Creating an Inclusive Learning Environment with Universal Design for Learning

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Creating an Inclusive Learning Environment with Universal Design for Learning

description

Creating an Inclusive Learning Environment with Universal Design for Learning. Craig Spooner, ACCESS Project Coordinator The ACCESS Project, Colorado State University. Objectives. Participants will gain a deeper understanding of UDL What is UDL? who benefits from it? - PowerPoint PPT Presentation

Transcript of Creating an Inclusive Learning Environment with Universal Design for Learning

Page 1: Creating an Inclusive Learning Environment with Universal Design for Learning

Creating an Inclusive Learning Environment with

Universal Design

for Learning

Page 2: Creating an Inclusive Learning Environment with Universal Design for Learning

ObjectivesObjectivesObjectivesObjectives

Participants will gain a deeper understanding of UDL What is UDL? who benefits from it? how can it be implemented? how can you institutionalize UDL for lasting

benefit?

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AgendaAgendaAgendaAgenda

What is UDL? Teaching Technology

How can you institutionalize UDL?

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Meeting the learning Meeting the learning needs of ALL studentsneeds of ALL studentsMeeting the learning Meeting the learning needs of ALL studentsneeds of ALL students

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Today’s students are Today’s students are diversediverseToday’s students are Today’s students are diversediverse

Ethnicity & Culture

ESL/Native language

Nontraditional

Gender

Learning Styles

Disabilities

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ESL / Native LanguageESL / Native LanguageESL / Native LanguageESL / Native Language

Potential barriers to comprehension For both students and instructors Affects written and verbal communication

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What is your good name, sir?

A. Full name

B. Last name

C. Nickname or pet name

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I say there are 100 Krore stars in the sky. You say the stars number 10,000 Lakh.

Do we agree?

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Nontraditional Nontraditional StudentsStudentsNontraditional Nontraditional StudentsStudents

Percentage of undergraduates with nontraditional characteristics: 1992–93 and 1999–2000

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Nontraditional Nontraditional StudentsStudentsNontraditional Nontraditional StudentsStudents

Highly motivated & Achievement oriented Finances and family are two of the biggest concerns Stronger consumer orientation Need flexible schedules

Integrate learning with life and work experiences Want applicability to the real world Prefer more active approaches to learning

Relatively independent Lack of a cohort, “student life” experience Instruction appropriate for their developmental level

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Academic PreparationAcademic PreparationAcademic PreparationAcademic Preparation

2004 seniors who enrolled in a postsecondary institution immediately after high school, by GPA 7

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Both short-term and long-term, apparent and non-apparent Mobility Impairments Blindness/Visual Impairments Deafness/Hearing Impairments

Learning Disabilities Attention Deficit Disorder (ADD/ADHD) Autistic Spectrum Disabilities Traumatic Brain Injury (TBI) Post Traumatic Stress Disorder (PTSD)

DisabilitiesDisabilitiesDisabilitiesDisabilities

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DisabilitiesDisabilitiesDisabilitiesDisabilities

National statistics: 11.3% of undergraduates report some type of

disability*

Colorado State University 7%–11% (ACCESS Project research, 2007-09) Non-apparent disabilities are by far the largest

proportion and growing

Only a small percentage seeks accommodations

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DisabilitiesDisabilitiesDisabilitiesDisabilities

National statistics: 11.3% of undergraduates report some type of

disability*

Colorado State University 7%–11% (ACCESS Project research, 2007-09) Non-apparent disabilities are by far the largest

proportion and growing Only a small percentage seeks accommodations

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Learning StylesLearning StylesLearning StylesLearning Styles

1. Visuala) Visual-Linguistic (reading and writing)b) Visual-Spatial (graphs and pictures)

2. Auditory (listening)

3. Kinesthetic (touching and moving)

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Learning StylesLearning StylesLearning StylesLearning Styles

1. Visuala) Visual-Linguistic (reading and writing)b) Visual-Spatial (graphs and pictures)

2. Auditory (listening)

3. Kinesthetic (touching and moving)

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Universal Design for Universal Design for LearningLearningUniversal Design for Universal Design for LearningLearning

Universal Design for Learning

is a set of principles and techniques for

creating inclusive classroom instruction

and accessible course materials.

teaching

technology

“

”

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History of UDLHistory of UDLHistory of UDLHistory of UDL

Universal Design (UD) Accommodate the widest spectrum of users

without the need for subsequent adaptation Public buildings, city streets, television, kitchen

utensils…

Universal Design for Learning (UDL) Inclusive pedagogy Applies to both teaching and technology

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UDL: a framework for UDL: a framework for inclusive pedagogyinclusive pedagogyUDL: a framework for UDL: a framework for inclusive pedagogyinclusive pedagogy

1. Information and concepts are represented in multiple ways and in a variety of formats.

2. Students are given multiple ways to express their comprehension and mastery of a topic.

3. Students engage with new ideas and information in multiple ways.

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RepresentationRepresentationRepresentationRepresentation

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RepresentationRepresentationRepresentationRepresentation

Ideas and information are represented in multiple ways and in a variety of formats Lectures Group activities Hands-on exercises Text + Graphics, Audio, Video Usable electronic formats (e.g., Word, PDF,

HTML)

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ExpressionExpressionExpressionExpression

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ExpressionExpressionExpressionExpression

Students express comprehension and mastery in multiple ways Oral presentation Written essays Projects/Portfolios/Journals Performance Multimedia (text/graphics/audio/video)

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ExpressionExpressionExpressionExpression

Colin from our video Student with Quadriplegia Undergraduate in Landscape Architecture

Assignment: Create a 3D model Physical model Computerized model

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EngagementEngagementEngagementEngagement

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EngagementEngagementEngagementEngagement

Help students “engage” in multiple ways Express your own enthusiasm! Challenge students with meaningful, real-world

assignments Give prompt and instructive feedback on

assignments Classroom response systems (clickers) Make yourself available to students during office

hours in flexible formats

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EngagementEngagementEngagementEngagement

Physics professor from India has students video tape Q&A during office hours

Individual questions answered for everyone in the course Video Written explanation

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Seven principles of good Seven principles of good practice in undergraduate practice in undergraduate education*education*

Seven principles of good Seven principles of good practice in undergraduate practice in undergraduate education*education*

Good practice in undergraduate education… encourages contact between students and

faculty develops reciprocity and cooperation among

students encourages active learning gives prompt feedback emphasizes time on task communicates high expectations respects diverse talents and ways of learning

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Alignment with Alignment with Institutional GoalsInstitutional GoalsAlignment with Alignment with Institutional GoalsInstitutional Goals

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Institution’s Strategic Institution’s Strategic GoalsGoalsInstitution’s Strategic Institution’s Strategic GoalsGoals

Increasing access and diversity

Enhancing accessibility for students with physical, learning and other disabilities

Promoting active and experiential learning opportunities

Increasing student engagement (curricular and co-curricular programs)

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Instructional Instructional PhilosophyPhilosophyInstructional Instructional PhilosophyPhilosophy

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UDLUDLUDL and Technology

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UDL and MultimediaUDL and MultimediaUDL and MultimediaUDL and Multimedia

Educational Videos

Course Materials

Lecture Presentation Systems

Course Management Systems

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What Makes a What Makes a Document Universally Document Universally Designed?Designed?

What Makes a What Makes a Document Universally Document Universally Designed?Designed?

Search-ability

Select-ability for Copy and Paste

Bookmarks or an Interactive TOC

Text to Speech capability

Accessibility

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Content, Structure, and Content, Structure, and PresentationPresentationContent, Structure, and Content, Structure, and PresentationPresentation

Content The actual information you are providing in a

document. This can include Text, Images, Videos, or Multimedia.

Structure The organization of content is structure. This includes

headings, lists, tables, emphasis, etc.

Presentation One can add style rules to structural elements to give

documents a particular appearance.

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A Tale of Two PDF A Tale of Two PDF DocumentsDocumentsA Tale of Two PDF A Tale of Two PDF DocumentsDocuments

Scanned OCR and Tags

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Scanned PDFsScanned PDFs

Acces

sibilit

y

Searc

h-Abil

ity

Copy/P

aste

Bookm

arks

Text t

o Spe

ech

Scanned PDF

Scanned PDF with OCR

OCR and Tags

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Make Your Own PDFsMake Your Own PDFs

Acces

sibilit

y

Searc

h-Abil

ity

Copy/P

aste

Bookm

arks

Text t

o Spe

ech

Print to PDF

Save As PDF

Adobe PDF Plugin

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Let’s Make Our Own Let’s Make Our Own PDFsPDFsLet’s Make Our Own Let’s Make Our Own PDFsPDFs

Microsoft Word as the Native Editor1. Print to PDF2. Save As PDF

http://www.microsoft.com/downloads/details.aspx?familyid=F1FC413C-6D89-4F15-991B-63B07BA5F2E5

3. Adobe Acrobat Plugin for PDF

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Images and Alt TextImages and Alt TextImages and Alt TextImages and Alt Text

Alternative text for images should describe the meaning - based on the it’s context

Ice Cream Manufacturer Girl Scouts of America My Niece's Blog Diversity Website

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Lecture Presentation Lecture Presentation SystemsSystemsLecture Presentation Lecture Presentation SystemsSystems

Captions and/or Transcripts

Search-ability

Navigation Options

Keyboard Accessibility

Example 1

Example 2

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Course Management Course Management SystemsSystemsCourse Management Course Management SystemsSystems

Consistency of use Syllabus Assignments Readings Discussion Navigation

Universally Designed Documents

Accessibility

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Educational VideosEducational VideosEducational VideosEducational Videos

Transcripts A written or text-based record of dictated or recorded

speech. May contain additional relevant information, such as descriptions or comments.

Captions A transcript is timed to display with the video track, it

displays on screen as a caption.

Descriptive Audio The narration of key visual elements in a video or

multimedia product.

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Educational VideosEducational VideosEducational VideosEducational Videos

In our video, who benefits from the: Transcripts? Captions? Descriptive audio?

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Video CaptioningVideo CaptioningVideo CaptioningVideo Captioning

Automatic Sync Upload audio track and transcript http://www.automaticsync.com/captionsync/

YouTube videos Upload transcript in text format Machine Automated captions http://www.youtube.com

MAGpie Works with most major video formats http://ncam.wgbh.org/webaccess/magpie/

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PowerPoint PowerPoint PresentationsPresentationsPowerPoint PowerPoint PresentationsPresentations

Outline View

Master Slides

Notes Panel Description of Charts and Diagrams Adobe Presenter Output – Notes Tab LecShare Output – Video Captions

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UDL ModulesUDL ModulesUDL ModulesUDL Modules

Teaching

Technology (course materials) Microsoft Word

Styles and Headings Images

Adobe PDF HTML E-Text

http://accessproject.colostate.edu

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UDLUDLInstitutionalization

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An Old ApproachAn Old ApproachAn Old ApproachAn Old Approach

Accessibility workshops: Course materials and documents Web based information Course management systems Instructional media

Compliance with regulations, guidelines Web Content Accessibility Guidelines (WCAG) Section 508 of Rehabilitation Act

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We Failed to Gain We Failed to Gain TractionTractionWe Failed to Gain We Failed to Gain TractionTraction

Narrow Focus Disability Assistive Technology

Faculty Perception “I don’t have students with disabilities.” “Not my job!”

Went at it alone Few strategic partnerships Low on the list of administrative priorities

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Philosophical ChangesPhilosophical ChangesPhilosophical ChangesPhilosophical Changes

Benefits for all students Disabilities are part of the range of diversity Enabling the learning environment

Broader definition of “accessible” Materials usable with a wide range of

technologies, including assistive technologies

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Practical ChangesPractical ChangesPractical ChangesPractical Changes

Topics of interest to faculty and administrators Teaching and Learning Persistence/Retention Diversity

Cultural and language backgrounds Learning styles Abilities and Disabilities

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Institutionalization Institutionalization PlanPlanInstitutionalization Institutionalization PlanPlan

1. Dissemination

2. Creation of award for UDL implementation

3. Formation of advisory group with campus Administrators

4. Strategic Campus Partnerships

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ConclusionsConclusionsConclusionsConclusions

Institutionalization of UDL is being achieved through: A philosophical shift A dissemination plan based on inclusive pedagogy UDL Award Advisory group of key administrators Strategic partnerships with other university

organizations UDL Research

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Web ResourcesWeb ResourcesWeb ResourcesWeb Resources

The ACCESS Project Video: http://accessproject.colostate.edu/udl/video Tutorials: http://accessproject.colostate.edu/udl/modules

Web Accessibility & Video Captions WebAIM: http://www.webaim.org/articles/ A List Apart: http://www.alistapart.com/ AutomaticSync: http://www.automaticsync.com/captionsync/

Legal Section 508: http://www.section508.gov/index.cfm Web Content Accessibility Guidelines (WCAG) 2.0:

http://www.w3.org/TR/WCAG20/ 508-WCAG Comparison: http://jimthatcher.com/sidebyside.htm

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Print ResourcesPrint ResourcesPrint ResourcesPrint Resources

Books Universal Design in Higher Education: From

Principles to Practice. Edited by Sheryl E. Burgstahler and Rebecca C. Cory. Harvard Education Press, 2008.

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Thank you!ACCESS Website: accessproject.colostate.edu

Craig [email protected]


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