Introduction to Universal Design for Learning
Brief Overview
Accessible and impactful learning experiences don’t just happen, they are intentionally designed to proactively address the needs of all learners. Universal Design for Learning (UDL) is an instructional framework that can provide more equitable learning experiences by reducing physical, cognitive, intellectual, and organizational barriers.
Principles
There are three main principles of UDL to keep in mind when designing a course:
- Provide multiple means of engagement: the “why” of learning.
- Explore with students how course goals may relate to their personal or professional goals.
- Incorporate pre-reflection activities into the course to gauge prior knowledge, address misconception and prime interest.
- Scaffold materials and activities to clarify relevance and support learners with varying levels of experience, needs and interests.
- Allow flexibility with timelines and pacing when possible.
- Provide multiple means of representation: the “what” of learning.
- Present course content in multiple different ways, such as through text, audio, and video.
- Use content variety to offer options for interaction, giving learners choice of which content to engage with based on their need, interest, or level of experience.
- Make course materials accessible across devices and assistive technologies.
- Provide rubrics and exemplars to clarify expectations and provide equitable evaluation regardless of format.
- Provide multiple means of action and expression: the “how” of learning.
- Build in flexibility in how learners interact with content and activities with awareness of potential physical or mental differences.
- Develop assessments that allow choice in how learners demonstrate knowledge.
- Teach, model or explicitly explain language, tone and formatting if it is specifically relevant to the assessment or course goals.
- Solicit learner feedback and incorporate self-reflection.
Summary
Implementing Universal Design for Learning (UDL) is an iterative process, not something that needs to be done all at once. It represents a commitment to regularly evaluating and enhancing course accessibility and inclusivity for diverse learners.