UDL Principles
Universal Design for Learning
(UDL)
What is Universal Design for Learning (UDL)? What do the principles of UDL really mean? Do I use the principles of UDL in my online course design? These are just a few questions I asked myself after I watched several videos and read different material that explained UDL. If you don't know what UDL, I think this video will help you gain an understanding of UDL:
UDL has three main principles that serve as guidelines, so instructional designers will implement it properly. The chart below outlines those three principles.
Principle One: Multiple Means of Representation
I know that the "first principle reflects the fact that there is no one way of presenting information or transferring knowledge" to all students" (Rose, Harbour, Johnston,Daley, & Abarbanell, 2006, p. 3). As an instructor, I try to make sure I am providing my students with multiple means/ways of comprehending the content I am teaching. I provide students with numerous resources to read, videos to watch, info-graphics to view, and graphic organizers. I also have students participate in discussions as I believe other students may be able to rely the content to their peers in a manner that they better understand. Discussions also allow students to transfer content understanding. They also allow students to "activate or supply background knowledge" (CAST, 2011). Although I think I do a good job implementing principle one, I do find it challenging to think of new and creative ways to offer representation that are customized for individual learners. All my courses are fully online, so as I provide options for comprehension, perception, and language, but I sometimes feel I am missing a way to further customize the content. I think a way of addressing this is to continue to research as well as ask my students about new methods.
Principle Two: Multiple Means of Expression
Learners have different needs, capabilities, skills, and abilities, so providing them with different ways "they can navigate a learning environment and express" themselves is important (Rose et al., 2006 p. 4). I provide a lot of reading materials that vary in reading level, and I think I do a good job in providing alternative ways for students to express their understanding of the content. I often allow students the choice of providing reflection in a narrative or video format. I have also had students create info-graphics, podcasts, Google presentations, digital books, and Padlet responses. Also within this principle, feedback is important, and I try to make an effort to provide feedback in different ways. There are times I simply use written comments, but I have also provided feedback with a rubric and written comments, written comments with video explanation, or just a video feedback. However, I know I need to do a better job of allowing students opportunities "to receive feedback on project topics before they are submitted" (Rose et al., 2006 p. 4).
Principle Three: Multiple Means of Engagement
The third principle is about having students engage in the content, but it is also about motivation. I do provide students ways to "develop self-assessment and reflection" (CAST, 2011) as a way to motive them in understanding the content as well as support relevance. I believe it is important to offer engagement that is relevant and authentic. If students can connect to the content on a personal level, they are more motivated to learn (Rose et al., 2006). I always to try to remind students of why they are in this course and learning the particular content, which supports their self-motivation to become teachers. I do struggle with fostering "collaboration and community" (CAST, 2011) because my courses are all online. The methods I do use to create a community are discussion posts, synchronous meetings, and group work. I use a lot of discussion post, and my discussion posts go from written narratives to video responses. I think it is important for students to see each other, but I will say I do limit the synchronous meetings and group work due to the fact that my students are working adult.
Upon my general reflection of my implementation of UDL, I thought that one effective way to begin the process of making sure I have a UDL course is to start with my syllabus. I completed the UDL Rubric for Evaluating Your Course Syllabus for my EDU 615 (below are the results).
References
CAST (2011). Universal design for learning guidelines version 2.0. Wakefield, MA: Author.Rose, D. H., Harbour, W. S., Johnston, C. S., Daley, S. G., & Abarbanell, L. (2006). Universal design for learning in postsecondary education: Reflections on principles and their application. Journal of postsecondary education and disability, 19(2), 135-151.
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