Universal Design. for Learning: Universal Design for Learning: A framework for good teaching, a model for student success Thanks to Sandy Chapman and TILT for inviting me to speak, and to all of you for coming I’m Craig Spooner . . . ACCESS Project, a federally funded grant working to improve teaching and learning through the application of something called “universal design for learning.” Q: How many of you have heard of Universal Design for Learning or “UDL”? Now, normally I would jump right into a definition of UDL, But today I’m going to try something a little different—something that should provide some context and help you understand how UDL might affect you as an instructor at CSU. I am going to structure my brief talk about 3 BIG questions today, the first of which is . . . Craig Spooner, Project Coordinator The ACCESS Project Colorado State University

The ACCESS Project Funded by U.S. Dept. of Education, Office of Postsecondary Education Grant #P333A080026 Our Goal: Ensuring that students with disabilities receive a quality higher education Our Method: Universal Design for Learning (UDL) Student Self-Advocacy Cathy? Last point: We believe that learning occurs at the intersection of good instruction and student self-advocacy, and so the ACCESS Project includes both a faculty component and a student component.

UDL What is it? Who needs it? How can you implement it? So, what are we going to talk about today?

Universal Design for Learning “ Universal Design for Learning (UDL) is a set of principles and techniques for creating inclusive classroom instruction and accessible course materials. teaching Craig ” technology

History of UDL Universal Design (UD) Accommodate the widest spectrum of users without the need for subsequent adaptation Access to public buildings, city streets, television… Universal Design for Learning (UDL) Inclusive pedagogy Applies to both teaching and technology The UD movement began in the early ’90s with an architect named Ron Mace at N. Carolina State University… He realized that buildings were being retrofitted w/ costly changes to allow wheelchair access. Why, he wondered, hadn’t the designers anticipated that in the original design? Design with diverse uses in mind, so that retrofitting or subsequent adaptation isn’t necessary – the guiding principle. Q: Can you think of an example of something that was designed originally to accommodate people w/ disabilities, but that’s now in widespread use? Examples: Ramp and automatically door opener (wheelchair | person on crutches; Curb cuts in city streets (wheelchair | mom w/ stroller) TV Closed captions (hearing impaired | busy airport/quiet computer lab in the library) Ergonomic kitchen utensils (stroke victim w/ mobility impairment | anyone!) The underlying principles is PLAN FOR DIVERSITY! UDL: the same principle applied to instruction…

3 Principles Represent information and concepts in multiple ways (and in a variety of formats). Students are given multiple ways to express their comprehension and mastery of a topic. Students engage with new ideas and information in multiple ways. Representation refers to the many way students get to see, read or interact with new ideas and information, and UDL model suggests that the more ways we do this, the better it is for students. Similarly, students should be given…

Representation

#1: Representation Presenting ideas and information in multiple ways and in a variety of formats Lectures Group activities Hands-on exercises Text + Graphics, Audio, Video Distribute class notes ahead of time Usable electronic formats (e.g., Word, PDF, HTML) The first principle is that Ideas and information need to be represented in multiple ways. Lectures can be terrific, but they address only one kind of learning style. So, in addition to instructors lecturing and students taking notes, UDL recommends other teaching practices known to reach and engage more students. For example: student-centered learning, active learning and other models of pedagogy that put students in the driver’s seat. UDL also emphasizes hands-on activities, the use of visual materials (and their text equivalents), preferably posted online so that everyone has easy access to them. Electronic documents need to have usability features such as searchability, copy and paste, bookmarks, text-to-speech These features are nice for many users, but absolutely essential for some, like those with disabilities!

Alternative Representations* Lecture: Its strengths and weaknesses Video/Audio podcasts Shared note taking The enormous expressivity of the human voice *Rose, David H., Harbour, Wendy S., Johnston, Catherine Sam, Daley, Samantha G., & Abarbanell, Linda. (2006). Universal design for learning in postsecondary education: Reflections on principles and their application. Journal of Postsecondary Education and Disability, 19(2), 135-151.

A Tale of Two Documents: The Technical Side of UDL Scanned OCR and Tags

What makes a document Universally Designed? Searchability Copy and Paste Bookmarks or an Interactive Table of Contents Text to Speech capability Accessibility Keyboard access, alternative to images, etc.

UDL Tech Tutorials Microsoft Word PowerPoint Adobe PDF HTML E-Text Styles and Headings Images PowerPoint Adobe PDF HTML E-Text http://accessproject.colostate.edu

Expression

#2: Expression Students express their comprehension in multiple ways The “Three P’s”: Projects, Performances, Presentations Mini-writing assignments Portfolios/Journals/Essays Multimedia (text/graphics/audio/video) If we present information to students in multiple ways, then it makes sense that we should give them opportunities to express their understanding of that content in multiple ways. Whenever possible, look beyond standardized testing; encourage what Rich Feller calls the “Three Ps”: Project, Performances, and Presentations. For example…

Engagement

#3: Engagement Engaging students in multiple ways Express your own enthusiasm! Challenge students with meaningful, real-world assignments (e.g., service learning) Give prompt and instructive feedback Use classroom response systems (i>clickers) Make yourself available to students during office hours in flexible formats Getting students engaged is the cornerstone of learning! UDL advocates “active learning” strategies that are promoted in the education literature. Many of TILT’s efforts are devoted to making learning more active and engaging, such as Service Learning…

CSU Psychology Undergraduates: What helps you learn? Information presented in multiple formats Instructor actively engages students in learning Instructor relates key concepts to the larger objectives of the course Instructor begins class with an outline Instructor summarizes key points Instructor highlights key points of instructional videos

CSU Psychology Undergraduates: What engages you? Strategies that increase engagement i>clicker questions Asks questions Videos Partner/group discussion and activities In-class mini writing assignments Transition considerations – students entering higher ed ….

UDL Who needs it? The need for UDL…

Student Diversity Ethnicity & Culture Gender Nontraditional ESL/Native language Learning Styles/Intelligences Disabilities Students today are a very diverse group, and not just in the ways we’re accustomed to thinking about!

ESL / Native Language Potential barriers to comprehension For both students and instructors Affects written and verbal communication

Language Quiz 1 What is your good name, sir? Full name Last name Nickname or pet name Craig

Language Quiz 2 I say there are 100 Crore stars in the sky. You say the stars number 10,000 Lakh. Do we agree? 1 lakh* = 100,000 1 crore = 10,000,000 Yes. 100 Crore = 1 billion; same as 10,000 Lakh Crore: 10 million Lakh: 100,000 So, 1 krore is equal to 100 lakh. See “South Asian numbering system” on Wikipedia.

Learning Styles Visual Auditory (listening) Visual-Linguistic (reading and writing) Visual-Spatial (graphs and pictures) Auditory (listening) Kinesthetic (touching and moving)

Disabilities Short-term and long-term, apparent and non-apparent Mobility Impairments Blindness/Visual Impairments Deafness/Hearing Impairments Learning Disabilities Attention Deficit Disorder (ADD/ADHD) Autism Spectrum Disabilities Traumatic Brain Injury (TBI) Post Traumatic Stress Disorder (PTSD) Craig – introduce the slide. Marla – query their perspectives on who has an IEP or receives integrative services (apparent or non – apparent)

Disabilities in Higher Education Nationally, 11.3% of undergraduates report some type of disability1 At Colorado State University2 8%–11% report a disability Non-apparent disabilities are by far the largest proportion and growing Even among students who say they have a disability, few seek accommodations 1National Center for Education Statistics, 2008; U.S. Government Accountability Office, 2009 2Schelly, Davies & Spooner, Journal of Postsecondary Education and Disability (Feb. 2011)

The Goals of Colorado State University Access, Diversity, and Internationalization Accessibility for students with physical, learning and other disabilities Active and Experiential Learning Opportunities Student Engagement Outcomes Learning Outcomes (e.g., critical thinking) Retention and Graduation I pulled these right from CSU’s strategic plan.

The UDL Framework Represent Express Engage Begin Wrap-Up Q: Now, are any of these teaching methods new? In fact, many are drawn from the Seven principles for good practice in undergraduate education set out by Chickering and Gamson in 1987. WRAP-UP: What is new is the three-part conceptual framework in which these well-known teaching practices are organized—a framework that emphasizes respect for the diversity of learners. What’s also new is a way of conceptualizing the creation of course materials that everyone can use, despite the myriad technologies in use today.

What can UDL accomplish? Cast a wider net to “catch” a more diverse set of learners Make learning more active and engaging Make learning and the materials of instruction accessible and usable by more students Help reduce the need for individual accommodations Wrap-up: Craig and Marla

Published UDL Resources Burgstahler, S., & Cory, R. (2008). Universal design in higher education: From principles to practice. Cambridge, MA: Harvard Education Press. Rose, D., et al. (2006). Universal design for learning in postsecondary education: Reflections on principles and their application. Journal of Postsecondary Education and Disability, 19(2), 135-151. Schelly, C. L., Davies, P. L., & Spooner, C. L. (in press). Student Perceptions of Faculty Implementation of Universal Design for Learning. Journal of Postsecondary Education and Disability.

Thank you! Craig Spooner craig.spooner@colostate.edu 970-491-0784 accessproject.colostate.edu