Module 2 Assignment: Foundations of Instructional Design & UDL

For Module 2, I explored how to apply instructional design frameworks and UDL principles to redesign a real-world lesson for accessibility, engagement, and learner variability. I selected the 100 Word Memoir lesson from OER Commons and revised it using Backward Design as my guiding framework.

The revamped version incorporates two UDL checkpoints: customizing the display of information and offering multiple tools for construction and composition. These updates ensure that learners have both clarity and choice in how they access and complete the assignment. I also applied two Quality Matters standards focused on visual accessibility and usability, including changing the font to Calibri for improved readability and screen-reader compatibility.

Below is my rationale for the design changes:

For this Lesson Revamp, I applied the principles of Backward Design, Universal Design for Learning (UDL), and Quality Matters (QM) standards to enhance the original “100 Word Memoir” assignment from OER Commons. The revised lesson improves clarity, accessibility, and student engagement while maintaining the original instructional goal of crafting a vivid, meaningful 100-word personal memoir.

One of the first changes I made was the layout and structure. I organized the steps using clear headers and checklists to improve readability and navigation. Instructions were broken into digestible chunks and supported by visual icons and bolded action verbs for key tasks. These design choices align with UDL Checkpoint 1.1, which encourages offering multiple ways to customize the display of information, allowing all learners to access directions more easily.

The font was changed to Calibri, a sans-serif typeface known for its clean, readable design. This supports screen readers and enhances legibility for all users, in alignment with QM Standard 8.5.

To support diverse learners, I added optional multimedia tools, including voice typing and audio recording. These options align with UDL Checkpoint 5.2, offering students alternative ways to express their ideas and complete the assignment.

The revised self-assessment checklist was formatted into a table for easier comprehension and visual scanning. Hyperlinks to mentor texts were clearly labeled and separated, which reduces cognitive overload and improves usability.

Overall, the redesigned lesson preserves the original creative objective while improving accessibility, usability, and flexibility to create a more inclusive experience for all students.