Universally Understanding Learning

Instructional designers have an array of models they can follow when designing curriculum, training, and/or course development. Two common and effective instructional models are Universal Design of Learning and Understanding by Design.  Each model provides key instructional design components that foster effective design and produced clear learning outcomes for students, but as Brown and Green (2015) stated “instructional design/development are helpful guides to the process, but no single model should be considered a lock-step recipe for creating instruction” (p. 13). With this in mind, I have mashed up Understanding By Design and Universal Design for Learning to create Universally Understanding Learning (UUL).

What would UUL look like? Well, below is a simple graphic that outlines the basic foundational steps of UUL. 

3 Foundations of UUL

1. Identify Goals
Instructional designers must have clear learning outcomes or goals established prior to designing instruction (Wiggins & McTighe, 2005). Learning outcomes are what the learners will need to know or be able to accomplish at the end of the course/training. When determining the learning outcomes, also keep in mind that the outcomes should have meaning and foster motivation for the learners. Learners should have some personal connection to the outcomes because personal connections increase motivation to learn (Rose. Harbour, Johnston, Daley, & Abarbanel,,2006).  Learning outcomes should be clear, but also should have a functional context theory connection, which means the outcomes are "relevant to the experience of learners and their work context" (Sticht, 2000).

2. Determine Evidences
Next foundation is determining the evidence or assessments that will measure if the learning outcomes have been achieved (Wiggins & McTighe, 2005). When determining the evidences, remember to use multiple methods of assessment because differentiation is key. Also, choice, relevance, and self-assessment should be included in the development of the evidences (CAST, 2011).  It is important to provide learners with different ways "they can navigate a learning environment and express" themselves (Rose et al., 2006 p. 4). 

3. Plan Learning Experiences and Instruction
Scaffolding the learning experiences and instruction is the next foundation (Wiggins & McTighe, 2005.) The learning experiences and instruction should expose learners to multiple means of representations of content as well as multiple interactions with the content  (CAST, 2011). The multiple means of representation and action will support activation of prior-knowledge, optimize  comprehension, and maintaining self-motivation. Also, instructional designers need to make sure to include collaboration as means of creating a community (CAST, 2011). All the learning experiences and instruction should provide learners with a clear path in successfully completing the determined evidences. 

Here is a sample outline that will allow you to implement UUL when designing instruction.

References

Brown, A.H., & Green T.D., (2015). The essentials of instructional design: Connecting

fundamental principles with process and practice (3rd ed.).New York, NY: Routledge.

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.

Sticht, T. (2000). Functional Context Education: Making Learning Relevant. Retrieved  
         from  http://www.instructionaldesign.org/theories/functional-context/ 

Wiggins, G. & McTighe, J. (2005). Understanding by design (2nd ed.).  Alexandria, Va:
Association for Supervision and Curriculum Development.