Lyndsey Bernard - Unit 1: Instructional Design Topic

AI-generated with assistance from ChatGPT (OpenAI), 2025.

A infographic titled “Universal Design for Learning – Overview” against a two-tone green background. On the right is a stylized tree with a sturdy brown trunk, branching limbs, and a full canopy of dark-green leaves. Dashed lines connect six labeled text boxes (three cream, three dark green) on the left to corresponding parts of the tree, illustrating UDL principles as parts of a tree: Inclusive Design (cream box at the top): “Like the wide-reaching crown of a tree, inclusive design creates flexible, equitable learning environments that support all learners and guide accessibility from the start.” Dashed line points to the top of the canopy. Multiple Means of Representation (dark-green box): “Like leaves that gather sunlight from all directions, this principle encourages presenting information in diverse formats—text, visuals, audio, and interactive media—to support perception and understanding for all learners.” Line points to a cluster of leaves. Multiple Means of Action & Expression (cream box): “Like branches that grow in many directions, this principle offers options for students to interact with content and show what they know—through writing, speaking, building, or digital tools.” Line points to a branching limb. Accessibility Standards & Tools (dark-green box): “Like bark that reinforces and supports the tree’s structure, accessibility tools—such as captions, screen readers, alt text, and color contrast—strengthen learning by removing barriers and ensuring access for all.” Line points to the tree’s bark. UDL Design Cycle (cream box): “Like the trunk that connects roots to branches, the UDL Design Cycle links learner needs, goals, methods, and materials through a structured, intentional approach to planning and improving instruction.” Line points to the central trunk. Learner Variability (dark-green box at bottom): “Like roots that anchor and nourish a tree, understanding learner variability grounds design in students’ diverse strengths, needs, and backgrounds.” Line points to the tree’s base. A footer notes adaptation from Bhaduri (2023), Power (2023), Rao (2021), and Trillium Creative Solutions (2017) on UDL and accessible learning design.

Bernard. L. (2025) Universal Design for Learning, Created on Canvas

References

Bhaduri, S. (2023, May 31). Accessibility in learning design: Delivering inclusive learning for your workforce. eLearning Industry. https://elearningindustry.com/accessibility-in-learning-design-delivering-inclusive-learning-for-your-workforce

Power, R. (2023). Accessibility in Online Learning. In R. Power (Ed.), Everyday Instructional Design: A Practical Resource for Educators and Instructional Designers (Chapter 17). Pressbooks. https://pressbooks.pub/everydayid/chapter/accessibility-in-online-learning/

Power, R. (Ed.). (2023b). Everyday Instructional Design: A Practical Resource for Educators and Instructional Designers. Pressbooks.

Rao, K. (2021). Inclusive Instructional Design: Applying UDL to Online Learning. The Journal of Applied Instructional Design, 10(1). https://dx.doi.org/10.59668/223.3753

Trillium Creative Solutions. (2017, December 8). Designing for accessibility: Overview [Video]. YouTube. https://www.youtube.com/watch?v=dJfhi2P60Xo

(2021). The Journal of Applied Instructional Design, 10(1). EdTech Books. https://dx.doi.org/10.59668/223
AI and Design Tools:

Canva was used to create infographics.
ChatGPT (OpenAI, 2025) and Gemini (Google, 2025) were used to support revision, grammar correction, content reorganization, clarity in writing, and citations with prompts such as "Please review this for clarity and organization and give me feedback on what I should revise."

🌐 Implications of Universal Design for Learning (UDL) for Instructional Design

Universal Design for Learning (UDL) informs instructional design by emphasizing the need to proactively address learner variability and reduce barriers to access. It promotes flexible, learner-centered approaches that guide decisions around content delivery, assessment, and engagement. By integrating multiple means of representation, action and expression, and engagement, instructional designers can create inclusive environments that support a diverse range of learners. The following are three key implications of UDL for instructional design that stood out to me:

⚖️

Equity over Equality

Designing for Learner Variability

UDL distinguishes between equality—offering all learners the same resources—and equity, which involves providing appropriate supports based on individual needs. Instructional design aligned with UDL incorporates multiple means of representation, action and expression, and engagement, allowing learners to access and interact with content in different ways.

Examples include:

Closed captions, alt text, and text-to-speech features to support perceptual access
Interactive or gamified components to support varying motivational needs
Options for working independently or collaboratively to accommodate different learning preferences

By incorporating these design elements, instructional materials become more accessible and inclusive of diverse learning needs (Bhaduri, 2023; Power, 2023).

🔍

Proactive Barrier Reduction

Planning for Accessibility

A core principle of UDL is the proactive identification and reduction of learning barriers. Instructional designers are encouraged to evaluate curriculum content, learning tasks, and delivery methods early in the design process to identify areas where learners might encounter difficulty.

This may include:

Conducting a learner analysis to understand likely challenges
Anticipating content-related barriers (e.g., complex instructions or rigid pacing)
Integrating scaffolds such as glossaries, visual supports, or pacing guides

This approach supports broader access to instructional content and reduces the need for reactive adjustments during implementation (Power, 2023; Trillium Creative Solutions, 2017).

🧠

Supporting Learner Agency

Promoting Self-Regulated Learning

UDL also emphasizes the development of expert learners—those who are purposeful, motivated, resourceful, and strategic. Instructional design aligned with this principle includes elements that support autonomy and metacognition.

Designers can:

Include tools for goal-setting, reflection, and self-monitoring
Connect new content to prior knowledge through prompts or visual organizers
Design learning experiences that are relevant and contextually meaningful

These strategies support the development of self-directed learning skills and help maintain learner engagement (Rao, 2021; Power, 2023).

📚 Additional Resources

📄 The “A Route for Every Learner” report from the Maryland State Department of Education provides policy-level insights into how Universal Design for Learning (UDL) supports learner variability and inclusive instructional planning in public schools.

https://marylandpublicschools.org/about/Documents/OCP/SpecialReports/ARouteforEveryLearnerReport032511.pdf

🎥 Joni Degner explores how Culturally Responsive Teaching aligns with UDL to create inclusive, learner‑centered classrooms. She demonstrates how blending these approaches—through culturally affirming content and flexible learning methods—supports diverse students’ access, engagement, and self‑expression.

References

Maryland State Department of Education. (2011). A route for every learner: Universal Design for Learning (UDL) as a framework for supporting learning and improving achievement for all learners. https://marylandpublicschools.org/about/Documents/OCP/SpecialReports/ARouteforEveryLearnerReport032511.pdf

Power, R. (2023). Accessibility in online learning. In R. Power (Ed.), Everyday instructional design: A practical resource for educators and instructional designers (Chapter 17). Pressbooks. https://pressbooks.pub/everydayid/chapter/accessibility-in-online-learning/

Power, R. (Ed.). (2023b). Everyday instructional design: A practical resource for educators and instructional designers. Pressbooks.

Rao, K. (2021). Inclusive instructional design: Applying UDL to online learning. The Journal of Applied Instructional Design, 10(1). https://dx.doi.org/10.59668/223.3753

Trillium Creative Solutions. (2017, December 8). Designing for accessibility: Overview [Video]. YouTube. https://www.youtube.com/watch?v=dJfhi2P60Xo

UDL-IRN. (2017, June 1). Culturally responsive teaching and the UDL connection – Joni Degner [Video]. YouTube. https://www.youtube.com/watch?v=NFfqgxTCSG4

AI and Design Tools:

ChatGPT (OpenAI, 2025) and Gemini (Google, 2025) were used to support revision, grammar correction, content reorganization, clarity in writing, and citations with prompts such as "Please review this for clarity and organization and give me feedback on what I should revise."

Page updated

Google Sites

Report abuse