Welcome!

• As you arrive, please review the chart, “The Nine Principles of UDI©.”

• Given the Principles, work on your own to identify and makes notes about:– One principle you already enact well.– One principle that you would have difficulty

enacting for whatever reason.

Incorporating Universal Design Principles in the Development,

Delivery, and Assessment of Your Instruction

Susan A. Aase, J.D., M.S.Ed., Outreach Coordinator, Disability Services

Ilene D. Alexander, PhD, Teaching Consultant, Center for Teaching and Learning

Tim Kamenar, M.S., Disability Specialist, Disability Services

Kate Martin, M.A., Teaching Consultant, Center for Teaching and Learning

Agenda

• Presentation: The Nine Principles & Integrated Aligned Design – Universal Course Design model

• Application: “Introduction to Library Research” Analysis

• Project work: Prioritizing, Assessing, Planning

Ground Rules

• Confidentiality – examples, questions, experience

• Question asking throughout – with “bracketing”

• Climate of frankness – spirit of risk-taking withclimate of peer collaboration, respect, feedback

• Participation – constituted as talking, listening, questioning, responding, synthesizing, noting omissions, linking, extending – and balanced: step up to speak, step back to listen.

Universal Design

DEFINITION OF UNIVERSAL DESIGN

“the design of products and environments to be usable by all people, to the greatest extent possible, without need for adaptation or specialized design.”

(Ronald Mace, Center for Universal Design at North Carolina State University)

THE NINE PRINICIPLES OF UDI©

1. Equitable use

Instruction is designed to be useful to and accessible by people with diverse abilities. Provide the same means of use for all students; identical whenever possible, equivalent when not.

UDI Online Project. (2009). Examples of UDI in Online and Blended Courses. Center on Postsecondary Education and Disability, University of Connecticut, Storrs.

THE NINE PRINICIPLES OF UDI©

2. Flexibility in use

Instruction is designed to accommodate a wide range of individual abilities. Provide choice in methods of use.

UDI Online Project. (2009). Examples of UDI in Online and Blended Courses. Center on Postsecondary Education and Disability, University of Connecticut, Storrs.

THE NINE PRINICIPLES OF UDI©

3. Simple and intuitive

Instruction is designed in a straightforward and predictable manner, regardless of the student's experience, knowledge, language skills, or current concentration level. Eliminate unnecessary complexity.

UDI Online Project. (2009). Examples of UDI in Online and Blended Courses. Center on Postsecondary Education and Disability, University of Connecticut, Storrs.

THE NINE PRINICIPLES OF UDI©

4. Perceptible information

Instruction is designed so that necessary information is communicated effectively to the student, regardless of ambient conditions or the student's sensory abilities.

UDI Online Project. (2009). Examples of UDI in Online and Blended Courses. Center on Postsecondary Education and Disability, University of Connecticut, Storrs.

THE NINE PRINICIPLES OF UDI©

5. Tolerance for error

Instruction anticipates variation in individual student learning pace and prerequisite skills.

UDI Online Project. (2009). Examples of UDI in Online and Blended Courses. Center on Postsecondary Education and Disability, University of Connecticut, Storrs.

THE NINE PRINICIPLES OF UDI©

6. Low physical effort Instruction is designed to minimize nonessential physical effort in order to allow maximum attention to learning.

Note: This principle does not apply when physical effort is integral to essential requirements of a course.

UDI Online Project. (2009). Examples of UDI in Online and Blended Courses. Center on Postsecondary Education and Disability, University of Connecticut, Storrs.

THE NINE PRINICIPLES OF UDI©

7. Size and space for approach and use

Instruction is designed with consideration for appropriate size and space for approach, reach, manipulations, and use regardless of a student's body size, posture, mobility, and communication needs.

UDI Online Project. (2009). Examples of UDI in Online and Blended Courses. Center on Postsecondary Education and Disability, University of Connecticut, Storrs.

THE NINE PRINICIPLES OF UDI©

8. A community of learners

The instructional environment promotes interaction and communication among students and between students and faculty.

UDI Online Project. (2009). Examples of UDI in Online and Blended Courses. Center on Postsecondary Education and Disability, University of Connecticut, Storrs.

THE NINE PRINICIPLES OF UDI©

9. Instructional climate

Instruction is designed to be welcoming and inclusive. High expectations are espoused for all students.

UDI Online Project. (2009). Examples of UDI in Online and Blended Courses. Center on Postsecondary Education and Disability, University of Connecticut, Storrs.

Self-assessment - One-minute paper

Refer to your notes about one principle you enact well and one that you would have difficulty enacting.

What, if anything, has changed?

Intended Learning

Outcomes

Teaching & Learning Activities

Feedback & Assessment

Tasks

Adapted from John Biggs & Catherine Tang, and from Dee Fink

Integrated Aligned Design

Intended Learning

Outcomes

Learning & Teaching Activities

Feedback & Assessment

Tasks

Environmental Factors

CurriculumIntended

Learning Outcomes

InstructionTeaching &

Learning Activities

Environment

AssessmentAssessment Tasks

How “Non-Traditional” Students benefit from UCD

• Provides multiple ways to participate• Uses multiple assessment modes/measures• Offers culturally relevant examples• Moves from “medical” to “social” models,

provoking similar movements toward contextual, complex, divergent thinking and away from group think

• Provides scaffolding, feedback, natural supports, which demystifies & skills

How International Studentsbenefit from UCD

• Provides multiple modes of taking in information

• Makes culture-bound concepts explicit• Promotes time to think/plan before

participation is expected• Allows for multiple ways demonstrating

learning + accepts “written accent” • Fosters inclusive pairings/groupings and

environment

How Students with Disabilitiesbenefit from UCD

• Identify the “essential requirements” to aid in curricular design

• Include text descriptions of printed visuals and Captioning/audio description of video

• Provide electronic formats for multiple ways to access printed and displayed materials

• Incorporate flexibility in modes of assessment• Modify on-line instruction - accessible/useful

Sample & Summary

• Look at Sample assignment to summarize the application of good design (UCD and the nine principles)

• Instructions for after the break

Break!

Applying UCD to Library Context

Applying UCD to Library Context

1. Cluster yourselves into trios.

2. Each trio will be assigned a segment of the “Intro to Library Research, Part 1” handout.

3. Your trio is part of a team redeveloping your part of the handout for use in Writing Studio 1201 classes like the one just described.

4. Drawing on today’s ideas and “What is Universal Course Design?” discuss how you…

Applying UCD to Library Context

… would make this handout more accessible:• How would you re-make the assignment in terms

of objectives, active learning, students’ own interests, assessment of learning?

• How would you re-make the assignment in terms of its delivery as a document, object, learning tool?

• What would you need to change about the class session overall to incorporate the changes you will suggest implementing?

Applying UCD to Library Context

• Debrief/discussion

Project Work

I. Getting Started

II. Take your first priority. Set up a plan for making it happen and assessing its effectiveness.

III. Start the work. Map out or begin to draft the new elements of your instruction or assessment.

Project Work – Discussion

A man is shovel ing snow off some steps, there is a wheelchair ramp next to the steps. A group of students waits at the bottom of the steps, one is using a wheelchair. The student with the chair says “when wi l l you shovel the ramp so I can get in?” The man says “ I wi l l shovel the ramp after I shovel the stairs.” The wheelchair user says “ i f you shovel the ramp f i rst , we can al l get in.”

What UD Isn’t

Just for students with disabilities…

I will shovel the ramp after I shovel

the stairs.

When will you shovel the ramp so I can get in?

If you shovel the ramp first, we can all get in.

A man sits at a desk, seven animals are standing in front of him (crow, monkey, penguin, elephant, fish, seal, goat), a tree is behind the animals. The man states "For a fair selection, everybody has to take the same exam: please climb that tree."

What UD Isn’t

A one-size-fits-all approach…

What UD Isn’t

Simple and Intuitive…

An image which contain a complex set of irregular shapes, arrows, and numbers; all are crossing over the others in a jumbled fashion.

What UD Isn’t

A dumbing down of teaching and learning…

Children are in a computer lab working at the computers. A girl has a confused look on her face and the teacher is telling her “just go to www.criticalthinking.com and click on ‘answers’.”

What UD Isn’t

Simply adding technology…

A man is hanging by his fingertips on the edge of a cliff. Another man stands on the ledge above the man, looking down, and says, “don’t worry, technology will save you.”

What UD Isn’t

The solution to all teachingand learning…

An instructor is standing in the front of the classroom pointing to a diagram of the human digestive system. He states, “We don’t know what this is called.”

What UD Isn’t

• Only the instructor’sresponsibility…

A young male student is standing at the chalkboard speaking to a teacher, the math problem 3 + 6 = is on the board. He says to her, “can I solve this tomorrow? The muse just isn’t with me today.”

Action Planning – What UCD Includes

• Mapping out– Learning and Development Outcomes– Essential components– Cycle of Integrated Aligned Design

• Engaging in– Peer consultation and formative feedback– Collaboration across skill sets / interests

• Planning for– Timely (re)development and delivery – Ambiguity of context, flexibility in use

Evaluation

Thank you!