universal design for instruction (udi): moving beyond accessibility into classroom application
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Universal Design for Instruction (UDI): Moving Beyond Accessibility into Classroom Application. World Usability Day New England November 8, 2007. Presentation Objectives. Is there a need for Universal Design for Instruction? - PowerPoint PPT PresentationTRANSCRIPT
Universal Design for Instruction (UDI):Universal Design for Instruction (UDI):Moving Beyond Accessibility into Classroom Moving Beyond Accessibility into Classroom
ApplicationApplicationWorld Usability Day New England
November 8, 2007
Manju Banerjee, Ph.D.University of Connecticut
Loring Brinckerhoff, Ph.D.Educational Testing Service
• Is there a need for Universal Design Is there a need for Universal Design for Instruction?for Instruction?
• What does the paradigm of What does the paradigm of Universal Design for Instruction Universal Design for Instruction (UDI) bring to pedagogy?(UDI) bring to pedagogy?
• UDI as a partnership model: UDI as a partnership model: Application through “tech Application through “tech enhanced’ and “non-tech” solutionsenhanced’ and “non-tech” solutions
Presentation ObjectivesPresentation Objectives
In 2000 In 2000 100 million Internet users around the world Among 18-29 yr old – 88% use the Internet; among 30-49 yr old – 84% http://www.http://www.pewinternetpewinternet.org/PPF/r/163/report_display.asp.org/PPF/r/163/report_display.asp
68% of Americans use a computer for their work; 84% say it is essential for their job http://www.npr.org/programs/specials/poll/technology/index.html
Need for a New Paradigm for Instruction –The Changing Postsecondary Landscape
2002 – Online undergraduate college application was2002 – Online undergraduate college application was 55% in 1998 and climbed to 90% in 200255% in 1998 and climbed to 90% in 2002 http://www.http://www.campuscomputingcampuscomputing.net/.net/
2003 - “To succeed in today’s information-based 2003 - “To succeed in today’s information-based economy, students need to know how to use economy, students need to know how to use
technology to create and transform information.” technology to create and transform information.” (Kurt Landgraf, President ETS)
2006 - “Freshman are arriving on campus with2006 - “Freshman are arriving on campus with better better technologies than their colleges have to offer.”technologies than their colleges have to offer.” (Chronicle of Higher Education, September 22, 2006)
Need for a New Paradigm for Instruction –The Changing Postsecondary Landscape
2004 demographic profile of students:2004 demographic profile of students: 38% of the student population was 25 or older38% of the student population was 25 or older 7% more women than men were enrolled7% more women than men were enrolled 30.4% were racial/ethnic minorities30.4% were racial/ethnic minorities 3.4% were international students3.4% were international students 39% were attending college part-time39% were attending college part-time(Chronicle of Higher Education Almanac, 2006)(Chronicle of Higher Education Almanac, 2006)
Need for a New Paradigm for Instruction –The Changing Postsecondary Landscape
Need for a New Paradigm for Instruction –The Changing Postsecondary Landscape All Disabilities LD 1978 2.3% no data
1984 4% 1.2%
1998 9.8% 3.5%
2004* 11.3% 7.5%Henderson, 1999; *Chronicle of Higher Education, 2006Henderson, 1999; *Chronicle of Higher Education, 2006
Universal Universal DesignDesign
The design of products and environments to be usable by all people, to the greatest extent possible without the need for adaptation or specialized design.Center for Universal Design, North Carolina State UniversityCenter for Universal Design, North Carolina State University
Universal Design for InstructionUniversal Design for Instruction
“UDI is the proactive design and use of inclusive instructional strategies that benefit a broad range of learners including students with disabilities.”
(Scott, McGuire, Shaw, 2001)McGuire, & Embry (2002)
Qualitative Research Theory
Identifying Research Problem
Formulating Hypotheses
Variables
IndependentControl Intervening
Dependent
Leads to Leads to
These are based on
May be
Basic Tenets of Basic Tenets of UDIUDI
Anticipates the needs of diverse Anticipates the needs of diverse usersusers
Builds in inclusive features from the Builds in inclusive features from the beginningbeginning
Benefits a broad range of Benefits a broad range of individualsindividuals
Often promotes cost and/or time Often promotes cost and/or time saving in the long runsaving in the long run
Results in a more inclusive climateResults in a more inclusive climateMcGuire, 2006
McGuire, M. (2006)
www.facultyware.uconn.edu
What can UDI bring to What can UDI bring to pedagogy?pedagogy? UDI encompasses “ good instructional
practice” and helps to ground these practices in evidence-based theory
Encourages us to consider the breadth of issues in (1) planning, (2) delivery, and (3) assessment of instruction that promotes inclusive instruction
Creates a common language for dialogue
(Mcguire, 2006)
Equitable use
Principles of
UDI
Flexibility in use
Simple and intuitive
Perceptible information
Tolerance for errorLow physical
effort
Size & Space for use
Community of learners
Instructional climate
1. 2.
3.
4.
5.6.7.
8.*
9.*
*Scott, McGuire, & Shaw 2001
Principle 1: Equitable UsePrinciple 1: Equitable UseInstruction is designed to be useful and accessible by people with diverse abilities Faculty Instructional
TechnologistDisability ServicesPersonnel
• Understand that “access” should address both physical and cognitive access
• Recommend technologies for (1) multiple representation,(2) multiple engagement, (3)multiple expression
• Ensure that access does not reduce equity
(i,e., access maintains a competitive edge)
Principle 1: Equitable UsePrinciple 1: Equitable UseInstruction is designed to be useful and accessible by students with diverse abilities Application:
(Non tech) – Copies of PowerPoint slides, scribed notes(Tech) – Technology tools embedded into content, delivery, and assessment so as to support/scaffold student learning Example:- Adobe Acrobat professional (highlights PDF files and allows drop-in margin notes- http://www.wordtalk.org.uk/ (free plug-in text-to-speech application)
Principle 2: Flexibility in UsePrinciple 2: Flexibility in UseInstruction is designed to accommodate a wide range of individual abilitiesFaculty Instructional
TechnologistDisability ServicesPersonnel
• Anticipate abilities at both ends of the learning spectrum• Look for ways to supplement core content for varying levels of background knowledge
• Technologies for creating advance organizers, outlines, dynamic notes•Links to content enrichment
• Learning/disability
resources linked to syllabus
Principle 2: Flexibility in UsePrinciple 2: Flexibility in UseInstruction is designed to accommodate a wide range of individual abilities
Application: (Non Tech) – Varied delivery of instruction(Tech) - Repository of “link” to tools that help in managing, sorting, and filtering information
Example:- Visual mapping/outlining tools * Inspiration - http://www.inspiration.com/- Summarizing tools * Microsoft Word – Tools – Auto summarize
Principle 3: Simple and IntuitivePrinciple 3: Simple and IntuitiveInstruction is designed in a straightforward and predictable manner; eliminates “unnecessary” complexity
Faculty Instructional Technologist
Disability ServicesPersonnel
• Identify construct irrelevant barriers to course content and assessmente.g. style of presentation
• Assist in creating a dynamic repository of resources that help to clarify a topic(electronic cliff notes)
• “Search” strategies online
(e.g. archiving a search; selecting search words)
Principle 3: Simple and IntuitivePrinciple 3: Simple and Intuitive
?
Instruction is designed in a straightforward and predictable manner; eliminates unnecessary complexityApplication: (Non-Tech) – Clearly stated course expectation/rubrics(Tech) - Locate and identify a list of legitimate websites/e-resources that can help to further explain the topic
Example:- Tutorials for search and navigation skills for effective and efficient learning in open learning environments, like the Internet.
Principle 4: Perceptible InformationPrinciple 4: Perceptible InformationInstruction is designed so that information is communicated effectively to the student,regardless of ambient conditions or sensory abilitiesFaculty Instructional
TechnologistDisability Services
• All students equally engaged?
• Display of information vs. content• Disclosure
• Course design based on Principles of Instructional Design• Multi-media enhancement/accessibility
• Differentiated instruction for postsecondary
• Assistive technologies
• Self-advocacy
Principle 4: Perceptible Principle 4: Perceptible InformationInformationInstruction is designed so that information is communicated effectively to the student,regardless of ambient conditions or sensory abilities.
Application: (Non Tech) – Style of delivery of instruction(Tech) - Ways to construct/create course content in addition to course authoring tools such as WebCT(Create content for an audience of n=many vs. n=average)Example:- Web 2.0 – Wikis- Voicethread.com (Free account for educators, allows you to import graphics and add text comment)
Principle 5: Tolerance for ErrorPrinciple 5: Tolerance for ErrorInstruction anticipates variations in individual students learning pace and prerequisite skillsFaculty Instructional
TechnologistDisability Services
• Multiple opportunities for demonstrating learning
• Fairness issues
• Ways to create logs/record of multiple learning opportunities and learning outcomes
• Error/miscue analysis
Principle 5: Tolerance for ErrorPrinciple 5: Tolerance for ErrorInstruction anticipates variations in individual students learning pace and prerequisite skills
Application: (Non Tech) – Allow for multiple drafts of assignment(Tech) – Portable technologies and technologies that allow easy conversion into different formats on location
Example:- Think pad- iPod
Principle 6: Low Physical EffortPrinciple 6: Low Physical EffortInstruction is designed to minimize nonessential physical effort in order to allow maximum attention to learningFaculty Instructional
TechnologistDisability Services
• Fatigue factor(often related to lab work and long class sessions)
• Ergonomics(physical and cognitive)
• Assistive technologies
Principle 6: Low Physical EffortPrinciple 6: Low Physical EffortInstruction is designed to minimize nonessential physical effort in order to allow maximum attention to learning
Application: (Non Tech) – Session breaks; seating(Tech) – Tech supports for extensive note-taking
Example:- Speech-to-text technologies- http://www.livescribe.com/sneakpeek/index.html
Principle 7: Size and Space for Principle 7: Size and Space for Approach and UseApproach and Use
Instruction is designed with consideration for appropriate size and space for approach, reach, manipulation, and use regardless of a student’s body size, posture, mobility, and communication needsFaculty Instructional
TechnologistDisability Services
• Issues concerning real and virtual space
• Platform compatibility
• Nettiquette guidelines
Principle 7: Size and Space for Principle 7: Size and Space for Approach and UseApproach and UseInstruction is designed with consideration for appropriate size and space for approach, reach, manipulation, and use regardless of a student’s body size, posture, mobility, and communication needs
Application: (Non Tech) – Preview of physical premises, temperature(Tech) – Tech support for physical access
Example:- FM systems
Principle 8: A Community of Principle 8: A Community of LearnersLearnersThe instructional environment promotes interaction and communication among students and between students and faculty
Faculty Instructional Technologist
Disability Services
• Communication opportunities
• Technologies that support cohesiveness among the students(Makes differences in tech skills less apparent)
• Nettiquette guidelines
Principle 8: A Community of Principle 8: A Community of LearnersLearnersThe instructional environment promotes interaction and communication among students and between students and faculty
Application: (Non Tech) – Collaborative projects, group assignments(Tech) – Tech support for online collaboration
Example:- Discussion board- Blogs
Principle 9: Instructional Principle 9: Instructional ClimateClimateInstruction is designed to be welcoming and
inclusive. High expectations are espoused for all studentsFaculty Instructional
TechnologistDisability Services
• Inclusive instruction
• Range of instructional technologies – high to low end
• Statement in syllabus about diversity and disability
Principle 9: Instructional Principle 9: Instructional ClimateClimateInstruction is designed to be welcoming and
inclusive. High expectations are espoused for all studentsApplication: (Non Tech) – Modeling expected behavior(Tech) – Instructional expectation used to drive technologies used in the course and not vice versa
Example:- Synchronous and asynchronous discussions on inclusive behaviors
Audience Q and A