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Share your thoughts in the comments below in response to these 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).
10 thoughts on “Universal Design for Learning”
How might you add multiple means of engagement (the why of learning) in your course?
Using recent materials tend to be more inclusive than older materials
How might you apply multiple means of representation (the what of learning) to materials or information you provide your students?
I try to use open ended questions that give students the ability to answer in a unique voice, that also asks for their experience with the topic
Students would be more engaged in the learning process if they know why they are required to take the course, what they will learn in the course, and how they will apply the knowledge gained in their future career. That’s when we introduce the importance of the course syllabus and other course materials that will be utilized in the learning process. I use videos, graphics, PowerPoint presentations, their cell phones, and the Internet. Always ask students why and how questions to make them think critically and voice their opinions.
How might you add multiple means of engagement (the why of learning) in your course?
Relevant course material that comes from a spectrum of diverse sources, options for a “deeper dive,” feedback that reflects on both effort and progress.
How might you apply multiple means of representation (the what of learning) to materials or information you provide your students?
I’ve stopped using serif fonts on my digital resources for visual ease and I try to utilize a mix of interesting colors, graphics, and text to keep students interested. I’d like to explore different recording tech options so that I can caption videos, as auto captions aren’t always reliable. I encourage students to ask questions throughout their process, reflect often, and listen to their bodies when singing. They are experts of their own experiences!
How might you add multiple means of engagement (the why of learning) in your course?
For all of my classes, I like to give students some flexibility with assignments. The way I’ve done that recently is to follow a points ungrading system, where students can decide how much work they want to do to earn a particular grade. There are also built-in self-assessments throughout the semester that can help them figure out where they stand and helps me to know what they are struggling with. Additionally, I like to scaffold any writing assignments, and try to make activities in class relevant to daily life. For the HED 220 class which is Human Sexuality, much of the relevance is built into the course material, since all humans have sexuality. I may have to bring in more activities around gender identity and sexual orientation to make sure that everyone is engaged, even if people think these topics don’t apply to them.
How might you apply multiple means of representation (the what of learning) to materials or information you provide your students?
I like to present information in multiple ways. I create PowerPoints, bring in video materials and have students listen to podcasts or news stories. I also provide them with written materials for the readings, but I like a multimedia approach best. I intend to have students work together in the classroom in small groups. I will also have them do some individual assignments to clarify their own values, and to practice skills like written communication. These should be broadly relevant to their lives outside of the class as well.
Brainstorm ways to redesign one of your assignments using multiple means of action and expression (the how of learning).
In previous classes, I’ve liked giving the students the opportunity to choose between multiple ways of responding to an assignment prompt. I think in HED 220, I will have an assignment to describe themselves and the various parts of their sexualities/gender and I will allow them to do it in whatever way they want – a short speech, a video, photo essay, written essay, a poem, a song, whatever they like.
A lesson summary (personal note) from the science topics / contents covered in class.
How might you apply multiple means of representation (the what of learning) to materials or information you provide your students?
I encourage note-taking in my class to the point of sometimes modeling that behavior on the white board or even directly in my PowerPoint presentation. I teach simple, yet meaningful skills like highlighting or underlining vocabulary words, sketching artworks to recall their most salient parts, and summarizing my lecture into notes. However, students have the option to record this on paper, iPads, laptops, or even their phone (though phone is discouraged due to its small screen size).
The culmination of this note-taking practice are the midterm exam and final exam flashcards, which are mandatory and part of their final grade, and allows them to rewrite (or retype) their notes, and in the process summarize and internalize their notes. Additionally, their flashcards are then used during the exams, as an example of an “open-notes” test, for those students who struggle recalling facts or notes.
I would like to add a visual component to these flashcards and I am not sure how to that. Should they draw it out? Print and paste? Copy and paste?
“Some learners might like to work alone, while others prefer to work with their peers.” I’ve encountered this many times. Honestly, I’m not sure how to manage this in a shared physical space. For example, if some students are working in a group and others work alone, this might feel a little uncomfortable. A remote course makes this more workable.
As far as multiple means of engagement, I like to play audio clips of stories. Students who like to plan and read in advance can come to class prepared with comments, but students who flourish with on-the-spot activity can also engage. Mixing in visuals also helps those who learn better with sight and sound, as opposed to text only.
I’ll comment about the comprehension aspect of multiple means of representation. I think it would be a good idea, as the semester progresses, to try to get students to write about and/or speak about their comprehension, to reflect on their own learning—both the process and substance of it. As the instructor, I can provide examples of this kind of reflection in the early going and try to inspire students to engage in this kind of process as time goes on.
I must admit I’m sometimes hesitant to deviate from a more rudimentary approach to learning writing, especially since I teach classes about basic college writing skills. However, it would be a good idea to “use multiple tools for construction and composition.” As much as we might want to avoid using AI, perhaps we could dive right into it and ask AI to write a low-stakes assignment for us. As I’m writing this, it sounds like a bad idea. Perhaps I will ask AI for help.
• How might you add multiple means of engagement (the why of learning) in your course?
If I want students to read an article, we will first read it together as a class. Then we will watch a video with captions related to the article to discuss it. If that student is blind, they can still participate in the article discussion because they heard the audio version and our classroom discussion about the article before watching the video. I’ll provide options for students to work in groups or alone to create questions about the article or video they have just watched.
Thanks to OER, I am now thinking of adding a podcast related to the article.
• How might you apply multiple means of representation (the what of learning) to materials or information you provide your students?
I usually utilize Times New Roman Font Size 12. I am now experimenting with different fonts as Ariel as I am using here. I’m thinking of a black background with white lettering, but I’m unsure how that would transfer to students’ works. Maybe use different color fonts for the texts that I’m emphasizing.
• Brainstorm ways to redesign one of your assignments using multiple means of action and expression (the how of learning).
Instead of editing a student’s text using red lettering, I will provide a brief video featuring their work.
To address the “why of learning”, at the beginning of the semester I will have students discuss why they are taking the course and what they expect out of it. This will be an in-class discussion, but there will be an option for those who don’t want to speak in front of a group. We will use this discussion as a way to focus on what the class wants/expects out of the course and how to design later assignments.
I usually provide content in many forms; a textbook, powerpoint slides, chapter summaries and videos. I feel that this allows students to take in the information in the way that best suits them.
I am still anxious on how using the students to design their own reading questions for each chapter will go, so at this point, I feel the first time I use this type of work is going to be beta testing. I am going to allow myself the flexibility to pivot to another method if my first idea (groups that work together the whole semester and will be responsible for 1-2 chapters each) ends up being too much for the students. I don’t think it will, but you never know!
In my courses, the focus is on student engagement and learning so that at the end of the course, students walk away with the expected learning outcomes as stated on the syllabus. Students have the opportunity to contribute resources to the learning materials that are provided and since most of my courses are planned with the student in mind, I ensure that I remain flexible with due dates, have a “break” every now and then to check in on students mental health and every other thing happening or will happen during and after the course. I do not give exams in my courses. I offer students the opportunity to write short essays and also turn the essays into creative presentations either by the use of a ppt, podcast, or poster.