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Share your thought in the comments below in response to the following:
- 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 to your students?
- How might you redesign one of your assignments using multiple means of action and expression?
21 thoughts on “Universal Design for Learning”
Engagement – In this current course that I am redesigning (CRJ 200 – Constitutional Law), I have them writing case summaries of important Supreme Court case decisions, as these relate the “system” of criminal justice. I can provide multiple sources of case searching, and choice in how many cases they which to summarize, base on ultimate student goals (Each time they are asked to write case studies, I can offer a typology of cases based on potential life experiences of the students (gathered at the start of the course through a version of an “academic autobiography”), so that they can select and summarize cases most relevant to who they see themselves as in the world along with what they perceive their personal outcomes for learning in the course and in their overall academic trajectory. (learning to learn, planning for law school, interested in politics…) In these assignments, I can invite a graded summary along with an ungraded but reviewed potion (video, audio, written) of self-reflection – on the specific assignment, the topic of the week, the course thus far or …. And the student can choose whether or not and how they wish to have feedback on this section. [I could even ask them how it may fit in to their lives, goals, etc)
Representation – I do often include multiple means of content – textbook style readings, source material documents, video presentations, and the occasional audio file. In class discussion and talking through assignment instruction, I do try to link materials, usually the prior lesson with the current lesson, and I identify the sources of prior content that could be reviewed and useful. I am not sure if Historical Timelines are useful here, but in a class like this, historical moments are key, and some of the video files I draw upon link periods and findings from one case that impacts another, in relation to the US Constitution.
Action & Expression – I could try to use the Padlet in the classroom – project the Padlet and allow students to raise hand to answer, or type in to Padlet in real time – I guess this would be anonymous so students who may be introverted could better participate – I could even have students use native language in Padlet and ask for translation by a fellow classmate? Not sure if that fits here or is appropriate. I am also trying to better integrate in all of my classes the option to present video or audio responses to assignments. This fits with the Course Learning Outcomes, as well as the Program Outcomes. I am wondering of it might be useful for students, especially on their first pass of the case summaries, to do one of the following: 1) submit a case summary for feedback and no grade (points received for submitting) – asking them to include a write up or audio/video file of things that they found difficult or not in completing the assignment. 2) Submit a video of their process in finding the case to summarize, and talking through the summary points in real time (still need to try to hit each element of the case summary).
I’m inspired by the personalization, flexibility, and creativity of your CRJ course redesign, Brenda, and am going to consider these moves (and the moves of other colleagues in the seminar) as I work on my course refresh. Connecting cases to students’ lives by adapting the “academic autobiography” for the class is a really thoughtful approach.
Wow! You have so many amazing ideas that you have implemented in your classroom. I especially like when you said, “In these assignments, I can invite a graded summary along with an ungraded but reviewed potion (video, audio, written) of self-reflection – on the specific assignment, the topic of the week, the course thus far or …” Even though you teach CRJ 200 – Constitutional Law, I feel like these strategies for engagement are interdisciplinary and I would like to incorporate these techniques in my ENG-201- Introduction to Literature course.
Furthermore, I agree that representation is essential and I like to use multiple means of content as you stated. This also goes back to the core concept of engagement. Meeting the needs of diverse learners often entails meeting students where they are. Having a toolkit of varying articles, textbooks and the like, is very beneficial to the learning process.
Lastly, for Action & Expression, you mentioned Padlet. I never used this app and I am interested in utilizing it. You discussed how this can help “introverted”students and I agree. It all circles back to engagement as well. Thank you for your highly informative post. You have given me a lot to unpack and take with me to use in the classroom.
Engagement – I include the learning outcomes for each chapter in the corresponding module folder on Blackboard so students are aware of the expectations. For PSY 240 (Developmental Psychology), I start the semester with an open discussion about why studying human development is important to encourage student buy-in. In future iterations of the course, I would like to consider an assignment that provides students with the opportunity to do a deep dive on a topic of interest.
Representation – In addition to my lecture and PowerPoints, I provide students with links to YouTube videos and podcasts that can help them understand the course material or dive deeper. I am currently searching for more free resources to include in the course.
Action & Expression – The current final assignment for this course asks students to write a paper identifying developmental psychology concepts in a movie. I could potentially vary the methods for response by allowing students to do a podcast episode or record a video presentation/PPT rather than write a paper.
Inclusive education is very imperative to meeting the educational varying needs of all students in higher education. The YouTube video on Universal Design for Learning in Higher Education was such an engaging video, packed with an array of tools to help educators, such as myself, explore many options when it comes to: engagement, representation, action and expression.
There are several concepts mention for UDL that I already incorporate to motivate my students for active engagement. For example, I use “think alouds” to promote critical thinking as well as mind maps (also known as clustering) to stimulate ideas for writing. Technology is always a great resource in my classroom when it comes to engagement and proactive learning. I feel this is a core to actively getting students motivated because we live in a technology driven society.
When it comes to multiple means of representation, students have so many varying needs and as Bianca Sorbera, the speaker in the YouTube video said, “students come from unique lived experiences. That’s why it’s so important for educators to move from the one-size-fits-all approach to teaching and learning.”
In order to meet the diverse needs of my students, I center learning around the four main learning styles such as the following: visual, auditory, read/write, and kinesthetic. Visual learners are students who prefer to learn by viewing images. I like to use art to illustrate a theme or key concept in a poem or use a graphic organizer to dive deeper and think about a story. Auditory learners best understand new concepts by listening and speaking. For example, using music is a great way to get auditory learners actively involved. I used a song by Bruce Springsteen when discussing New York City in my English Composition 101 course. The next type of learner is more traditional and it is students who learn through reading and writing. This is the “old school” way of learning where the professor lectures and the students take extensive notes. However, I like to use visuals like PowerPoint to help students with the note-taking process. I also liked how UDL mentions embedding hyperlinks to words and definitions and I would like to incorporate this idea. The last main learning style is kinesthetic and this is best for tactile learners. UDL mentions students who might be blind. This learning approach is great because it is hands on. Experiential learning also comes to mind where students learn by experience.
All in all, incorporating these skills and techniques will help me to become more proficient as an educator. I used most of the ideas that were discussed in each of the core concepts. However, like building blocks, I have learned that every foundation needs a great starting point. Adding more inclusive techniques will help build a stronger course that gives students autonomy while maintaining student outcomes.
Engagement:
In the Music Business course I am redesigning, I currently have a number of applied projects to encourage students to engage more deeply with the class. One is to find job opportunities and draft an email for these jobs. Another is to make a list of short and long term goals for your music career, draft an action plan to be completed over the semester, and complete a final project that focuses on whatever the student wants to do to advance their career. This is the area where I think my course is already most strong.
Representation:
Here is where I could improve through the use of more video, podcast and multimedia content. As there is so much Music Business material available on blogs and Youtube videos I hope to integrate these more effectively in the course.
Multiple Means of Action and Expression:
I currently let students turn in their final project in a variety of ways. I received guided videos, slide shows, written descriptions, and audio. I would like to work this in to more of the assignments throughout the semester, especially the guided videos as I think they had fun making those.
I am considering better ways to include projects that are more applied, and better aligned with the goals of students. In fact, there was supposed to be a Career Institute to help generate ways to include more/better career focused modules, which I imagine might be more applied.
How might you add multiple means of engagement (the why of learning) in your course?
I establish a baseline learning outcome for the assignment and then allow for an opportunity that will allow for the student to apply the learning to an added element of the assignment.
In addition, let’s say, for a Speech Presentation early in the semester, I provide the option for them to create an audio file or video file (extra credit option) for deeper reflection by adding prompts.
How might you apply multiple means of representation (the what of learning) to materials or information you provide to your students?
At times I choose to guide my students through my course on Blackboard with personalized video instruction. If I feel more detail or specifics are required for understanding. At times I might include slides; that reflect a different approach to completing the assignment. And then there are times I might use audio to give instruction, allowing an opportunity to exercise their listening skills.
How might you redesign one of your assignments using multiple means of action and expression?
Provide an assignment that allows the student to utilize their creativity/imagination. Example: Create a scenario by writing an a short essay that would dictate that an “Audience Analysis” would be necessary, prior to writing a speech. You can do this by text, dictating audio or by presenting a short video reflecting your process.
Kudos for taking the time to record personalized videos for your classes! That is something that I would like to do more, but somehow get bogged down in the technical details of video format/editing/uploading.
Lots of good ideas here. I also like the idea of recording casual videos and including it into my course.
Engagement: In my African American history course I ask students to write a paper providing examples of how discrimination during the Jim Crow era differs from today. I require that students provide a minimum of three examples of discrimination for both, Jim Crow era and the present.
Representation: In class, I show students episodes of different TV shows that address the topic of racism during (and post) the Jim Crow era. I’m going to expand this to also include podcasts episodes.
Multiple Means of Action: Instead of a paper, I’m now considering asking students to submit either a “live” presentation, YouTube video, or audio recording in podcast style as an alternative. I find that this may possibly increase their desire to dig deep into research and show the class their findings.
Engagement: I want to revise the course description in my Introduction to Literature syllabus to make it a little more engaging and perhaps approach answering: “Why read literature?” in an unexpected way. I would also add more graphics to the syllabus.
Representation: I might provide more graphic organizers for note taking and for students to consider the literature in various ways.
Means of action and expression: I like this idea: “Embed coaches or mentors that model think-alouds of the process” and am thinking about including texts/videos/podcasts by writers, artists, and [fill-in-the-blank] talking about and analyzing a piece of literature and maybe sharing how it has influenced their lives and/or inspired their own work.
Something I struggle with when it comes to UDL is the “4 skills” structure of our language classes. Students need to practice reading, writing, listening, and speaking. I give options as much as possible and try to make my materials accessible, but sometimes I reach a wall when I need students to, for example, practice listening to audio. This is also hard to do peer-to-peer, as often a learner’s pronunciation takes a long time to be comprehensible.
I am challenged with a similar problem in science. It is frustrating that most students do not read the course material. What is more frustrating is that it is clear that their lack of understanding stems from their unwittingness to participate in their learning process.
I think these excellent questions need more time to reflect on than what I have now. I also need to do it once I figure out the changes I want to make.
The other challenge that comes to mind is for the WI classes. Here there is a focus on writing and rewriting. I see ways to use UDL in preparation for writing assignments but students still have to write for the WI credit…. and knowing how to organize our thoughts in writing is useful in life I think. I understand the UDL is t saying ‘no more writing.’
I am committed to transitioning from traditional teaching methods to embrace the principles of the new Universal Design for Learning (UDL), with a focus on enhancing engagement in my courses. In this endeavor, I plan to provide students with the flexibility to delve deeper into the topics beyond the prescribed readings, fostering a more interactive and exploratory learning experience. Additionally, I recognize the importance of creating an inclusive and welcoming environment, starting with a revamped course syllabus that reflects a more approachable tone and language. This shift aims to cultivate a positive and collaborative learning atmosphere where students feel empowered to explore, question, and excel in their academic journey.
1). How might you add multiple means of engagement (the why of learning) in your course?
This is such a great resource! In the course I am redesigning I want to find new ways of instigating interest, first and foremost, while sustaining effort and persistence as part of an ongoing process. Optimizing individual choice and autonomy is what creates agency (the magic word!!) and authorship, a feeling of ownership and influence, allowing students’ voices heard. This, of course, does not pertain to defining the learning objective itself (this remains part of my own agency as an educator), but rather reapproaching the LO through a process of personal accomplishment initiated by every single student. In this regard, I consider providing opportunities in which students will be invited to apply the content (teaching material) into real-world applications. In short, relate the course content to real-world scenarios and practical applications though which they may demonstrate understanding of the material through an individualized commitment and contribution. For example, what does the First Amendment mean to students in terms of the free exercise clause? (This is in relation to the Bill of Rights which comes up frequently in the discussions we have around the Constitution in the American Government course that I teach). Also, to sustain students’ interest and effort, according to the UDL guidelines, I would like to Increase mastery-oriented feedback by offering timely and constructive feedback on assignments that guide students in their understanding. I want to include reflective activities, as well, where students can think critically about their learning process, and they can set goals for improvement. I also found useful checkpoint 8.3, in which students can be invited to communicate and collaborate effectively, but without losing the sense of agency that has instigated their interest in the first place. I could perhaps do that by using discussion forums, group assignments, and peer review activities to promote collaboration and diverse perspectives.
2) How might you apply multiple means of representation (the what of learning) to materials or information you provide to your students?
To enhance learning through a position of agency that I talked about above, I am interested in promoting understanding across languages, primarily through vocabulary and symbols (checkpoints 2.1 and 2.4). Some students may comprehend information better when they relate to it linguistically. Language is indeed a highly personalized method of engagement. For example, when students are called to use analogies and metaphors through the language to which they relate, think and operate mostly is an excellent way to simplify complex ideas or concepts that we tend to understand differently. This would allow students to learn from each other and comprehend different perspectives.
3) How might you redesign one of your assignments using multiple means of action and expression?
I would emphasize here expression and communication (guideline #5). Allow students to choose the format in which they present their understanding (e.g., written report, personal narrative, oral presentation, infographic, video, etc.). Encourage their creativity by offering options like a poem (Where I’m From), a song, or skit to demonstrate their understanding/opinion/knowledge (checkpoint 5.1).
By way of considering the above, I realize the possibilities are endless. The core idea behind these strategies is to design instructional materials, methods, and assessments that can be easily accessed, understood, and used by a wide range of learners, which is what UDL stands for.
Engagement: I acknowledge that my course has become somewhat stagnant. This may be due to the limited time we have to cover the material, leaving little room for incorporating projects. However, I realize the importance of shifting towards a more student-centered approach.
In my current in-person course, I have utilized learning objectives as a tool for students to use a review sheet. However, I am intrigued by the idea of transforming learning objectives into something that quizzes the students and addressing them periodically throughout the course.
Presentation: I avoid using concept maps because learning via this method becomes fruitless and time-consuming if neither the student nor the teacher has been trained in it. Adult students often struggle with understanding concept maps as they haven’t been taught to think that way.
Instead, I plan to incorporate hyperlinks, embedded videos, and more audio into the course. I particularly like the idea of creating informal videos personally welcoming students to the course and periodically throughout the learning journey.
Action and Expression: Admittedly, I find it challenging to incorporate Action and Expression in my current class, mainly due to time constraints. However, the course inherently includes a laboratory component that encourages students to engage in conversations. Additionally, on the first day, I group students, asking them to introduce themselves and exchange telephone numbers.
For an online class, I would explore platforms like Socrative or Kahoot for ideas. I would implement flexible assessments, allowing students to use multimedia for assignments. I’m particularly fond of the idea of having students create short video snippets explaining some of the more challenging concepts in the course.
By incorporating a multiple means of engagement and different forms of representation in the course content and learning. The goal of the Intro to Business assignment will be threefold:
1] Build interpersonal and social / business skills: students will visit local businesses, or organizations around campus or in their neighborhoods to speak with business owners about their business or marketing plans by providing the opportunity to hone student academic experience/stance and developing course content where they can have an ownership of their creativity or contributions. Students will also have an opportunity to attend business events both on and off campus. A template/script will be provided to help students interview or speak with business owners.
2] To promote a Sense of Belonging and Community Building: The assignment will be ongoing throughout the semester and students will be able to add components to their weekly BB responses and feedback to their colleagues’ posts on BB and through personal reflections as they think of starting their businesses and organizations.
Representation: students to find similarities or differences in the experiences of their colleagues for a better understanding, build a better sense of belonging both in the classroom and the University environment, and cultivate a good mindset growth. In addition, the follow-up discussion will assist students in understanding a similar socio–economic situation of other students and learning to show empathy, share information on improved services for academic, and mental health support on campus, and information on programs and services both on and off campus that can assist all students.
Again, these are ideas that will be fine-tuned by the end of this workshop and with student input throughout the semester.
In designing my college math class, incorporating multiple means of engagement is crucial for fostering a deeper understanding and appreciation of the subject matter. One approach would be to connect mathematical concepts to real-world applications, demonstrating the practical relevance of the material. By providing concrete examples of how mathematical principles are used in various fields, students may find a heightened motivation to learn, recognizing the significance of the knowledge beyond the classroom.
To address multiple means of representation, I would diversify the materials and information provided to cater to different learning styles. This could involve utilizing visual aids such as graphs and diagrams, incorporating hands-on activities for kinesthetic learners, and offering audio explanations or discussions for auditory learners. By presenting information through various mediums, I aim to accommodate diverse student preferences and enhance overall comprehension.
In terms of multiple means of action and expression, a redesign of assignments is essential. For instance, instead of relying solely on traditional problem sets, I could introduce project-based assessments or collaborative activities that allow students to demonstrate their understanding in diverse ways. This not only accommodates varying learning styles but also encourages creativity and critical thinking. By providing students with the flexibility to express their knowledge through different means, I aim to promote a more inclusive and engaging learning environment in my math class.