1. Universal Design for Learning
Higher Education Institute: June 2009

2. What do we mean by Universal ?

3. Universal

4. Universal
Innovations emerge from the margins, not from the center or mainstream of the industry

5. Universal Universal, But not uniform:
The power of individual differences

6. Differentiating Individual Differences: Beyond IQ

7. Individual Differences in the Means of Expression

8. Individual Differences in the Means of Representation
Students with Williams syndrome
Students with Down syndrome

9. Students with Williams Syndrome
Students with Down Syndrome

10. Individual Differences in engagement

11. Student with Williams Syndrome Student with Down Syndrome
Once upon a time when it was dark at night, the boy had a frog. The boy was looking at the frog, sitting on the chair, on the table, and the dog was looking through, looking up to the frog in a jar. That night he sleeped and slept for a long time, the dog did. But the frog was not gonna go to sleep. The frog went out from the jar. And when the frog went out, the boy and the dog were still sleeping. Next morning it was beautiful in the morning. It was bright, and the sun was nice and warm. Then suddenly when he opened his eyes, he looked at the jar and then suddenly the frog was not there. The jar was empty. There was no frog to be found.
The frog is in the jar. The jar is on the floor. The jar is on the floor. That’s it. The stool is broke. The clothes is laying there.
(Matched for IQ)

12. What do we mean by Learning?
Cognitive Neuroscience

13. Learning is not one thing: a) Differs according to what is being learned?

14. Posner and Raichle, Images of the Brain

16. Left panel: the harmony condition activated the left side of the brain more than the right. It also activated inferior (or lower) regions of the temporal cortex as compared to the melody condition
Center panel: the melody condition activated both sides of the area called the temporal cortex (which is known to represent sound) to a much greater extent than did the rhythm and harmony conditions.
Right panel: much of the brain activation observed during the rhythm condition was in the cerebellum.
PET scans by Lawrence Parsons, Peter Fox, and Donald Hodges Universty of Texas, San Antonio

17. Word Reading in the Brain

18. Learning is not one thing: b) Differs according to who the learner is

19. FMRI -Dyslexia
From Shaywitz et al.

20. Learning is not one thing: d) Differs according to when the learning occurs

21. When reading emotion, teens (left) rely more on the amygdala, while adults (right) rely more on the frontal cortex.
Deborah Yurgelon-Todd, 2000

22. Learning is not one thing: c) Differs according to when the learning occurs: experience

23. What learning looks like*

24. What learning looks like*

25. Vygotsky in the Brain

26. Understanding Three Broad Types of Learning

27. Learning networks Recognition network Strategic network
There are three networks involved in learning.
Affective network 27

28. Recognition networks
Takes information in from the environment and transforms it into knowledge

30. Strategic networks
Set goals and strategies for action and expression

35. Time = 0.0 sec
Time = 3.7 sec

36. Time = 0.0 sec
Time = sec

37. Affective network
Interprets emotional and affective significance or importance

39. What do we mean by Design?

40. Design
Ron Mace introduces concept of "universal design" in architecture.
The design of all products and the built environment to be aesthetic and usable to the greatest extent possible by everyone, regardless of their age, ability, or status in life.
Ron Mace, founder and program director of The Center for Universal Design

45. What is the problem?

46. What’s the solution? Assistive Technologies Remedial Education
Therapies
Alternative placements

47. What’s the problem, v.2.0?

48. Not access but Learning
Education: Bloom’s Taxonomy of Learning
Three Domains: Cognitive, Psychomotor, Affective
Psychology: Vygotsky
Recognition of the information to be learned
Application of strategies to process that information
Engagement with the learning task (Vygotsky, 1962). 
Neuroscience
Knowledge
Skills
Affect

49. But if this is the problem….
Circa 1450 – 1990
The Advantages of Print were most prominent:
standardization, permanence, uniformity

50. Compared to New Media
The Disadvantages of Print became more prominent
standardization, fixedness, uniformity

51. Designing for individuals
Adjustable Challenge and Support

52. New Media

53. A foundation for flexibility

54. The virtue of NIMAS or XML
NFF

55. Flexible display

56. Flexible Display: Multiple Representation
Tale of Two Cities
…It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of

57. Multiple representations

58. Multiple representations

59. In this modern context:
It is print that has disabilities.

60. Textbooks: Disabled in who they can teach

61. Textbooks: Disabled in what they can teach

62. Textbooks: Disabled in how they can teach

63. Textbooks: Disabled in when they prepare students

64. Design Guidelines Meeting the challenge of Diversity
Differentiation and UDL
Differentiation in how information is presented
Differentiation in how knowledge is expressed
Differentiation in how user is engaged.

65. Learning in T-560 Knowledge Multiple representations of information
Skills
Multiple options for expression
Affect
Multiple means of engagement

66. What are these applied to?
Knowledge
Multiple representations
of information
Goals
Media and Materials
Methods (Lectures)
Assessment

67. What are these applied to?
Knowledge
Multiple representations
of information
Goals
Media and Materials
Methods (Lectures)
Assessment

68. What are these applied to?
Knowledge
Multiple representations
of information
Goals
Media and Materials
Methods (Lectures)
Assessment

69. Thinking about Lectures
How to make Lectures that are more universally designed.

70. Using the Guidelines to think about lectures

71. First: What is the Goal of the Lecture?
The idea of construct relevant and irrelevant features

72. What are the media and Materials of Lectures?
Auditory Media
Human Voice
semantics
pragmatics
syntax
Visual Media
Gesture
Facial Expression
Slides/images
Handouts

73. What are the construct-irrelevant demands?
1) Sensory/Perceptual
Requires excellent hearing, audition
Requires good vision.
2) Linguistic
Requires English fluency
Requires relevant vocabulary Requires processing of linguistic structure.
3) Cognitive
Requires background knowledge
Requires selective listening
Requires listening comprehension skills
Requires excellent working memory
information is impermanent, sequential, un-reviewable

74. Potential Solutions: UDL Guidelines
Auditory Information
audio amplification
live ASL translation
automated ASL
automated speech to text
captions for video
Visual information
image expansion
image description

75. Potential Solutions: UDL Guidelines
Think aloud

76. Potential Solutions: UDL Guidelines
Background Knowledge Situated Stories
Links on blog
Highlight Critical Features
Powerpoint illustrations
Voice emphasis
Options that guide information processing
Concept maps. Slide headers
Support Memory and Transfer
Video of lecture
Printed handouts
Notetakers

77. Berkowitz
Cox
Goldsmith 1
pt 2
Parker
Miranda
Kim
Roberti
Sallen

78. How do the students express what they know?

80. How do the students express what they know?

81. How do the students express what they know?
Large group participation
Small “leveled” Discussion Groups
Online Threaded Discussion
Networked Blogs
Multimedia Assignments

82. How do the students express what they know?
Google Docs
Blogs
Bookbuilder
VoiceThread
Dreamweaver
Flash

83. How do the students express what they know?
Models from prior years
Mentoring Labs
Agents in BB

84. How do the students express what they know?
Project Proposal
Rubrics
Individual Consultation
Current Grade Estimate

85. What are these applied to?
Knowledge
Multiple representations
of information
Assessment
Bookbuilder
Voice Thread
Curriculum Lesson