Universal Design for Learning

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[edit] What is Universal Design for Learning?

Universal Design for Learning (UDL) is a theory of learning and teaching based on neuroanatomy and functional neuroimaging research techniques. UDL resists a one-size-fits-all approach to education, and posits instead that teachers, educators, and materials should effectively respond to the individual differences inherent within a learning environment. Across learning goals, methods, materials, and assessments, Universal Design for Learning encourages offering:

  • Multiple means of representation to give learners various ways of acquiring information and knowledge,
  • Multiple means of expression to provide learners alternatives for demonstrating what they know, and
  • Multiple means of engagement to tap into learners' interests, challenge them appropriately, and motivate them to learn.

Using UDL principles in the classroom removes the obstacles to curriculum access and provides students with alternative methods to demonstrate what they know. It acknowledges that there is more that one way to learn and respects individual learning style differences.

These principles also lend themselves to implementing inclusionary practices in the classroom. The emphasis being placed on equal access to curriculum by all students and the accountability required by IDEA-04 and No Child Left Behind legislation has presented a need for a practice that will accommodate all learners.

[edit] Origins of UDL

UDL is also known by two other names; Universal Design for Instruction (UDI) and Universal Instructional Design (UID). It is guided by a set of principles. The earliest source of establishing principles in support of creating universal learning environments comes from the work of Chickering and Gamson, who originally had published the following principles:

  1. encourages contact 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, and
  7. respects diverse talents and ways of learning

These principles were further enhanced and took on a slightly different language in their combination with Universal Design at North Carolina State University. Universal Design is a movement that began in the late 1960s with the work of Ron Mace. Ron Developed a set of principles to guide the design of buildings to be more accessible to those with mobility limitations i.e. handicapped. Through Ron's work he discovered that making buildings more accessible to those with permanent mobility limitations, actually made spaces more accessible to all users of that space. This led eventually to changes in building code laws across the States, and can be credited with having an important role in the "accessibility movement". Ron Mace's original principles of Universal Design are as follows Centre for Universal Design, NCSU:

  1. Equitable Use
  2. Flexibility in Use
  3. Simple and intuitive
  4. Perceptible Information
  5. Tolerance for Error
  6. Low Physical Effort
  7. Size and Space for Approach and Use

By combining the work of Chickering and Gamson with the principles of Universal Design, the original set of principles that evolved were called "Principles of Universal Design for Instruction", and were as follows UID Homepage - UofG:

  1. Accessible and Fair (equitable) use
  2. Flexibility in Use, Participation and Presentation
  3. Straightforward and Consistent
  4. Information is explicitly presented and readily perceived
  5. Supportive Learning Environment
  6. Minimize or eliminate unnecessary physical effort or requirements
  7. Learning space accommodates both students and methods

[edit] Further Evolutions of UDL/UID/UDI

From this early work, a number of Post-Secondary institutions in the USA, and Canada have adopted this approach and in the case of a Provicially funded project conducted in Ontario (Learning Opportunities Task Force), further work was done exploring how these principles could be implemented and what their impact would be. Two Post-Secondary institutions, Unversity of Guelph and Georgian College headed-up projects to explore the use of Universal Instructional Design. University of Guelph used a "third" party research approach more in line with traditional research methodology, whereas Georgian College in partnership with Trent University, Nippissing University, Canadore College and Canadian Forces School of Electrical and Mechanical Engineering, used a design research approach making use of instructor narratives on how they felt about the experience of conducting their classes using the principles, and using qualitatitive and quantitative methods with the students.

[edit] University of Guelph

University of Guelph have incorporated their findings from their research into policy, and have their own site to support faculty and students, hosted by their teaching support services department UID Homempage UofG. The researchers also produced an implementation guide UofG UID Implementation Guide.

[edit] Georgian College

The final report of the Georgian College project Georgian College UID Final Report. This project comprised of the following 9 research goals:

  1. To demonstrate the potential and the advantages of this approach,
  2. To identify barriers and bridges to the successful implementation of a universal instructional design model,
  3. To build a Universal Instructional Design faculty team as a 'critical mass' from which further faculty promotion and training can develop,
  4. To assess best practices for implementation, application, maintenance, support and evaluation of this approach to teaching,
  5. To field-test, analyze and evaluate resources and course materials as well as such things as technology, use of guest lecturers, cooperative learning and already existing internal institution teaching supports,
  6. To gather faculty and student feedback on the viability and benefits of this approach to teaching and learning,
  7. To examine the implications for support services in settings where this model of teaching and learning is in operation,
  8. To disseminate information gathered and lessons learned through the project Website, papers and conference presentations,
  9. To determine the costs and benefits of implementing a Universal Instructional Design approach in postsecondary education.

From the experiences of students and faculty through the project, these goals were achieved with varying levels of success, and an implementation guide was also produced to help faculty "spread the word" UID Implementation Guide - Jim Bryson. In all, the response from instructors and students alike was incredibly positive, and one of the most salient quotes from the project was a synthesis of comments from most students "Why are the rest of our classes not delivered this way?"

[edit] Summary

UDL/UID/UDI as an approach to designing and developing learning environments that are accessible to all learners is fundamental to improving the quality of learning experiences for all learners.

[edit] External links

Retrieved from "http://en.wikipedia.org../../../u/n/i/Universal_Design_for_Learning_816e.html"