UDL to the rescue: UDL in a Programming Course George Meghabghab Campus Mentor RSCC(@georgemeghab)

UDL Framework: 3 Principles Multiple means of representation: What (Recognition Networks) Multiple means of action and expression: How (Strategic Networks) Multiple means of engagement: Why (Affective Networks) the basic structure of something : a set of ideas or facts that provide support for something : a supporting structure : a structural frame Principle: a comprehensive and fundamental law, doctrine, or assumption References Bashan, J. D., & Gardner, J. (2010). Measuring Universal Design for Learning. Special Education Technology Practice, 12(2), 15-19.Retrieved from Education Research Complete database Erlandson, R. F. (2002). Universal Design for Learning: Curriculum, technology, and accessibility. Retrieved from ERIC database (ED477004) Lodico, A. G., Spaulding, D. T., & Voegtle, K. H. (2010). Methods in educational research, from theory to practice. (2nd Edition). San Francisco: Jossey-Bass. Maryland State Department of, E. (2011). A route for every learner: Universal Design for Learning (UDL) as a framework for supporting learning and improving achievement for all learners in Maryland, prekindergarten through higher education. Maryland State Department of Education. Retrieved from ERIC database (ED519800) Pritchard, A. (2009). Ways of learning : Learning theories and learning styles in the classroom. Taylor & Francis Routledge. Retrieved from Ebook Collection Database Rose, D. H., & Meyer, A. (2011). A practical reader in universal design for learning. (5 ed.). Cambridge: Harvard Education Press Strategic Network - Action and Expression Principle Highly interactive Resource rich Assist in the development of understanding and comprehension Define key concepts Highlight important information Provide various ways of interaction Affective Network - Engagement Principle

UDL Framework: 9 guidelines WHAT(Recognition Networks) Provide options for perception Provide options for language, mathematical expressions, and symbols Provide options for comprehension Guideline: a line by which one is guided: such as a :a cord or rope to aid a passer over a difficult point or to permit retracing a course b :an indication or outline of policy or conduct

UDL Framework: 9 guidelines HOW(Strategic Networks) Provide options for physical action Provide options for expression and communication Provide options for executive functions

UDL Framework: 9 guidelines (cont) WHY(Affective Networks) Provide options for recruiting interest Provide options for sustaining effort and persistence Provide options for self-regulation

Summary of UDL 3 Principles 9 Guidelines: Different combinations of 3 guidelines out of 9: 9C3=9*8*7/6=84 31 Checkpoints=Different combinations of 3 checkpoints out of 31: 31C3=31*30*29/6=4495 Checkpoint: a point at which a check is performed

UDL Research in Programming UDL claims to be highly based on research as it stated by their own web site: (http://www.udlcenter.org/research/researchevidence): “The UDL Guidelines are based on research from several very different fields and from many different researchers at many different universities and research organizations” Lack of any serious research on the application of UDL in computer science in general and programming in particular. Lack of even practical application and observation of UDL in computer science related field.

Revel Platform as a Foundation of Engagement in Learning Programming Read a little Do a little High Impact Dynamic Content

Digital Immersive Learning Decrease Extraneous Cognitive Load Increase Active and Constructive Engagement Supply Immediate Feedback

Intrinsic CL: Mental Effort Used in learning. Cognitive Load (CL)= Total amount of mental effort used in the working memory Intrinsic CL: Mental Effort Used in learning. Extraneous CL: Mental effort spent on distracting elements not relevant to the learning.

Decrease Extraneous CL Optimal Learning Space(OLS) Design Manageable pieces of consistent structure. Learner does not feel overwhelmed. Interface is highlighted and coded for key activities. Contiguous learning space for each segment leaners occupy.

Increase Active & Constructive Engagement Spacing interactivity between subsets of content improves learning. Instructional content that includes interactive content, spacing the interaction with active pauses benefits learners.

Increase Active and Constructive Engagement with Multiple Methods Media Interactives: Simulation Animation Drag-and-drop matching activities Interactive maps Videos

Supply Immediate Feedback Specific to the task at hand; Provides concrete information on learner; Connects each task to the next content. Throughout each unit, learners check their understanding at regular intervals before moving on using formative assessments.

Supply Immediate Feedback(cont) Actionable Feedback: Learners can learn from their mistakes and keep moving forward. Trackable Feedback: Detailed information on performance in terms of specific learning objectives enables experts to intervene when necessary to keep each individual learner on track.

1. Decrease Extraneous Cognitive Load students learn to be present helping to target focus students learn to be present 2. Increase Active and Constructive Engagement providing the “wow” factor more than memorization 3. Supply Immediate Feedback Happens in “real time” Creates evidence of learning for the student Proof of learning along the way

Assessment of Digital Immersion 1. Measurable impact on learner outcomes: Access Completion Competence Progression 2. Evidence-based design provides both learners and experts with activity results. 3. Data results drive improvement in product design.

Data Results on Programming I: Fall 2017

Data Results on Programming I: Fall 2017

Data Results on Programming I: Fall 2017

Data Results on Programming I: Fall 2017

Impact of Revel1 on Drobox1 and Test1: Programming I

Impact of Revel2 on Drobox2 and Test2: Programming I

Impact of Revel3 on Drobox3 and Test3: Programming I

Impact of Revel4 on Drobox4 and Test4: Programming I

References Bashan, J. D., & Gardner, J. (2010). Measuring Universal Design for Learning. Special Education Technology Practice, 12(2), 15-19.Retrieved from Education Research Complete database Erlandson, R. F. (2002). Universal Design for Learning: Curriculum, technology, and accessibility. Retrieved from ERIC database (ED477004) Lodico, A. G., Spaulding, D. T., & Voegtle, K. H. (2010). Methods in educational research, from theory to practice. (2nd Edition). San Francisco: Jossey-Bass. Maryland State Department of, E. (2011). A route for every learner: Universal Design for Learning (UDL) as a framework for supporting learning and improving achievement for all learners in Maryland, prekindergarten through higher education. Maryland State Department of Education. Retrieved from ERIC database (ED519800) Pritchard, A. (2009). Ways of learning : Learning theories and learning styles in the classroom. Taylor & Francis Routledge. Retrieved from Ebook Collection Database Rose, D. H., & Meyer, A. (2011). A practical reader in universal design for learning. (5 ed.). Cambridge: Harvard Education Press