How to Be Intentional in the Classroom.
Universal Design for Learning or UDL is the idea of developing products and an environment that is conducive to people with a variety of characteristics (Morra and Reynolds, 2010). This can be applied to a curriculum or course, designed to receptive to different types of learners. There are three principles used to guide UDL: multiple means of representation, multiple means of action and expression, and engagement (CAST, 2018).
Going through a course design recently for one of my personal courses, UDL, was a key point in creating a course where all students could be successful. I was not aware of the UDL Framework until I began to work with an Instructional Designer and implemented many different strategies for learning. The goal of UDL is for all learners to become expert learners and make sure that the broadest range of students can access and engage in learning (Posey, 2022).
As most, I used PowerPoint to present information along with discussion and lecture. These eventually evolved to include embedded links, pictures, videos, and audio clips. I wanted to do more, but I wanted to make sure that it would be beneficial to the student, and not just adding technology for the sake of adding it. I attempted to keep the media selection current to relate to the students and make a bigger impact. Over time, I would have students contribute to this process by having them recommend their favorite shows, movies, music, etc., and be able to discuss how it fit into the current topic in the classroom. Doing this in an online class was doable, simply different.
Moving back to the course design process, I was encouraged to add images, better descriptions for context, and video overviews (along with written directions) to enhance the student experience. I have added links to surveys in class (traditional classes using QR Codes) to get instant feedback from students in class…while we watch the results on screen.
To say that everything was successful…would be a lie. For example, links would be provided on screen to access a specific site or video and various students at the time did not have a phone or laptop to access said site. Students that had no device were forced to wait for me to summarize the resources, while others had to share a device. Through trial and error using different strategies, I have found that it is best to get a baseline early in the semester on where students stand in relation to technology.
First, what do students have access to? What are they comfortable with in relation to sharing information and what tech do they feel comfortable using? What can I use to enhance student participation and engagement? These are questions we should all be asking as we get ready to introduce technology into our classrooms.
Morra, T., & Reynolds, J. (2010). Universal design for learning: Application for technology-enhanced learning. Inquiry: The Journal of the Virginia Community Colleges, 15(1), 5.
Posey, A. (2022, May 13). Universal Design for Learning. Understood. Retrieved July 21, 2022, from https://www.understood.org/en/articles/understanding-universal-design-for-learning
CAST (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from http://udlguidelines.cast.org
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