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UDL in IAH: Universal Design for Learning and General Education

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Please use the links below to complete activities during the workshop. The link needed for each activity will be indicated in the bottom right corner of the related slides.

Universal Design for Learning (UDL) Guidelines
UDL Implementation Rubric
UDL Syllabus Evaluation Rubric
Learning Goal Brainstorm
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Additional Resources


Accessibility Checklist (MSU Web Accessibility)
Assistive Technology (MSU Resource Center for Persons with Disabilities)
Establishing Learning Goals (Harriet W. Sheridan Center for Teaching and Learning at Brown)
On Learning Goals and Learning Objectives (Derek Bok Center for Teaching and Learning at Harvard)
How to Write Learning Goals (Stanford Evaluation and Research)

Oral exams (or viva voce) are practiced in many disciplines. In the course of an oral exam, an examiner poses questions to a student; the student then has to answer the questions orally, thereby demonstrating their knowledge of the subject matter. In this class, you will participate in a “collaborative” oral exam, where you will prepare as a team to answer a series of open-ended questions (see below) in a discussion format. The purpose of this assignment is to assess your ability to:
 

Apply close-reading skills developed in class;
Synthesize ideas encountered in course materials and class discussion to create original arguments andinterpretations; and
Practice conversation, collaboration, and consensus

This exam sheet corresponds to the Fairtale Oral Exam. 

This is a rubric that corresponds to the Fairytale Oral Exam. 

1) UDL is research-based
The Universal Design for Learning framework was developed by CAST (Center for Applied Special Technology) to guide the design of instructional goals, curriculum, and assessment that can be adjusted to each individual’s needs. UDL relies on what neuroscience research tells us about the way human beings learn. 
 
2) UDL is flexible
The UDL framework is not a cookie-cutter set of rigid rules, but rather a flexible approach to teaching that can be customized based on each teaching situation. It was initially designed as part of the Higher Education Opportunity Act of 2008 as a framework to guide educational practices in order to provide flexibility in how information was provided and to allow students to demonstrate their learning in various ways. This was intended to “reduces barriers in instruction, provides appropriate accommodations, supports, and challenges, and {maintain} high achievement expectations for all students, including students with disabilities and students who are limited English proficient” (http://www.udlcenter.org/aboutudl/udldefined).
 
3) UDL is about learners
UDL focuses on student learning through proactive curriculum creation. That is, you as the teacher are responsible for removing the possible barriers that could prevent students from learning your material. This involves four components: goals, methods, materials, and assessments.
 
For instance, when I create a lesson plan, I need to reflect on the following:
Goals: What are the learning expectations? How can my lesson turn my students into experts learners? Goals are the knowledge, concepts, and skills that all students should master. When I apply UDL, I need to make sure that I acknowledge learner variability and differentiate the goals from the means. I need to offer options or alternatives, along with a variety of tools, strategies, and scaffolds to help learners reach mastery.
Methods: What instructional approaches or decisions can I follow to enhance learning? UDL helps us focus on teaching methods based on learner variability. This happens both within the context of the specific task, and the individual learner’s social/emotional context, along with the classroom’s atmosphere. My methods need to be flexible and varied, and adjusted based on a continuous monitoring of learner progress.
Materials: What media can I use to present the content and what media can the learner use to demonstrate knowledge? With UDL, materials are variable and flexible. They should offer different pathways to similar outcomes while including choices for the learner where appropriate, multiple levels of support and challenge, and alternative options to create interest.
Assessments: Are my assessments accurate? Are they comprehensive and articulate enough to guide instruction for all learners? When using UDL, I need to ensure that I focus on the goal, and provide different supports or scaffolds; and that I accommodate learner variability by reducing barriers to measuring learner knowledge, skills, and engagement with the content.
All this should be done following UDL principles of multiple means of representation, multiple means of expression, and multiple means of engagement.
 
4) UDL is a rich community of practice
Whether you are just interested in learning more about UDL, or are ready to start implementing it in your classroom, UDL possesses an extensive community of practice that can support you every step of the way. Below are some resources, ranging from theoretical to practical applications of UDL:
Tutorials: the National Center on UDL offers online media presentations that help educators to build UDL understanding, along with other supporting material.
Videos: CAST also has a Youtube channel where you can find updates and material related to UDL.
Forum: UDL Exchange is a place to browse and share resources or lessons related to UDL.
Social media: Follow #UDL and #UDLchat on Twitter

Title: Digital Collaborative Learning to Empower and Engage Students in IAH CoursesPresenter: Kristen MapesFormat: Paper PresentationDate: May 10th, 2023Time: 1:00 pm - 2:15 pm Room: 3201Description:Undergraduate students in the Digital Humanities curriculum are given the “project” as the orienting point of evaluation and critique across multiple courses. While the introductory course challenges students to create a project of their own as individuals, the Seminar course is oriented around collaborative and ethical project management Over the semester, the class works as a group with the instructor to create three projects, with self-reflection essays following each project’s completion. Project work emphasizes iteration, effective communication, and process over product. Students from the Digital Humanities Seminar course will showcase the projects they created and will reflect on their learning experience. Each public-facing project focuses on different audiences, engaged distinct source material, and supported unique goals. Two of the projects worked with a non-profit organization (Monuments Men and Women Foundation) to showcase their material and create visibility for their work. For these projects, students met with the Foundation President to learn more about the organization and to ask questions that informed the project work. The students developed the project aims and final products independently in order to support the Foundation rather than upon the request of the Foundation (e.g. this was not a ‘client’ relationship). The third project gave students free reign to explore a topic on local MSU or Lansing/East Lansing history. This presentation will help faculty from across disciplines envision how they can implement project-based activities to promote student engagement and deep learning. Presenters will share avenues for instructors to learn about digital humanities methods and approaches to pedagogy if they would like to incorporate these methods into their own courses. There is opportunity in doing so, because when students create public-facing work as a team, they are empowered to participate in larger conversations in society.

Topic Area: DEI
Presented by: Susan Halick, Jennifer Wagner, Cholani Weebadde
Abstract:
In this session, you will see an example of a course transformed into a more visually appealing and engaging experience both for the students and the instructor. If you are struggling with your course design, unhappy with difficulties controlling fonts in the D2L environment, or want to improve your course design based on UDL principles, this session will demonstrate several resources to support your needs.
We will showcase and provide full-course design models based on Brightspace Content Templates as well as a low-tech version without HTML templates. The course designs have accessibility and Quality Matters standards built-in and each is fully customizable. Instructors with already developed courses will be able to gather new ideas and have the option to copy select components from the models. Come to this session to learn how to access and use these resources.

Photo by Kimberly Farmer on Unsplash
 
The Learning Styles Myth
 
The Myth: “I’m a visual learner,” Similar to the left vs. right brain, another prevalent neuromyth in education is the belief that students have distinct learning styles–meaning that their ways of learning (i.e., visual, kinesthetic, auditory, etc) require different teaching practices [1].
 
The Facts: While some students may prefer different types of information delivery, there is no existing research to date to suggest that there is any benefit in teaching them in their preferred learning style [2]. In fact, everybody uses a mix of these styles, and some of us are dominant in one or the other. We may also use one style in a situation and another under different circumstances [1].
 
The Alternative: There is a variety of ways to engage students with the material they are learning. One of the most popular teaching methods that incorporates both student-centered learning and the multiple representations of information is the Universal Design for Learning (UDL). UDL is a set of principles that helps teachers design flexible learning environments that adapt to the variability of learners. 
 
The Critical Window of Time for Learning Myth
 
The Myth: “I’m too old to learn this.” This misconception is often linked to the “myth of three,” which postulates that the brain only retains information during a critical period–rendering the first three years of a child’s life decisive for future development and success in life.
 
The Facts: While critical periods have been observed in animal behavior, scientists have agreed that these are not as delineated in human beings, and instead favor the term “sensitive periods” which can be impacted by many factors [3]. Instead, research in neuroscience shows that different brain systems showcase different types and amount of changes with experience. This is called plasticity–the capacity that the brain has to change through learning [4]. So while some skills can be acquired during optimal times (i.e., grammar rules), it doesn’t mean that exposure and training beyond that could not lead to changes and learning.
 
The Alternative: Many educators have been enthusiastic about the idea of a “growth mindset” in opposition to a fixed learning pathway. While the idea is popular, there is also growing concern that teachers might not have the resources to use the concept effectively in the classroom. For instance, a recent nationwide survey of K-12 teachers reported that 85% of them wanted more professional development in the area [5]. 
 
How to Avoid Neuromyths
Start with skepticism! Look beyond mere claims and dig a little deeper to research the science behind these claims. For instance, research shows that we get seduced by explanations that are accompanied by images of the brain, no matter how random they are. This doesn’t mean being a complete pessimist, but to try to strike a balance between popular facts and scientific research. Is the claim being sold as a cure-all? What does the evidence say? Does it sound too simple? One of the best ways to do so is to be informed and knowledgeable about the brain.
 
Resources

http://www.oecd.org/education/ceri/34926352.pdf
https://www.psychologicalscience.org/journals/pspi
http://www.oecd.org/education/ceri/neuromyth1.htm
https://www.edcan.ca/
https://www.edweek.org/media/ewrc_mindsetintheclassroom_sept2016.pdf