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What is UDL and UDeL?
What is UDL and UDeL?
UDL (Universal design for learning) is a framework that provides scientific guidelines for design and development of curriculum. UDL is focused to make learning accessible for all. UDeL (Universal design for e-learning) has the same guidelines but they are focused to make e-learning more accessible for all.
In this introduction video Elinor J. Olaussen, Senior Adviser from Universell, Norway presents from the UDeL perspective the concepts of universal design, universal design of ICT and universal design of learning (UDL) as well as related international regulations.
Intro 2 to inclusive learning and UDeL.mp4More about UDL
More about UDL
Universal Design is a framework originally created to make products and buildings accessible for all. The most used definition is from the UN Convention on the Rights for People with Disabilities (CRPD:2008):
"Universal design" means the design of products, environments, programmes and
services to be usable by all people, to the greatest extent possible, without the need
for adaptation or specialized design. “Universal design” shall not exclude assistive
devices for particular groups of persons with disabilities where this is needed.
It is important to understand the ideas of universal design before we try to implement these ideas in a learning context. So how do we use these thoughts and this definition to plan for a diverse student population? What will the practical implications be for students and staff working in higher education?
Universal design of the physical learning environment is quite easy to understand. As an example, entering a higher education building should be possible for all. The entrance should be easy to find, without any obstacles or physical barriers, with automatic door openers and with good contrasts at the door. This is the same entrance for everyone, regardless if you use a wheelchair, have your hands occupied with books and study material, or if your hand function is reduced. In a university campus, universal design should be the strategy for forming the physical environment everywhere.
Universal design of the digital learning environment has more recently emerged as a strategy in planning for the use of ICT in an educational context. General information, learning management systems, literature and other digital study material should be presented in accessible formats, and in compliance with standards that include students with difficulties in accessing digital study material. For example, a video used for learning reasons should be captioned to the benefit for the hearing impaired, and better quality for all students.
Universal design for learning (UDL) is a framework for instruction, dialogue and learning, which uses the principles from both universal design and from learning science and neuroscience. The result is scientific guidelines for design and development of curriculum – learning goals, means of assessment, teaching methods and learning materials – that are inclusive and valuable for all learners.
The development of guidelines will promote an educational practice that provides variation and flexibility in the way information is presented, in the way students respond or demonstrate knowledge and skills, and in the way students are engaged in their learning process.
UDL will reduce barriers in all kinds of instruction, and provide support and challenges to the diversity of learners, regardless of disabilities of any kind. The UDL principles will be important to the development of new teaching and learning methods, and affect how we look at teaching in the classroom, in group activities at campus, and at all kinds of digital learning, as well as at assessment.
All learners are different, they learn differently and the diversity that truly exists in your class is a normal variability that actually reflects the population. The differences in how students learn are expanding, and the context – the learning environment – is itself complex and dynamic. UDL addresses the variations between the learners and focuses on the learning process by providing
- Multiple means of engagement
- Multiple means of representation
- Multiple means of action and expression
In this context, the differences between students in any context is an actively positive force in learning. UDL will provide an approach for designing learning environments that support high expectations and results for all students.
More about UDeL
More about UDeL
Intro 1 to inclusive learning and UDeL.mp4Who are we planning for?
Who are we planning for?
In this introduction video Elinor J. Olaussen, Senior Adviser from Universell, Norway presents from the UDeL perspective to whom it is designed to and what is meant with diversity.
User's pyramid
User's pyramid
We can explain Universal Design and UDL through the ”users pyramid”. Imagine that all students in a group, like a class in your course, are within the borders of the pyramid. Every class or group of students at a university or a university college has a diverse group of learners. In any educational situation, for example during an examination, students with different learning styles and a variety of abilities might have needs for reasonable adjustments in the examination situation (which is most likely to be an ordinary written exam on paper for some hours). Some of these needs are concurrent and some of them are quite individual. Altogether, the students with or without needs for accommodation or adjustments represent the different levels in the pyramid. Let’s take a closer look at each level with descriptions and examples to illustrate the pyramids content.
• Level 1: The majority of students
The majority of students can accept the planned form of examination, even though it is not their preferred way of showing knowledge.
• Level 2:
At a classical written examination, some students will have concurrent needs for the examination. For example, most students with writing difficulties or dyslexia need a computer and a text editor program with a spellchecker. In almost any group of students of a certain size, there will be offered adjustment to groups of students with similar needs.
• Level 3:
In a group of students, there also must be room for individual accommodation. In our example, a written examination, there might be students who need more than just a computer with a spellchecker. These students might need special ICT equipment or assistive technology, like a screen reader or a speech synthesizer.
• Level 4:
Sometimes students might have the need for more personal assistance, in addition to reasonable adjustments and assistive technology. To stay with our example, in a traditional written exam, a student might need practical assistance for eating or other elementary needs.
The “user's pyramid” should not however only be understood or limited to comprise various physical needs among a group of students. The idea of “different users” in learning environments also includes students with various circumstances and individual features outside those arising from special physical needs or abilities. Students have variability also in the meaning of gender, language, ways of behaviour and action, which all can be fairly easy to recognize in learning situations. In addition, students also differ in culture, religion, preferences, strengths, learning styles, values, perspectives and life experiences. For example, students in Level 1 inside the pyramid might adjust without notable difficulties or only with minor difficulties to the planned form of examination, but at the same time the learning situation is affected by these various individual background features.(1)
The brilliant idea of this model is that all academic staff, in cooperation with the students, should try to include as many students as possible in the ordinary solutions. Planning for students with learning differences will ensure a high-quality learning environment for all students, also for the students who need individual adjustments.
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