What do you mean by Universal Design For Learning? (Examples & Best Practices)

Did you know about Universal Design for Learning (UDL)? A majority of people haven't but as an instructor, this is an essential concept to be aware of.

If you fail to incorporate UDL ideas into your lesson creating process, you may miss students out, or making it difficult for them to comprehend the material which you've put in so much work to create.

It could be that students do not finish the class, or have more customers asking for support. In reality, looking at the three pillars of UDL and the methods for applying these principles can boost the quality of your reviews of your clients and their recommendations, as all students feel included and valued.

There is a commonality that many students who take online courses never finish the entire course. Indeed, a recent study revealed that 52% participants never even glanced at the course.

It's not a good plan to develop an online class that students don't complete. Are you thinking about the causes to the many people who don't complete online classes? There are a variety of factors that affect this. Some of them are the way the classroom is set up and the type of content that is taught, as well as accessibility concerns that impact visually impaired or hearing handicapped students. There are a variety of possibilities for the root of the problem, but a lot are tied on Universal Design for Learning.

In this post, you'll discover more about

• What UDL is and where it comes with and what it is and why it's crucial.
• Three fundamentals of Universal Design for Learning. three fundamentals from Universal Design for Learning.
• Building methods that have access to and incorporate understanding each idea.
• A case of how you can include UDL in your online course to improve learning in students in the class.

Origins of Universal Design

Universal Design for Learning has its origins in the world of architecture. The first architects to adopt the idea were seeking for ways to make accessibility to buildings and for all. If you've ever touched an elbow button to instantly open a entrance into a structure, even when you were carrying two cups of coffee, or a couple of them or two, you've probably been traversing the universal design.

If you've ever seen the buses hit the hydraulics just as they enter the bus, you've experienced the universality. Cuts in the curve do not just allow those handicapped to cross the street, but they also help those with bikes and strollers, and a range of others.

These features are built into the design since the very beginning. If you think about the social and medical needs of all those who use the system, this helps to improve the user experience for all. Universal Design for Learning (UDL) was developed in the same way around similar ideas.

UDL is identified as a means to increase the effectiveness of teaching and learning available to all students by the use of research-based information about the way learners are taught.

Why is this important?

The purpose to achieve Universal Design for Learning is in removing the barriers that hinder learning. Learning barriers exist across every segment of society in different times and in different settings. The barriers to learning could be physical and mental as well as medical and social. They affect all students in the education system to some degree.

Steve Krug talks about accessibility in his book " Don't Make Me Think":

The accessibility option is the most appropriate choice to take. It's not only the most efficient option and ethical choice. The main reason accessibility isn't often discussed enough is the way it can significantly improve the quality of life of certain persons. Are there opportunities to dramatically improve the lives of people even while working in a less significant way?

Human response to differences between humans

A billion people across the globe suffer from disabilities. They are typically faced with obstacles in online education. 10 % of people suffer from learning difficulties, and 15% suffer from dyslexia. In the past, education was a barrier between and secluded communities. Then, it was the reason for attempts to reconcile and be tolerant of the differences. Today, thanks to advances in technology and accessibility devices, universal design can bridge the gaps between different groups.

It's relying on writers and creators of content to follow the principles which form the foundation of Universal Design for Learning in their online classes.

When you add HTML0 Universal Design of Learning into your online classes and you can rest assured that you'll dramatically improve the lives of those who are not only affected by the content of your classes along with the course material overall, but making sure that each participant has access to your course and can participate through an enjoyable and productive way.

Which are three UDL fundamentals? UDL?

What would a course appear as if it were analyzed in the context of the concept of a Universal Design for Learning in the design phase? The course is designed to include the three essential components of UDL which was created by CAST an educational non-profit research and development business. CAST's aim is to change the manner in which education is designed and teaching methods to make sure that learning does not have restrictions.

     The three principles in UDL:    

1.       Offer Multiple Methods of Engagement.
2.       offer multiple methods of representation.
3.       provide a variety of ways to expression and action.

This can spur you to come up with new methods to inspire students, which you might never have thought of before. It means that you'll improve your effectiveness and accessibility to your classroom for every student. Take a look at each of the principles.

     Principle 1. Provide a variety of ways for engaging

Consider this to be the goal of your learning. Be sure to draw the attention of your students, keeping them interested, as well as allowing them to exercise autonomy over their own self-regulation throughout the learning process. There are a variety of methods for learners to be involved and participate actively in their learning. Some students get excited about the new concepts and ideas, while some feel anxious when faced with uncertainty. There isn't a specific way of learning that's appropriate for everyone.

     It is possible to achieve this by:    

It's the capability to spark excitement and enthusiasm within the field of course. Introduce an activity as soon as a student signs in to your study program. It is the time when their excitement and eagerness to learn are high. The students should be encouraged to reflect on the ambitions that they've made for themselves within the class as well as to contemplate the meaning of what success means for the students.

Foster Collaboration and Community. An example of this, in addition to discussion groups on any platform you prefer. Also, you could use a hashtag in your course for sharing relevant resources to your class.

Discover how you can use your emotions to the advantage and learn ways to use them to encourage students when studying. Today, in the age of learning on the internet, provide your students many opportunities to interact online with you as a teacher. Provide online office hours, as well as the AMA (ask me everything) session, or permit students to form your own study groups as they can be extremely engaging.

     Principle 2. Provide multiple options for representation

Think of this as the HOW of learning. Different learners employ different methods to comprehend and perceive when faced with information. Sensory perception, learning disabilities, culture and the social status of individuals can all affect how information is perceived.

     You can do this using:    

Accessible content through a wide range of formats that doesn't have to be reliant on a single sensory input. Content can be downloaded in many formats, allowing learners to choose the one they prefer the most.

Communicate using a language that has been agreed upon understanding. Give a glossary for professionals as they may get stuck on language and abbreviations which can be hard to grasp for people who are just beginning their journey.

Make meaning clear and encourage students to develop a new understanding. Let students have your own"aha!" moment. Create activities that give an opportunity to reflect and an appreciation of their personal situation.

     Principle 3. Provide multiple choices for choices in actions and expression

Consider this as the method of teaching. Different students learn differently about how they progress through the class and how they present their knowledge. Recently, I heard an adult tell me she was planning to drop classes that demanded students to use public speaking (presentation recordings) because it created many anxious. There are some who struggle with their organizational abilities (executive difficulties) or those with difficulty communicating, and may need other techniques of communication.

     This is accomplished via:    

Accessibility equipment, as well as assistive technology. Keep track of which devices are helpful to your students. You shouldn't count on students having access with the aids they require. Most of them have them however you should be prepared for students that need assistance.

Use tools to share concepts to aid you in reaching your learning objectives. Utilize tools to present your thoughts to aid in comprehension. Incorporate audio and video and infographics.

Develop and implement strategies that maximize the value of your knowledge. Offer activities for those looking to move their skills into the next level. The modules could conclude with should-do's, must be's, and objectives that are attainable to ensure you achieve your goals by all who is engaged.

A universal design to teach ways of teaching.

How do you begin to incorporate UDL into your online courses? Start with a small amount, then build the basic skills that are required to progress.

1. It should contain a welcoming message with captions as well as an official declaration of your openness and dedication to accessibility for all. Inform them that you're open to suggestions and are willing to partner with them in this endeavor.
2. Be sure that conversations have limits that are based on the rules of behavior and an environment which is safe for everyone. Engage in fostering a community of support where children are able to safely express their needs and know that they'll get the most appropriate response.
3. Provide continuous flow of the course and navigation for increased confidence and lessening anxiety.

• It can impact the pace of learning since students who aren't sure the structure of their classes and if they're in the correct order can become confused. When they leave the course, it's less likely that they'll come back because they're not certain of the next stage.
• If you're running a whole sequence of classes or lessons which must be finished in a specific order, ensure that you've provided your students with maps of the class, to aid students in finding where they are.

1. Choose instruments carefully considering each student's capabilities.

• Chat rooms, for instance are a concern for students who aren't comfortable with it, since they may speed up or create an excessive amount of distraction from the class. If you decide to use chat features, ensure students that chats are not recorded, and that transcripts will be accessible later on, meaning students don't have to worry about keeping up with the pace and can concentrate on their learning.

1. Utilization of fonts and colors conform to the requirements of accessibility.

• Guidelines to ensure accessibility for websites. Guidelines on the contrast ratios of different shades, therefore make sure to read the color scheme of your materials for branding, like the worksheets and slides students are able to utilize.
• Simple, clear fonts are likely to be the most efficient when using script and handwritten fonts, which are utilized for a small amount.

1. Provide document formats that are open to the public which can be easily read by screen readers.

• Screen readers are able to navigate with heading styles. When you write documents, you must design headings. You can then assign them throughout the document as you're writing the documents.

1. Be sure to add Alt images and alt descriptions for visually impaired students. Without descriptive tags screen readers will only be able to read "image" without providing any background information. Be as descriptive as you can.
2. Provide learning resources in a variety of formats like an audio transcript or video. Include the transcript in the same class to ensure that students do not have to "look" for the transcript. Utilize closed captions for videos and allow them to turn them off and on. If you upload a video, you are able to upload it in the .srt file. This .srt file is created in the editing software that you are using (e.g. Descript.com)

1. Separate large text chunks with bullets and lists. Provide graphics and split huge slides to ensure they're easily scannable.

In the class

1. Make the right working space where students can work in various tasks. ie. students with ADHD could need to study to take their exams in a calm space without distractions
2. You should ensure that you have enough space for small groups, as well as areas to be on your own and also a relaxed spaces which allow your students to be at ease when they are working.
3. Create learning objectives online to be recognized by students who are online as well as in the class.
4. Designate a notetaker who can make notes on the internet for review and revision.

Conclusion

The practice of the essential skills within Universal Design for Learning as the course is designed can ensure that there is no obstacle to learning for all of your students. Students you instruct have a higher percentage of students who successfully complete your courses and will also have less need. This is a place where students can quickly and confidently navigate information, making students interested in reading. Students leave with a an enjoyable experience and prepared to inform others of the lessons they've learned.

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