Universal Univer sal Design for Learning Universal Design for Learning in Universal Postsecondary Education May 11, 2015 Christina A. Bosch & Sam Catherine Johnston
CAST & UDL CAST is an education research and development nonprofit that leverages leverages science and technology to create products, promote practices, and inform policies that expand learning opportunities. Universal Design for Learning (UDL) is a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. We consider students at the margins from the outset because innovations that that are essential to some end e nd up being beneficial to many.
Today’s Webinar: Outline 1. The The acce access ss/r /ret eten enti tion on pr proble oblem m in postsecondary 2. UDL as a resea researc rch-b h-base ased d ffrramewo amework rk for addressing learner variability, equitable access and equitable progress 3. Implem Implemen enta tati tion on of of UDL UDL in curric curricula ula and and institutional policies & practices
Polling Question How familiar are you with UDL?
A changing landscape •
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One million associates degrees granted granted in 2011-2012 (a 71% increase since 2001-2002) 11% of undergraduates in 2007 –08 reported having a disability Enrollment of students who are 25 to 34 years old increased 45% between 1996 and 2010; and is projected to increase increase 20% between 2010 and 2021.
Student success and persistence (Tinto, 2012) (1) high expect expectation ationss and selfself-ex expect pectation ationss –
impacted by the beliefs of faculty and staff, as well as institutional policies and culture
(2) acad academic emic and socia sociall suppor supportt –
to enable students to meet high expectations expectations
(3) asses assessmen smentt and and feedb feedback ack –
formative assessment of student progress that informs informs instruction and support
(4) Int Inter eraction action/e /eng ngagem agement ent in social and academic processes –
Inclusive of faculty, student peers, and staff
Three Learning Networks
For resourceful, knowledgeable learners, present information and content in different ways
For strategic, goaldirected learners, differentiate the ways that students can express what they know
For purposeful, motivated learners, stimulate interest interest and motivation for learning.
UDL Guidelines
Think across the principles, too 1. Accessibility 2. Maki Making ng in informa ormati tion on mea meani ning ngfu full 3. Indepe Independ nden ent, t, self-d self-dir irect ected ed learne learnerrs
UDL in Federal Policy and Grants •
Higher Education Opportunity Act of 2008 definition –
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“The term ‘universal design for learning’ means a scientifically valid framework for guiding educational practice that – A) provides flexibility … and B) reduces barriers in instruction… and maintains high achievement expectations for all students”
Trade Adjustment Assistance Community College and Career Training (T (TAACCCT) AACCCT) Grant G rant Program is a $2 billion investment investment that specifically requires UDL in the SGA: –
–All online and technology-enabled content and courses
developed under this SGA must incorporate incorporate the principles of universal design (see http://www.cast.or http://www.cast.org g /udl/) in order to ensure that they are readily accessible to qualified individuals with disabilities
Settlement agreement between the US Dept. of Justice and EDX Inc. •
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www.edx.org, www.edx.org, its mobile applications, and the LMS conform with, at minimum, the Web Content Accessibility Guidelines (“WCAG”) 2.0 AA Ensure compatibility with any accessibility accessibil ity features features in course content content (e.g, (e.g , MathML) Hire an accessibility consultant and conduct annual accessibility audits Develop guidance and training for content providers providers
Polling Question What, if any, mechanisms are in place at your college to ensure that electronic platforms and information technology being used are accessible to people with disabilities? Who has responsibility? responsibility?
UDL Implementa Implementation: tion: Curriculum Goals –
Clear goals are the cornerstone of effective eff ective curricula
Materials Methods Assessment
Goals Without Embedded Means
UDL Implementa Implementation: tion: Curriculum Goals Materials –
Embed options to ensure accessibility of all materials, media and technology; Support decoding text, mathematical mathematical notation, and symbols. Promote understanding across languages.
Methods Assessment
Accessible Images with Alt Text…
…and long descriptions.
Provide Options for Language, Mathematical Expressions, and Symbols
UDL Implementa Implementation: tion: Curriculum Goals Materials Methods –
Select teaching approaches that consider learner variability while maintaining the expectation expectation that all individuals achieve learning goals
Assessment
Using Case-Based Teaching Approaches
College Col legeST STAR AR Tutori utoring ng •
College STAR (Supporting Transition, Access, and Retention: Retention: A UNC System System Project Supporting Students with Learning Differences)
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Tutors, trained in UDL, gave live and online recorded tutoring sessions and gave professor feedback on how UDL her/his course was Program aided in retention of STEM courses with high enrollment and low course passage rates
UDL Curriculum: Assessment Goals Materials Methods Assessment –
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When there is a single form of assessment where where the means are fixed, ensure Universal Universal Design of Assessment. Ensure learners have have options in how they can demonstrate what they know. Options should be tied to learning goals.
UDL Representation, but not Assessment
Class Progr Progress ess Designed to help instructors easily view and understand a learner’s progress at-a-glance at-a-glance
UDL in disability services: McGill University •
UDL audit of disability services followed by applying UDL to all interactions with DS users. –
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Moved to paper free interactions (e.g., for exam accommodations) Rebranding Rebranding such that disabilities viewed as a function of the individual and their inter i nteraction action with the environment, environment, not solely in the capacities of the individual Outreach and initial engagement engagement made more student centered (e.g., no documentation required at first meeting)
Resources, Partnerships, Dissemination CAST’s new website on UDL in
higher education is UDLOnCampus.cast.org Resources on: • •
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Assessment Selecting Media and Technology Institutional Policies and Practices Planning your Course Teachi eaching ng Approaches Approac hes
Addressing Multiple Means of Representation •
Select platforms that offer customization
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Voluntary Product Accessibility Template (VPAT) (VPAT) –
Created as part of Section 508 initiative to assist vendors and consumers
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Structure text to guide processing
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Illustrate concepts through flexible multimedia
Addressing Multiple Means of Action and Expression •
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Vary the method of response in your assessments Use accessible web conferencing to broaden options for communication and expression of knowledge Support executive functioning skills to help students set goals, manage time, organize, and apply strategies
Addressing Multiple Means of Engagement •
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Optimize relevance through case-based learning Design educational activities to address the interplay between emotion between emotion and learning
We need your help! •
We’re currently using user research and
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feedback to improve the delivery and content of our site. Ways to get involved: –
Contact us to add your school to our “Postsecondary “Pos tsecondary Institutions with UDL Initiatives” Initiatives”
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page Participate in a brief interview about your UDL needs and interests Partner with us to contribute content
References http://nces.ed.gov/fastfacts/disp http://nces.ed.gov/ fastfacts/display lay.asp?id=60 .asp?id=60 - -- facts on postsecondary and disability http://www.dol.gov/apprenticeship/grants.htm -- American Apprenticeship Initiative CollegeSTAR initiative https://www.collegestar.org/ National Education Technology Plan http://tech.ed.gov/netp/ http://www.doleta.gov/taaccct/ http://www.doleta.gov/oa/aag.cfm Beck, T., Diaz del Castillo, P., P., Fovet, F., Mole, H., & Noga, B. Practice Brief. Applying Universal Universal Design to Disability Service Provision: Outcome Analysis of a Universal Design (UD) Audit. Journal of Postsecondary Education and Disability, Disability, 27(2), 209 -222. Settlement Agreement Agreement between the United States of America and EdX Inc. Under the Americans with Disabilities Act DJ No.20236-255 http://www http://www.justice.gov/site .justice.gov/sites/default/files/o s/default/files/opa/press-release pa/press-releases/attachme s/attachments/2015/04/02/edx_settlemen nts/2015/04/02/edx_settlement_agreemen t_agreement.pdf t.pdf Thompson, S. J., Johnstone, C. J., & Thurlow, Thurlow, M. L. (2002). Universal design applied to large scale assess ments (Synthesis Report 44). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes. Retrieved November November 2013 from http://education.umn.edu/ http://educ ation.umn.edu/NCEO/OnlinePubs NCEO/OnlinePubs/Synthesis44.html /Synthesis44.html
Questions & Suggestions
[email protected] [email protected] [email protected] @UDL_OnCampus @CAST_UDL
College Col legeST STAR AR Tutori utoring ng •
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The Chemistry Lead Tutors trained and encouraged to record tutoring sessions and test reviews using Tegrity lecture capture software sof tware Prior to final f inal exams the recordings have have been viewed 874 times resulting in over 56 hours of viewing time. College Star Lead Tutor sponsored courses gain the following results: –
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CHEM 1120—95% pass rate--14.7% higher than department for actively tutored students (three or more visits) CHEM 1130—89.7% pass rate--10.4% higher than department for actively tutored students (three or more visits)
