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From the Quality Framework
From the Quality Framework
Universal Design for Learning (UDL) in a Virtual Space
Universal Design for Learning provides three principles to enhance the learning experience for all learners. The principles embrace multiple means of engagement, representation, and action and expression to ensure all students can participate fully. For details on UDL, please access the CAST for Higher Education website. An example of UDL in action is that Seneca provides access to Read&Write Gold, a multi-featured software program that can support all Senecans with reading, writing, editing, researching, and more.
Guiding Questions
Do students have various ways to engage with others and your content through in-class activities, problem-based learning, peer-to-peer collaboration, and discussions? (Multiple Means of Engagement)
Do you represent your content in multiple formats? For example, have you considered alternatives to a text-based course outline? Is course content delivered in formats other than PowerPoints (for example, audio recordings, video modules)? Are your synchronous classes recorded? Have you considered providing feedback in an audio format instead of text? Is closed captioning (with a transcript) considered for online, synchronous classes? (Multiple Means of Representation)
Do you consider a variety of question types on a test/exam/quiz? Are students offered a choice of how to present content (e.g., written, presentation, infographic, demonstration) when submitting projects or assignments? (Multiple Means of Action and Expression)
Main Content
Main Content
Multiple Means of Engagement
Multiple Means of Engagement
Multiple means of engagement is all about giving students a variety of ways to interact with course content and giving them a variety of learning activities.
Some students thrive in spontaneous discussion based environments. Others hate it and prefer to communicate with students through written content. Some students prefer to learn in social environments, while others prefer to learn alone.
Principles of Universal Design for Learning instruct us to use a variety of engagement methods so that every student has an opportunity to engage with the material in the way that works for them.
Ways to apply this:
Use a variety of activities throughout the semester
Small and large group discussions
Embed quiz and reflective questions into lecture notes
Encourage the use of study groups
Have both synchronous and asynchronous discussion boards
Allow students to research and present a topic related to course content, but one you aren't teaching
This encourages them to pursue topics that interest them
Provide rubrics along with assignment instructions to encourage students to manage their own work process
Create weekly checklists to encourage students to control their own management
Create weekly quizzes that are not for marks.
These are a form of formative assessment
Ideally they would be questions that can be automatically marked by Blackboard or MS Forms. This gives students immediate feedback without increasing your workload.
Source: Universal Design for Learning in Higher Education, La, Dyjur & Bair, 2018. Pages 11-12. See the original document here.
Multiple Means of Representation
Multiple Means of Representation
Multiple means of representation is all about providing course content in a variety of formats in order to make them as accessible as possible. Some students will prefer written content, while others will be able to digest information better when presented as an infographic. Some might prefer to listen or watch a lecture, while others would like to read the content.
Ways to apply this:
Disseminate course materials in standard document types: .doc and .pdf are the most common
When converting a word document to a PDF, use the 'Save As' function and select PDF as the document type
There is an option to ensure that the document structure is kept for accessibility. See here for instructions.
Ensure the library has copies of the textbook on reserve
Better yet, use Open Education Resources where possible
Post slides and course materials before the lecture if possible
Make sure that any video/audio component has either a transcript or captions available
Record lectures that cover core content
Use infographics where possible
Any images that convey information should have an accompanying description
Use a variety of teaching techniques:
statistics, logic, narrative, case studies, testimonials, etc.
Include question periods in live classes, and forums for asking questions asynchronously
Have an assignment where students are to create their own glossary of important terms and concepts
Source: Universal Design for Learning in Higher Education, La, Dyjur & Bair, 2018. Pages 13-14. See the original document here.
Multiple Means of Action and Expression
Multiple Means of Action and Expression
Multiple means of action is all about looking at course learning outcomes and reflecting on how students can meet those expectations. It is about moving away from large multiple choice exams and written reports towards other ways for students to demonstrate their learning.
Ways to apply this:
Use a variety of question methods on exams
Have different questions target different levels of understanding (Bloom's taxonomy)
Have some questions incorporate graphics
Assign presentations
Diversify learning activities:
Debates, role play, discussions are all good ideas
Integrate peer-feedback on assignments
If the textbook has question sets, assign them for practice
Allow students flexibility to choose their topics
Consider allowing an assignment to be submitted in multiple ways:
Written paper, multimedia video, conference poster, interactive website, etc
Provide examples of expected levels of work
Provide template and outlines when possible
Alternatively, take one major assignment and consider splitting it into two assignments: the first is an outline or draft, while the second is the finished product. Part of the final rubric can be the incorporation of feedback.
Source: Universal Design for Learning in Higher Education, La, Dyjur & Bair, 2018. Pages 15-16. See the original document here.
Ideas and Resources
Ideas and Resources
What is Universal Design for Learning?
What is Universal Design for Learning?
UDL is based on research in the learning sciences, including cognitive neuroscience. It provides a framework that guides educators to consider the three principles of Universal Design for Learning; multiple means of engagement, representation and action and expression. As educators, we want to examine how we design our lessons so that we consider the words “multiple means”. Reflect on how you will disseminate the course content. Do you lecture, Incorporate group problems solving activities, etc? Consider how to engage students, both face to face and online. When we want to assess what students have mastered what are multiple means they can engage in “action and expression” to demonstrate competency? Contemplating the three principles of UDL will lead to more flexible learning experiences that will be more inclusive to our whole diverse student population.
Since 1984, the Centre for Applied Special Technology (CAST) initiated and continues to conduct research on teaching and learning and Universal Design for Learning. They provide ongoing education and support for educators.
For those interested in a more detailed look into UDL, check out the Faculty Workbook created by Seneca's Teaching & Learning Centre.
This UDL Workbook is aimed at teaching faculty and introduces the UDL framework using guidance from the Centre for Applied Special Technology (CAST). Faculty will become familiar with the Affective, Recognition, and Strategic Networks as outlined by CAST, along with exposure to different resources they might use in their teaching practice. Upon completion of the workbook, faculty will reflect on how they might engage their learners by presenting information and content in different ways, while also differentiating the way in which learners can show what they know.
Using Blackboard Ally
Using Blackboard Ally
This section also appears in the page, 'Equity, Inclusion, and Accessibility in a Virtual Space'.
Blackboard's Ally feature is a tool that can be used to evaluate the accessibility of documents. It will not evaluate links you post, embedded content, or anything you create inside the Blackboard environment. However, it is great to check whether PDFs and Word documents that you've posted are accessible.
Below is a screenshot of what Ally looks like:
It will give you a rating about the level of accessibility that attached documents have. If you select the gauge, it will tell you how to improve the document for use by screen readers and other assistive technologies.
For more information about using Ally, view The Teaching & Learning's article about it. It has explanations, uses, and resources for you. See it here.
Teaching & Learning Centre's UDL Course
Teaching & Learning Centre's UDL Course
Seneca's Teaching & Learning Centre offers a course in UDL.
This 4-part module course explores our Unique Diverse Learners at Seneca and the principles of UDL (Universal Design for Learning). Participants examine a course they currently teach and take some first steps into incorporating UDL into their teaching practice. Participants may apply for a Micro-credential on completion of the course.
To learn more about this course and register, visit MyPD.
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