© 2006 Rehabilitation Research Design & Disability (R 2 D 2 ) Center, UW-Milwaukee, Universal Design and the Learning Centered Campus Begin Presentation Go to Accessibility Instructions

© 2006 Rehabilitation Research Design & Disability (R 2 D 2 ) Center, UW-Milwaukee, 22 In addressing the “issues” in post- secondary education for students with disabilities, 1. Is it the individual? or 2. Is it the environment?

© 2006 Rehabilitation Research Design & Disability (R 2 D 2 ) Center, UW-Milwaukee, 33 “ While nondiscriminatory in intent, accommodations are rarely based on pedagogical decisions by faculty concerning the best way to promote student learning.” “ Learning environments can be made more accessible and inclusive!” David Edyburn, PhD (2007)

© 2006 Rehabilitation Research Design & Disability (R 2 D 2 ) Center, UW-Milwaukee, 44  UD Curriculum strategically supports all students.  UD framework encourages the use of technologies to support best teaching practices.

© 2006 Rehabilitation Research Design & Disability (R 2 D 2 ) Center, UW-Milwaukee, 5 A Useful Quote  “Most teachers have been lifelong learners. At some point in this journey, teachers need to develop a personal understanding of what learning and teaching mean.” - Steve J. Thein 5

© 2006 Rehabilitation Research Design & Disability (R 2 D 2 ) Center, UW-Milwaukee, 6 The Journey to a Universally Designed Campus Means at least the following:  Considering your view of teaching and  Considering your use of technology 6

© 2006 Rehabilitation Research Design & Disability (R 2 D 2 ) Center, UW-Milwaukee, 7 Two Views of Teaching  Teaching as Telling  Teaching as Organizing Student Activity 7

© 2006 Rehabilitation Research Design & Disability (R 2 D 2 ) Center, UW-Milwaukee, 8 Teaching as Telling  Transmit authoritative content  Demonstrate procedures  Develop teacher content expertise 8

© 2006 Rehabilitation Research Design & Disability (R 2 D 2 ) Center, UW-Milwaukee, 9  Present knowledge clearly  Organize ideas coherently  Master delivery techniques  Relate content to students through personal examples as evidence

© 2006 Rehabilitation Research Design & Disability (R 2 D 2 ) Center, UW-Milwaukee, 10 Teaching as an Organizing Activity  Elicit student activity and construction of knowledge  Actively engage students  Expand repertoire of strategies for involving students 10

© 2006 Rehabilitation Research Design & Disability (R 2 D 2 ) Center, UW-Milwaukee, 11 How do I get where I want to be? A Model for Teaching as Telling:  Lecture (20%)  Exercises (20%)  Conversations and Sharing (20%)  Guest speakers and video (20%)  Previews, assignments (20%) 11

© 2006 Rehabilitation Research Design & Disability (R 2 D 2 ) Center, UW-Milwaukee, Strategies for Learner-Centered Instruction 1.Students do more learning tasks 2.Students do more discovery 3.Teachers do more design work 12

© 2006 Rehabilitation Research Design & Disability (R 2 D 2 ) Center, UW-Milwaukee, Teachers do more modeling 5.Students do more learning from and with each other 6.Teachers focus on climate for learning 7.Teachers do more with feedback

© 2006 Rehabilitation Research Design & Disability (R 2 D 2 ) Center, UW-Milwaukee, 14 Using more technology for Telling and Learner-Centered  Universally Designed electronic format provides OPTIONS 14

© 2006 Rehabilitation Research Design & Disability (R 2 D 2 ) Center, UW-Milwaukee, 15 Options might include :  Read Aloud – computer or screen reader  Printed on a Braille printer  Spoken or Written Translation  Organizational supports  Include Hyperlinks to more in-depth study

© 2006 Rehabilitation Research Design & Disability (R 2 D 2 ) Center, UW-Milwaukee, 16 Improving Outcomes for College Students with Disabilities: 10 strategies for Instructors 3 Tincani, Matt. (2004)

© 2006 Rehabilitation Research Design & Disability (R 2 D 2 ) Center, UW-Milwaukee, 17 Accessible syllabusGuided notes Study objectivesResponse Cards (or Technology) Study guidesPeer tutoring Frequent testsFluency building Remedial activitiesFeedback

© 2006 Rehabilitation Research Design & Disability (R 2 D 2 ) Center, UW-Milwaukee, 18 Are these strategies really exclusive to students with disabilities or are they components of UNIVERSAL DESIGN?

© 2006 Rehabilitation Research Design & Disability (R 2 D 2 ) Center, UW-Milwaukee, 19 What do we know about today’s learners that makes UNIVERSAL DESIGN so relevant to all students?

© 2006 Rehabilitation Research Design & Disability (R 2 D 2 ) Center, UW-Milwaukee, 20 DIVERSITYDIVERSITY AND.... Culture Language Age Learning Style

© 2006 Rehabilitation Research Design & Disability (R 2 D 2 ) Center, UW-Milwaukee, 21  Digital  Connected  Experiential  Social  Immediate Majority of “underclassmen” are:

© 2006 Rehabilitation Research Design & Disability (R 2 D 2 ) Center, UW-Milwaukee, 22 Generation Y “The Internet Generation” The "Millennials” Echo Boom Generation

© 2006 Rehabilitation Research Design & Disability (R 2 D 2 ) Center, UW-Milwaukee, 23 As opposed to or in connection with “The B.C. Generation” (born before the mid-late 1970’s)

© 2006 Rehabilitation Research Design & Disability (R 2 D 2 ) Center, UW-Milwaukee, 24 New buzzwords in higher education “blended learning” & “ hybrid course ”

© 2006 Rehabilitation Research Design & Disability (R 2 D 2 ) Center, UW-Milwaukee, 25 From the “Sage on a Stage” A Continuum in Hybrid or Blended Learning

© 2006 Rehabilitation Research Design & Disability (R 2 D 2 ) Center, UW-Milwaukee, 26 “Guide by the Side” To

© 2006 Rehabilitation Research Design & Disability (R 2 D 2 ) Center, UW-Milwaukee, 27 Dynamic Course Design 3 4 Steps to Integrating Universal Design and Learner Centered Education (LCE)

© 2006 Rehabilitation Research Design & Disability (R 2 D 2 ) Center, UW-Milwaukee, 28 Eliminate barriers through UD Provide accommodations for what you cannot modify (1) (2)(3) (4) From LCE From ADA

© 2006 Rehabilitation Research Design & Disability (R 2 D 2 ) Center, UW-Milwaukee, 29 GROUP ACTIVITY

© 2006 Rehabilitation Research Design & Disability (R 2 D 2 ) Center, UW-Milwaukee, 30 Review of Presentation: Learning Goals Met? Do you understand the concepts of UD and LCE 1 and how they are interrelated? Are you able to utilize Dynamic Course Design 2 to integrate both concepts? Have we given you any tools to become a confident teacher/presenter in reaching all students, as well as colleagues (Role of the DARC)?

© 2006 Rehabilitation Research Design & Disability (R 2 D 2 ) Center, UW-Milwaukee, 31 What can you do to share what you have learned today with others in your department?

© 2006 Rehabilitation Research Design & Disability (R 2 D 2 ) Center, UW-Milwaukee, The Beginning

© 2006 Rehabilitation Research Design & Disability (R 2 D 2 ) Center, UW-Milwaukee, THANK YOU!

© 2006 Rehabilitation Research Design & Disability (R 2 D 2 ) Center, UW-Milwaukee, 34 References  Chickering, A W., & Gamson, Z. (1987) Seven Principles for good practice in undergraduate education. Washington, D.C: American Association for Higher Education. (ERIC Document Reproduction Service ED282491)  Harrison, E.G., Working With Faculty Toward Universally Designed Instruction; The Process of Dynamic Course Design, Journal of Postsecondary Education and Disability, (19)2,152 –162.

© 2006 Rehabilitation Research Design & Disability (R 2 D 2 ) Center, UW-Milwaukee, 35  Tincani, M. (2004). Teaching college students with disabilities: 10 strategies for instructors. College Teaching, 52,  Weimer, M.(2002) Learner-Centered teaching. San Francisco. Jossey-Bass.

© 2006 Rehabilitation Research Design & Disability (R 2 D 2 ) Center, UW-Milwaukee, 36 Presenter Options, Including Universal Access Features  The “speaker notes” function in PowerPoint is used as a universal access feature.  The speaker notes contain text descriptions of the graphics, because it was not feasible to do this with PowerPoint’s ALT text function to provide access for people with disabilities, including vision and cognitive impairments.  The notes can also be used to prepare a presenter for delivering the slides.  Where graphics repeat, the descriptions for graphics only describe what has changed from the previous slide.  Unfortunately, current versions of the free PowerPoint Viewer do not support “speaker notes.”

© 2006 Rehabilitation Research Design & Disability (R 2 D 2 ) Center, UW-Milwaukee, 37 Presenter Options – Viewing Speaker Notes  Using the “Slide Show” view  In Windows, right click on the slide in use or use the context key to bring up the menu, and then select “speaker notes”  On a Mac, using Ctrl + Click on the slide and select “speakers notes” from the menu.  The notes can also be seen as a part of the “Normal” view or directly by using the “Notes Page” view.  When in “Normal” view, F6 can be used to switch between the slide, notes, and outline panes respectively. Go back to the opening presentation slide