Applying Universal Design for Instruction to Online and Blended Courses Joseph Madaus Ph.D. Manju Banerjee Ph.D. Kim McKeown, M.A. Nicholas Gelbar, M.A. Center on Postsecondary Education and Disability Center for Students with Disabilities University of Connecticut The UDI Online Project is funded through the U.S. Department of Education, Office of Postsecondary Education PR/Award #P333A080053 UDI Online Project Team University of Connecticut, 2010

Presentation Objectives Provide an overview of Universal Design for Instruction (UDI) and its application to online & blended courses Describe the UDI Online Project Describe the UDI e-Toolbox and demonstrate the use of several e-Tools Poll – What is your roll at your institution? – raise hands Faculty, ID, Admin, Staff Poll – How familiar are you with UDI? – raise hands Not at all, Somewhat familiar (I’ve heard of the construct), I know the basic concept, I know all about UDI UDI Online Project Team University of Connecticut, 2010

UDI Online Project Team University of Connecticut, 2010 Universal Design http://www.google.com/imgres?imgurl=http://data.greatbuildings.com Time permitting, it is informative to note the originator of UD, Ronald Mace, and some biographical info about him (childhood polio survivor who became an architect who also used a wheelchair) “The design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design.” Center for Universal Design, North Carolina State University UDI Online Project Team University of Connecticut, 2010

UDI Online Project Team University of Connecticut, 2010 UDI at UConn Project One (1999 – 2002): Assuring Equal Academic Access for College Students with Learning Disabilities by Implementing Universal Design in the Instructional Environment (McGuire & Shaw) Project Two (2002 – 2005): Designing Inclusive College Teaching: Empowering Faculty to Promote Equal Educational Access for Students with Cognitive Disabilities, www.facultyware.uconn.edu (McGuire, Scott, & Shaw) Project Three (2008 – 2011): UDI Online, www.udi.uconn.edu (Madaus & Banerjee) Applying UD to Pedagogy An informative note could be that the first cycle of funding for college students with disabilities sponsored by OPE began in 1999 – just a decade ago. This relates to the developmental nature of incorporating UD approaches into the college teaching environment and the fact that research studies are just emerging. Universal Design can enhance accessibility of the curriculum to a variety of diverse learners: Minority students Second-language learners Returning students Students with disabilities Universal Design principles can “bring us closer to making learning accessible to anyone, anywhere, at anytime.” (Burgstahler, n.d., p. 7) The Co-Project Investigators on the first project were Drs. Joan McGuire and Stan Shaw. This project was titled “Assuring Equal Academic Access for College Students with Learning Disabilities by Implementing Universal Design in the Instructional Environment,” and it established the Nine Principles of Universal Design for Instruction©. The second project was titled “Designing Inclusive College Teaching: Empowering Faculty to Promote Equal Education Access for Students with Cognitive Disabilities.” The principle investigators on this project were Drs. Joan McGuire, Sally Scott, and Stan Shaw. This project extended the prior work in UDI through the use of faculty communities of practice. The current project, “UDI Online,” extends the Principles of UDI© into the online and technology blended course environments, with Co-Project Investigators Drs. Joseph Madaus and Manju Banerjee. UDI Online Project Team University of Connecticut, 2010

Universal Design for Instruction “UDI is the proactive design and use of inclusive instructional strategies that benefit a broad range of learners including students with disabilities.” Scott, McGuire, & Shaw, 2001 UDI Online Project Team University of Connecticut, 2010

Nine Principles of UDI© Principle 1 : Equitable Use Principle 2 : Flexibility in Use Principle 3 : Simple and Intuitive Principle 4 : Perceptible Information Principle 5 : Tolerance for Error Principle 6 : Low Physical Effort Principle 7 : Size and Space for Approach and Use Principle 8 : A Community of Learners Principle 9 : Instructional Climate Scott, McGuire, & Shaw, 2001 Principles with definitions and examples can be found at: http://www.udi.uconn.edu/index.php?q=content/examples-udi-online-and-blended-courses   UDI is guided by nine Principles which are adapted and defined for the postsecondary learning environment. The nine Principles of UDI© reflect the seven Principles of Universal Design that were developed by the Center for Universal Design at North Carolina State University and are rooted in architecture, and two additional Principles that reflect evidence-based practices with secondary students with learning and attentional problems, and research on effective teaching strategies at the postsecondary level, including the work of Arthur Chickering and Zelda Gamson. UDI Online Project Team University of Connecticut, 2010

UDI Online Project Team University of Connecticut, 2010 UDI: Some Assumptions Focus on proactive planning and design to enhance: Accessibility Usability Effectiveness Concurrent goal is to reduce need for: Retrofitted accommodations Modifications Faculty as designer Use of the term “universal” is not meant to imply that all users can or will use all elements of a course design. UDI does not imply that EVERY student’s learning situation or needs will be met. UDI does not imply lowering academic and technical standards or expectations. The Principles of UDI© espouse maintaining high expectations for all students. This includes keeping intact all academic and technical standards set by the programs and the faculty member teaching the course. faculty determine the UDI elements to incorporate based on course parameters Universal design is an attitude, not a “prescriptive set of procedures.” (Bissonette, 2006) In addition, UDI is an approach or attitude towards instruction rather than a list of prescribed steps or procedures for teaching. UDI Online Project Team University of Connecticut, 2010

Appling UDI to Online & Blended Courses 4.6 million students were taking at least 1 online course Allen & Seaman, 2010 > 1 in 4 students Why are we applying UDI to online and blended courses? In higher education, the numbers of online courses and students taking online courses is growing. • Over 4.6 million students were taking at least one online course during the fall 2008 term, or More than one in four higher education students now take at least one course online. (Allen & Seaman, 2010) That’s a 17% increase over the number reported the previous year. (Allen & Seaman, 2010) • The 17% growth rate for online enrollments far exceeds the 1.2% growth of the overall higher education student population. (Allen & Seaman, 2010) • More than one in four higher education students now take at least one course online. (Allen & Seaman, 2010) UDI Online Project Team University of Connecticut, 2010

Students with Disabilities in Higher Education Students w/ disabilities are 11% of all college students GAO, 2009 The number of students with disabilities entering higher education institutions is growing. Students with disabilities make up about 11% of all college students. (GAO, 2009) Students with ADHD and LD make up about 27% of those with disabilities in college. (GAO, 2009) Learners with cognitive disabilities are the largest disability group worldwide. (WebAim, n.d.) Web accessibility has focused on physical disabilities, such as blindness. (Bohman & Anderson, 2005) UDI Online Project Team University of Connecticut, 2010

UDI Online Project Team University of Connecticut, 2010 About UDI Online US Department of Education, OPE Grant (PR/Award # P333A080053, 10/1/08-9/30/11) Collaborative project between CPED and CSD Faculty as designer United States Department of Education, Office of Postsecondary Education Grant (PR/Award # P333A080053, 10/1/08-9/30/11) Collaborative project between the Center on Postsecondary Education and Disability (Neag School of Education) and the Center for Students with Disabilities (Division of Student Affairs) Faculty as designer: faculty determine the e-Tools to incorporate into courses based on pedagogical need Project Activities: Step 1: Literature Review Step 2: Needs Assessments Step 3: Selection of e-Tools Step 4: Review of e-Tools UDI Online Project Team University of Connecticut, 2010

Student Survey & Interview Results Advantages Challenges Recommendations for Online & Blended Courses Surveys and interviews of students and faculty regarding online and blended courses were conducted as part of the UDI Online project. Initial results of those surveys and interviewers found advantages, challenges, and recommendations for online/blended course. Advantages Flexibility (related to time – work around schedule) Flexibility (related to space – no commute) Ability to work at your own pace Access to a wide range of resources Opportunity for reflection, in-depth processing Challenges Lack of communication, feedback, and teacher interaction Required to teach and manage self Learn through reading only Trouble with receiving extended time for exams Recommendations for Online & Blended Courses Need to plan for more time on course related assignments and activities Need for clear and explicit directions and expectations from instructor Increased need for interaction and communication with professor and fellow students UDI Online Project Team. (2010). Working documents of student survey and interview results. University of Connecticut. Center for Postsecondary Education and Disability. UDI Online Project Team University of Connecticut, 2010

Faculty Survey & Interview Results Advantages Challenges Recommendations for Online and Blended Courses Surveys and interviews of students and faculty regarding online and blended courses were conducted as part of the UDI Online project. Initial results of those surveys and interviewers found advantages, challenges, and recommendations for online/blended course. Advantages Convenience Collaboration among students from diverse backgrounds Access to resources and ease of incorporating into course Ability to update information in timely manner Challenges Lack of connections with and among students (communication and interaction) Students’ self-management skills Technical issues Time required by instructor (24/7) Recommendations for Online and Blended Courses Clear statement of expectations and deadlines Sensitivity to potential discrepancy between faculty expectations and students’ time management and course engagement Instructional environment that promotes rapport with and among students UDI Online Project Team. (2010). Working documents of student survey and interview results. University of Connecticut. Center for Postsecondary Education and Disability. UDI Online Project Team University of Connecticut, 2010

e-Tool Selection Process Considerations for e-Tool selection: Cost Accessibility Usability Effectiveness Tools selected based on results of literature review and needs assessment Tools identified by project team, instructional designers, and/or faculty reviewers Considerations for e-Tool selection: Cost Accessibility Usability Effectiveness UDI Online Project Team University of Connecticut, 2010

UDI Online Project Team University of Connecticut, 2010 e-Tool Review Process Faculty Reviewers at 5 institutions Faculty Reviewers reviewed e-Tools Students reviewed e-Tools Faculty reviewers at 5 institutions (UConn, MCC, SCSU, Mitchell, Keene State) selected at least 2 e-Tools to incorporate into their courses Faculty reviewers reviewed e-Tools for accessibility, usability, and effectiveness Students reviewed e-Tools for accessibility, usability, and effectiveness UDI Online Project Team University of Connecticut, 2010

UDI Online Project Team University of Connecticut, 2010 e-Tool Assumptions UDI is not about instructional technology alone An e-Tool alone is not an example of UDI Not all e-Tools will work with all students Before we take a look as several examples of e-tools, there are a few assumptions about UDI and the use of the e-tools we would like to clarify. First, UDI is not about technology alone, rather the use of an e-tool should purposefully match a specific pedagogical need or objective. Also, different faculty may use the same e-tool in different ways, which may result in a different, yet important application of a UDI Principle. Additionally, an e-tool alone is not an example of UDI or one of the nine Principles, rather it is how the e-tool is used within an instructional environment that creates the application of UDI. Finally, not all e-tools will work with all students, and depending on the specific situations and needs, some students will still require alternate formats, methods of presentation (e.g., providing text to support an audio clip), or methods of response. UDI Online Project Team University of Connecticut, 2010

UDI Online Project Team University of Connecticut, 2010 UDI e-Toolbox The UDI Online Project at UConn has created a toolbox of “e-tools” that faculty can use in the planning, delivery, and assessment of student learning in their online and blended courses. The web site continues to expand. The current list of e-tools can be accessed at http://www.udi.uconn.edu. UDI Online Project Team. (2010). E-Toolbox. University of Connecticut. Center on Postsecondary Education and Disability. http://www.udi.uconn.edu UDI Online Project Team University of Connecticut, 2010

UDI e-Toolbox: Cognitive Access Cognitive Access within UDI Online refers to approaches and elements that assist diverse learners to acquire, comprehend, recall, apply, evaluate, integrate, and express information within a digital learning environment. UDI Online Project Team University of Connecticut, 2010

UDI e-Toolbox: Communication Access Communication Access within UDI Online refers to approaches and elements that provide multiple opportunities for interaction and dialogue to engage diverse learners within a digital learning environment. UDI Online Project Team University of Connecticut, 2010

UDI e-Toolbox: Physical Access Physical Access within UDI Online refers to approaches and elements that support the ease of navigation of course web sites, clarity in the display of course content, and creation and presentation of course information in multiple formats to provide opportunities for diverse learners to acquire and manipulate course content within a digital learning environment. UDI Online Project Team University of Connecticut, 2010

UDI Online Project Team University of Connecticut, 2010 UDI e-Toolbox Cognitive Access http://udi.uconn.edu/index.php?q=content/cognitive-access Course organization and expectations MS Word http://udi.uconn.edu/index.php?q=content/microsoft-word-hyperlink&prev=Cognitive Instructional supports and materials for course content Adobe Acrobat http://udi.uconn.edu/index.php?q=content/adobe-acrobat-pro-90-commenting&prev=Cognitive Student assessment Rubrics http://udi.uconn.edu/index.php?q=node/355&prev=Cognitive Demo of: MS Word – inserting hyperlinks (pull up syllabus) Adobe – highlight/comment (pdf from EPSY Course) Rubrics – Rubistar http://rubistar.4teachers.org/ and first year writing sample rubric http://www.tcnj.edu/~writing/documents/firstyear.doc UDI Online Project Team University of Connecticut, 2010

UDI Online Project Team University of Connecticut, 2010 UDI e-Toolbox Communication Access http://udi.uconn.edu/index.php?q=content/communication-access Faculty – Student and Student – Student engagement Twitter http://udi.uconn.edu/index.php?q=content/twitter&prev=Communication Demo of Twitter – explain Dr. Rubega’s bird assignment, show tweets from ppt. UDI Online Project Team University of Connecticut, 2010

UDI Online Project Team University of Connecticut, 2010 UDI e-Toolbox Physical Access http://udi.uconn.edu/index.php?q=content/physical-access Navigation Jing http://udi.uconn.edu/index.php?q=content/jing&prev=Physical Display VoiceThread http://udi.uconn.edu/index.php?q=content/voicethread&prev=Physical Demo of: Jing – Screen capture and record audio (example for Joe or Manju’s courses) VoiceThread - http://voicethread.com/# UDI Online Project Team University of Connecticut, 2010

UDI Online Project Team University of Connecticut, 2010 UDI Web Site http://www.udi.uconn.edu Resources Professional Development Modules Technical Briefs Discussion Board Other resources under development on the website include professional development modules, such at this one, on UDI, Legal considerations, Learning Disabilities and ADHD. There will also be links to other toolboxes, information, presentations, and resources. UDI Online Project Team University of Connecticut, 2010

UDI Online Project Team University of Connecticut, 2010 Q & A Questions? Thank You UDI Online Project Team University of Connecticut, 2010

Additional Information UDI Online Project www.udi.uconn.edu udionline@uconn.edu Manju Banerjee Manju.banerjee@uconn.edu Joseph Madaus Joseph.madaus@uconn.edu Kim McKeown Kimberly.mckeown@uconn.edu Permission is granted to copy this document for educational purposes; however, please acknowledge your source using the following citation: University of Connecticut, Center on Postsecondary Education, UDI Online Project. (2011, February). Applying universal design for instruction to online and blended courses. Presentation at the 2011 NERCOMP Annual Conference. www.udi.uconn.edu Thank you. UDI Online Project Team University of Connecticut, 2010