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Universal Design for Learning, Summarized
Universal Design for Learning, Summarized
Explore the page content for a brief summary and application. Access the links/resources for further explanation and investigation.
Universal Design for Learning (UDL) takes a page from architectural and physical design for the margins and presents principles as guidelines to design intentional learning for everyone.
Universal Design for Learning (UDL) takes a page from architectural and physical design for the margins and presents principles as guidelines to design intentional learning for everyone.
Three Principles of UDL:
Three Principles of UDL:
1. Engagement
1. Engagement
2. Representation
2. Representation
3. Action and Expression
3. Action and Expression
1. Engagement
1. Engagement
Have you been to a seminar where the speaker describes educators as entertainers, and everyone laughs because it is true? The takeaway is that you need to motivate students in ways they can relate to. UDL hooks your students with a valid purpose for their learning. It optimizes engagement with learning designed with relevant context, choices for learners, varied levels of difficulty, clear goals, community, and encouraging feedback.
Why they get hooked:
2. Representation
2. Representation
Has a student shared that your course (assignment, rubric, etc.) is hard to follow or cannot be accessed? UDL removes barriers to ensure learners can access and understand the content to create an effective structure for learners with "diverse learning and life needs".
What you do:
Introduce topics, make connections, and guide learners.
Offer credible and accessible learning materials and tools in varied formats like aural, text, graphics, lectures, video, games, experiences, and more.
Share clear expectations with assignment instructions, examples, and rubrics.
Recorded class sessions allow students to review and study!
3. Action and Expression
3. Action and Expression
Learners express themselves in different ways, or not at all. UDL encourages low through high-tech options to engage learners and to let them demonstrate learning and knowledge. With many online course offerings, the current high-tech options can be attractive and budget-friendly.
How you do it:
Start with small tasks and offer specific feedback that supports participation and learner growth to meet goals.
Encourage collaboration through movement, discussion, and activities during sessions and between classes to create a sharing community.
Offer learners alternative formats to demonstrate learning as they build confidence and challenge limitations.
Three principles guide you in assessing goals, methods, resources, and assessments to reach all learners. As a result, UDL reduces barriers to learning and learners access resources, build knowledge, and develop their self, community, and ability.
Three principles guide you in assessing goals, methods, resources, and assessments to reach all learners. As a result, UDL reduces barriers to learning and learners access resources, build knowledge, and develop their self, community, and ability.
Application
Application
An Example: UDL Incorporated in a Multiple-step Project
An Example: UDL Incorporated in a Multiple-step Project
For their project, student teams choose a company that matches the purpose, often from a themed list that connects with student programs of study. Opportunities to explore functions in real-world companies motivate students to learn about and assess business functions. To start, small, graded tasks with set deadlines engage students to review the project objectives and assessments and commit to their topic and collaboration. Timely feedback sets expectations for the team to create an effective project plan.
Project tasks are shared with complete accessible instructions and rubrics for the format, organization, content, style, integrity, etc. For the project plan, teams write a contract to set practical project goals, including collaboration needs, policies to address risks, and integrity commitments. Tasks are supported with workshops, how-to videos, interactive models, and draft reviews.
Students are responsible for their content, collaboration, and ethics, with set plans to overcome obstacles. The project incorporates multiple media assignments where students are challenged to build on strengths and master skills, with options to integrate graphics and choose a presentation style to complement their message.
Resources
Resources
Ryerson University shares best practices:
Sources and Links
Sources and Links
Design for the Margins First | The Center for Learner Equity
UDL: The UDL Guidelines (cast.org)
Universal Design for Learning (Part 1): Definition and Explanation - YouTube
Universal Design for Learning (Part 2): UDL Guidelines - YouTube
Universal Design for Learning (Part 3): Engagement Strategies - YouTube
Universal Design for Learning (Part 4): Representation Strategies - YouTube
Universal Design for Learning (Part 5): Action and Expression Strategies - YouTube
Noun Project: Free Icons & Stock Photos for Everything (thenounproject.com)
Contextual teaching (purdue.edu)
Student perceptions of their autonomy at University | SpringerLink
UDL: Sustaining Effort & Persistence (cast.org) and the main menu The UDL Guidelines (cast.org)
UDL: Reducing Barriers - YouTube
All UDL – Universal Design for Learning (alludl.ca) or cached site @ All UDL – Universal Design for Learning (archive.org)
Writing a report | Learning Lab (rmit.edu.au)
Using Universal Design in the University Classroom (ryerson.ca)
This site is shared by Gail Harris with a Creative Commons Attribution 4.0 International License. Embedded and linked content copyright holders retain the license for their work. Last update: October 11, 2024 (writing style, source links)
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