Institutionalizing UDL:How to Implement Universal Design for Learning

…and Make It Sustainable!

June 25, 2008

Craig Spooner & Cathy SchellyThe ACCESS ProjectColorado State University

Goals

1. Define UDL for effective buy-in at your institution

2. Identify UDL solutions for both instruction (teaching) and course materials (technology)

3. Identify stakeholders and resources at your institution that can effect “institutionalization”

4. Create action plan for dissemination and institutionalization at your institution

Activities

1. Watch a short video and discuss the ACCESS Project’s approach to UDL dissemination and research

2. Work through two case studies to identify UDL opportunities and strategies

3. Take a survey of teaching practices and discuss implications for UDL

4. Develop list of UDL stakeholders at your institution5. Develop a sustainable plan for UDL

implementation

Ice Breaker

Break into groups of groups of five Identify and record all of the UDL stakeholder roles

in each group The group with the most stakeholder roles wins

the grand prize!

Video

“Best Practices through Universal Design for Learning”Run time: 13 minutes

http://accessproject.colostate.edu/video

Universal Design for Learning

UDL is built on 3 key principles:

1. Presenting information and concepts in multiple ways and in a variety of formats

2. Allowing students multiple ways to express their comprehension and mastery of a topic

3. Encouraging students to engage with new ideas and information in multiple ways

Categories of UDL

Two subcategories for each principle Technology (accessible course materials) Teaching (pedagogy)

More definitions of UDL…

UDL is an extension of UD: accommodating the widest spectrum of users—including individuals with disabilities— without the need for subsequent adaptation or specialized design

UDL acknowledges the diversity of students in today’s classrooms

Instead of advocating any single best practice, UDL challenges instructors to reach and engage a diverse audience through a combination of instructional formats, technologies, and learning modalities.

UDL and Technology

Electronic documents are essential Universally designed electronic documents work

hand-in-hand with the latest technologies, including:– Cross-platform browsers– Alternative displays (e.g., PDAs, cell phones)– Assistive technologies

UDL Techniques for Word

Organize content using Styles Use Outline view to create structure Describe images (alternative text) Add captions tables and diagrams Make web links descriptive Design for black and white viewing Convert to multiple formats

UDL Techniques for PowerPoint

Build and edit in Outline View Embellish content in Speaker Notes Describe images (alternative text) Limit slide content, keep text size large Convert to accessible formats (or offer in

PowerPoint’s native file format)

UDL Techniques for PDF

Create “tagged” PDFs Use OCR for scanned pages Preserve “Reflow” capabilities Build bookmarks for navigation Don’t lock files unnecessarily Optimize to reduce file size Check for accessibility

UDL Techniques for the Web – Slide 1

Separate content (document structure) from its presentation (visual appearance)

Describe images (alternative text) Specify text sizes in “relative units” Make web links descriptive Keep page layout and navigation simple and

consistent Design for “no styles” viewing

UDL Techniques for the Web – Slide 2

Use tables for “tabular data” only Allow for keyboard navigation Create accessible forms Don’t rely on JavaScript for basic functionality Caption videos or provide transcripts Validate code for W3C compliance Evaluate pages specifically for accessibility

UDL Training Modules

Microsoft Word Microsoft PowerPoint Adobe PDF Web Pages using Dreamweaver Tech Tips for HTML Web Accessibility Tests using Firefox and WAVE E-text

The ACCESS Website

http://accessproject.colostate.edu

Time for a break…

See you back in 10 minutes

UDL Instructor Questionnaire

Please complete the ACCESS Project UDL Instructor Survey

UDL and Teaching

UDL ties in with other best practices for teaching and learning:

– Seven Principles for Good Practice in Undergraduate Education

– Instructional Design

– Learning Styles/Preferences

Seven Principles for Good Practice

Good Practice…

1. Encourages contacts between students and faculty

2. Develops reciprocity and cooperation among students

3. Encourages active learning

4. Gives prompt feedback

5. Emphasizes time on task

6. Communicates high expectations

7. Respects diverse talents and ways of learning

Instructional Design

Analysis Design Development Implementation (delivery of instruction) Evaluation

Learning Styles/Preferences

Visual-Linguistic (reading and writing) Visual-Spatial (graphs and pictures) Auditory (listening) Kinesthetic (touching and moving)

Case Study #1

Jonathan Fredericks, calculus instructor Read case study Identify problems related to UDL (e.g., teaching,

learning, instructional technologies, and universal accessibility)

Discussion

Case Study #2

Dr. Amanda Goodheart, psychology instructor Review UDL “matrix” of principles and guidelines Read case study Identify problems related to UDL (e.g., teaching,

learning, instructional technologies, and universal accessibility)

Discussion

The ACCESS Project

Funded by U.S. Department of Education, Office of Postsecondary Education

UDL and Student Self-Advocacy Currently in year 3: the dissemination and

institutionalization phase ACCESS II, beginning fall ’08, will involve an

unprecedented expansion of dissemination and research

UDL Research

Research about UDL is scarce The ACCESS UDL study is one of the first to test

the real-world effectiveness of UDL as a framework for increasing student persistence and retention in higher education.

The ACCESS UDL Study

Psychology 100 One of the freshman “gateway” courses 1,700 students each semester 7 sections – approximately 250 students per section Pre- and post-surveys of students and instructors Track retention rates of students with and without

disabilities

Create an Action Plan

Depending on your role, use worksheet to create a plan that will guide your efforts to:– Implement UDL in your classroom– Design course materials using UDL– Infuse UDL into your program or department– Institutionalize UDL across campus for many

years to come

Identify Key Players

1. Who are the key players at your institution for UDL implementation and dissemination?

2. What is each key player’s role in making UDL a sustainable part of teaching, learning, and professional development?

3. Identify WIIFMs for each key player

4. What are the bottlenecks and roadblocks to institutionalization of UDL?

5. Who should drive UDL the institutionalization effort on your campus?

Tie UDL to the “Big Issues”

What are the “institutional WIIFMs” of UDL implementation?

Do the benefits of UDL overlap with the goals of your institution?

Can UDL address some of the big challenges the institution faces? (e.g., recruitment/enrollment, retention, matriculation)

Who are the stakeholders charged with addressing these issues?

Thank you!

We welcome your comments and questions.