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Equitable and flexible use: "essential for some, beneficial for all"
Equitable and flexible use: "essential for some, beneficial for all"
Principle: an essential adaptation for certain people may often benefit other people in ways that were not considered in the original design
In the classroom:
In the classroom:
Design is usable by a wide variety of students: multiple media makes content accessible to various contexts, preferences and abilities
Material is "adjustable": See "myth of the average learner" video
In MY classroom:
In MY classroom:
flipped model of instruction using Powerpoint modules
“one-size fits all” lecture removed from the classroom
Students adjust direct instruction pace to meet their own needs.
Multiple means of representation: Accesses/stimulates auditory and visual networks simultaneously
Accessibility: captioning of videos is automatic (youtube or microsoft stream) and transcript can be downloaded
Example: flipped module:
Example: flipped module:
Interactive video
Implementation tips:
Keep videos relatively short (10-15 minutes)
Do not overload asynchronous component
Reserve more complex content for direct instruction in the classroom
Make links between videos and classroom activities - use what they do
You don't need to create all the videos any more than you need to write your own textbook - look on youtube for appropriate content
Provide or point students toward transcript and provide out of module way to access questions.
In the classroom:
In the classroom:
Design is intuitive to use & inviting to students
access to "prep" or supportive materials for a task is through a single click (interlinking and integration of platforms/resource documents)
In MY classroom:
In MY classroom:
see examples below
Intuitive use examples:
Intuitive use examples:
Course organization: Moodle "toggles"
Course organization: Moodle "toggles"
= no more "scroll of death"
Centralized documents:
Centralized documents:
Course assessment handout and lab manual
reduce the amount of clicking and searching to access instructions/materials
Scaffold meta-cognition by including "tips to succeed" studying ideas, research guidelines (build meta skills and student confidence)
CR assessment handout 2017.docx
In the classroom:
In the classroom:
Salience and transparency of:
Content
Learning objectives
Reasoning behind pedagogical choices
Applied principles from: "avoiding death by powerpoint"
Less dense content presentation
Less distraction (removing details that are not helpful or important)
Use of contrast to highlight important information
Perceptible information example:
Perceptible information example:
Before UDL :
Before UDL :
Case study
After UDL:
After UDL:
Same Case study
Considering physical accessibility to:
Feedback
Resources
Reducing impediments to concentration:
Reducing impediments to concentration:
Distractions
Excessive/ambient noise
Inclusive classroom configuration:
Inclusive classroom configuration:
The Active learning classrooms demonstrate ways to spaces to maximize student learning.
One of my colleagues (thanks Mark!) came up with the circular lab configuration here - a perfect illustration of UDL principles! Equitable access for all!
VS.
VS.
Exams: inclusive without compromising standards
Exams: inclusive without compromising standards
Ideas - make exams:
Ideas - make exams:
Shorter make each question count
Clarify/simplify question format & response "fields"
Exam cover page: tips to succeed
Separate booklets for less "flipping around"
Collaborative component: 2 stage exam
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