1. UDL to the rescue: UDL in a Programming Course
George Meghabghab Campus Mentor

2. 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), 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

3. 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

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

5. 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

7. 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

8. UDL Research in Programming
UDL claims to be highly based on research as it stated by their own web site: ( “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.

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

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

11. 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.

12. 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.

13. 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.

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

15. 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.

16. 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.

17. 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

18. 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.

19. Data Results on Programming I: Fall 2017

20. Data Results on Programming I: Fall 2017

21. Data Results on Programming I: Fall 2017

22. Data Results on Programming I: Fall 2017

23. Impact of Revel1 on Drobox1 and Test1: Programming I

24. Impact of Revel2 on Drobox2 and Test2: Programming I

25. Impact of Revel3 on Drobox3 and Test3: Programming I

26. Impact of Revel4 on Drobox4 and Test4: Programming I

27. References
Bashan, J. D., & Gardner, J. (2010). Measuring Universal Design for Learning. Special Education Technology Practice, 12(2), 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