each other in the course to foster critical thinking and learn through different lenses. I play devils advocate sometimes to allow for deeper thought to occur.
I have a good sense of how to include multiple means of engagement and representation, so I’m just going to brainstorm on how to achieve multiple means of action and expression in an assignment. My students write a personal narrative as their first essay in which they describe their “hero’s journey.” I’m thinking now that they could include photos and videos and also display their story in different forms whether graphic novel, song, drawings, etc. I am wondering, too, about professors who ask their students to share their work with others such as reading to children in the BMCC child care center or local elementary schools. I think it helps to create real-world audiences for our students’ expression.
I can add multiple means of engagement by making clear the connections between the materials we cover, and assignments we complete, and our learning goals. I can provide more space for feedback from students, and create spaces where students can contribute to the design of the course.
I can add multiple means of representation by ensuring that each time we watch someone give a speech (I teach Public Speaking) students also have access to a transcript and an mp3 audio file – allowing them to engage with the material in the best way for them.
I can redesign discussion assignments, which previously I used Blackboard to run, to include options for responses in the form of written response, comics/drawn responses, audio responses, video responses, music, or other expressive forms – opening up paths for students to express themselves, create new work, and respond to the course in exciting and engaging ways.
I am using video and I plan to offer my students the opportunity to incorporate video comments in my coming courses. The challenge is helping my students incorporate the technology.
-With my subject area being Theatre, I can offer options to not only read the play but go deeper into character or script analysis. And ask the students to reflect on the process of going deeper into the play.
-Also, in my Theatre courses I can give the option of reading plays, watching the video or even listening to the audio version.
-As I offer my final project, I could offer the option for the student to come up with their own creative idea and submit it as their final project.
Engagement: using the friendly online platform called SIMNET, which has lecture videos, example and then as an assignment they should try themselves by following the instruction. because I want to encourage them, I let them try again and again until they find the correct answer.
Representation: by using the powerpoint for lecture and during lecture I manually add more example by writing inside of powerpoint and add more slides during the class.
Action/Expression: I let them free on a topic until they follow the instructions.
How might you add multiple means of engagement (the why of learning) in your course? I can incorporate multimedia responses throughout the course, beyond posting on Blackboard Discussion Boards. For example, one of my first assignments in ENG 101 and 201 is synopsis-writing. I can have students choose to share their synopsis using VoiceThreads or making YouTube videos. A variety would be more engaging for them to watch and share.
How might you apply multiple means of representation (the what of learning) to materials or information you provide your students? I already use YouTube and audio files to supplement lessons and written materials, but I could imagine including more charts and graphics for new concepts and vocabulary, especially with critical theory in English 201.
Brainstorm ways to redesign one of your assignments using multiple means of action and expression (the how of learning). I would redesign my drama assignment, which now requires historical research, to instead give students the choice of which critical lens they want to employ to the text. I could also give them the option to choose the format in which they present: video, podcast, paper, or PowerPoint.
Engagement:
Before or after every new course’s topic or concept I share with students real-life situations and from there I prompt them to share personal examples and ideas.
The retention of concepts is better and students get motivated to engage by applying and connecting new knowledge to an experience or problem.
Representation:
I would bring more visual examples, like short educational videos. I would like to implement a debate analysis broken down into its aspects. I observed that students are more intrigued when presented with contradicting views on a topic. They understand better the need for preparation and research prior to speaking and are motivated to learn more about a problem or a topic.
Redesign:
Planning to add a second presentation to their storytelling exercise. The second presentation has to be prepared and delivered for a different demographic and psychographic audience than the first one. Thus they can experiment with implementing different presentation aids and messages.
To add multiple means of engagement, I think I would like to add a component/assignment where students discuss how and why they believe the course (Intro to Psych) will help them post graduate. Will it be an indirect or direct influence?
I believe I already do use multiple means of representation, but I am always looking for more. I n the past, I have used power point slides from the publisher of my text, but I add to these slides; everything from better pictures for the content, to memes that are relevant (and/or just funny; I have at least 5 different memes about reading the syllabus). I also have videos for almost every topic. All of the materials I use in class are shared with the students, the slides, notes on the slides, links to all the videos etc.
One of my assignments is called a “Module Activity”; related to the content of one specific chapter or several similar chapters. Putting the students together in groups to do the activity together has gone really well, so I’d like to expand on those to get more students input; why they think that particular activity was helpful/useful.
One redesign I have enjoyed doing is utilizing Voice Thread for projects. I wanted the students to a have a better way to expressing themselves . I have been using Voice Thread in my SBE 100 and Mar 100 courses. The students will incorporate music, PowerPoint but in a cooler way and what I found is that they are more expressive because its as though they have more ownership of the project. Additionally I can see that they have a better understanding of the task and concepts as a result. Additionally because of the Voice Thread capabilities other classmates can view respond to the recording as well. The beauty in that is the students are very respectful of one another and give alot of encouragement.
In the Public Speaking class, students come with a high level of apprehension. To abate their nervousness, I ask them to design a class community where they can feel comfortable sharing their ideas. Their list becomes a signed agreement for the remainder of the semester.
Each assignment in the class uses means of representation. Each week, the learning outcomes for the week appear in the learning module. When students select the link to enter the learning space, there is a video explaining the assignment; the PPT slides have videos embedded in them, sometimes charts, pictures, etc., to further explain the sub-topics in the lesson.
The discussion board includes a video followed by discussion prompts or a discussion prompt based on a topic from the reading. While I often ask students to write their responses and comment on their classmates’ posts, I can redesign it to facilitate multiple means of actions and expressions. For example, instead of giving them the Ted-X video on listening, I will ask them to share their own video, image, or literature that reinforces or highlights mindful listening.
By building on what I currently do in the class, I will approach the learning design process with more intentionality.
I use videos related to sociology topics and have students make connections between the lecture we cover and the videos. Moreover I include assignments for us to complete in class as a group work. I create a space where students can add their everyday knowledge to the topic covered in class. Students can redesign discussion assignments in the form of 1) written response, 2) comics/drawn, 3) PowerPoint presentations that include video, music, or other expressive forms that can open up a pathway for students to express their knowledge of the material learned.
By the middle of the semester they are set in groups of similar or same discipline which provides students a network of support and they are more comfortable with the discussions in order to apply sociological knowledge in a creative manner into their future careers in a fun way.
I actually let my students guide me in many aspects of technology. They often surprise me with their savvy,
Also, apps like Kami-along with educational videos on YouTube like this-help me to prepare for the sometimes challenging technological road map of lesson planning in 2021…
1) empower students to ask more questions about topics discussed and their view points on how they relate to the concepts. Informing them that their comments are important to the learning process.
2) By presenting topics from different perspectives to stress clear understanding of the material being discussed. I usually do this by stressing different view points with examples from industries today.
3) I can usually do this by using case studies and taking present world problems and expressing ways to approach them and resolve them. This process is an ongoing process as development takes place.
1) I can add more concepts such as video’s that relate to the topics being discussed. More case studies relating to current topic, and more research on a topic that would be completed using the team concept. I also find that it is very good to talk to other faculty in discussing what they find has worked for them in selected areas. More personal research on the Why of Learning has also provided more understanding of the process.
2) Since of have a wide understanding and experience in industry, I use this to expand the students concept on the topic being discussed. It also opens student discussion in many areas and adds to the class foundation of the material being reviewed.
3) By increasing my readings on the redesigning process and discussion concepts with my colleagues. it provides more ideas that can be implemented within the course I am teaching. By brainstorming there are always new ways to implementing something new and exciting into any course. This process leads to getting the student more involved. This can be achieved through student research, or using a video, cases, or OER. This is an on-going process.
How might you add multiple means of engagement (the why of learning) in your course?
I can add art assignments in scene/lighting/costume design. I can open up coding for computer science majors in the use of networking within the stagecraft component of the class. And writers can write plays. Obviously, those that are comfortable acting can perform. Some people like to be behind the scenes; they can direct scenes/act as stage managers
How might you apply multiple means of representation (the what of learning) to materials or information you provide your students?
Video, classroom reading/acting, drawing
Brainstorm ways to redesign one of your assignments using multiple means of action and expression (the how of learning).
For Final Project:
1. Write 10 page play
OR
2. Design set for BROKE-OLOGY, turning out a set design according materials presented. Accompanied by 5 page paper explaining your choices
OR
3. Design costumes for BROKE-OLOGY, turning out sketches according to materials presented. Accompanied by 5 page paper explaining your choices
OR
4. Perform a character in a two person scene at least 5 pages long, fully memorized. Turn in a rehearsal log of your work on the scene, with a minimum of two weeks of daily entries.
5. Prepare a budget for a first class regional production of BROKE-OLOGY in Excel. This requires research into the cost of the various elements we have discussed this semester that make up a production.
How might you add multiple means of engagement (the why of learning) in your course? In my MAR 100 course I kick off the class with the students leading it with what they have found. It lets me know that they have done the assignment and the things that are often found are extremely interesting and spark great discussions.
I have been utilizing more technology such as Voicethread so that students can record more of their thoughts in a more interesting way. This also applies to the brainstorming aspect as I have been using Discord to do my classwork and interacting with students as well. I have been trying to find the best way to reach students since they utilize their phones so much I have utilizing the apps and programs that will enable me to engage them, keep us connected and still foster a learning environment at the same time. My worry is possibly using too many tools but it always seeing what works best.