Universal Design for Learning in Course Design
What is UDL and Why Is It Important?
According to the Center for Applied Special Technology (CAST), Universal Design for Learning (UDL) is a framework to improve and optimize teaching and learning for all people.
More specifically, this means incorporating multiple means of engagement, representation, and action and expression.
We do this to reduce barriers to learning, add accessibility, and remove stigma. UDL adapts information for learners to build on strengths and improve weaknesses. It encourages autonomy through self-directed learning to increase engagement and motivation, and it helps learners demonstrate understanding through a choice of methods to show acquired knowledge of the content.
Engagement
Providing multiple means of engagement is a key component of UDL. Engagement means providing various options for interacting with materials, instructors/facilitators, and each other/peers. This is beneficial because it promotes autonomy for the learners through choice and adds relevance and authenticity to the experience.
Methods include varying activities to maintain interest, fostering collaboration and communication, and providing meaningful feedback and self-assessment tools.
Some examples of implementing this are providing choice, relevant connections, and including physical movement.
Representation
Another key component in UDL is representation, which means providing content in a variety of ways, thereby allowing learners to take in materials in whichever manner they learn best. This also promotes accessibility and inclusion.
Methods include adding alternatives to audio and visual materials, activating a learner’s background knowledge to promote self-discovery and highlight connections, and using clear and concise language.
Examples of implementing this include creating text, video, audio, and interactive, hands-on learning materials.
Action & Expression
The final component of UDL we will focus on is action and expression, which means providing a variety of ways for learners to demonstrate and communicate their learning. This ensures that the assessment itself is not a barrier to demonstration, and variety is included in how learners participate and communicate.
Methods include using scaffolding for practice and performance to ensure that learners are not surprised by assessments, assisting with goal setting and planning to promote more learner autonomy, and providing an assessment bank to choose from so that the focus is on skills acquired and not the assessment format itself.
Some examples of implementing this are creating a variety of assessment alternatives, including tests, presentations, group projects, reflective writing, emails, and discussions, amongst other things.
Strategies
The concept of UDL emphasizes that curriculum design should only include essential elements, and learning objectives need to be carefully created. These objectives also must be clearly communicated to the learners. Consider trying to be flexible with deadlines where possible and incorporate advance organizers, graphic organizers, course outlines and lesson plans, accessible documents, and a UDL checklist.
When designing instruction, remember to include multiple methods of content presentation. Create audio/video content or interactivity with your written handouts or HTML pages. Supply written content to the learners in advance and create interactive opportunities wherever possible. Encourage learners to interact with each other by sharing notes and discussing ideas learned, and always provide real-world examples of what is expected or being explained.
When designing assessments, try to provide frequent, personal, and meaningful feedback, avoid timed assessments as much as possible, offer choices for demonstrating learning and knowledge, and use varied question types on tests and exams. Consider adding an assessment bank where learners choose from a few possibilities. Do mid-point check-ins or consider implementing surveys or start-stop-continue opportunities to get constant learner feedback.
Being mindful of the principles of Universal Design for Learning in your course design improves outcomes by removing barriers to learning and adding relevance and motivation for everyone.