Trends in Technology that Support
Universal Design for Learning
http://udl.concord.org/share/UDL_IDL_2008.ppt
http://udl.concord.org/
UDL activities run on Windows, Macintosh and Linux
computers with Java 5 (1.5) or later installed.
If you are using Java 1.5 on MacOS 10.4 or later, you will
almost certainly need to fix a Java Web Start bug:
http://confluence.concord.org/display/CCTR/How+to+fix+th
e+WebStart+bug
The Concord Consortium
• Realizing the educational potential of
information technologies
• Not-for-profit
• Educational research and development
• Focus: Educational Technology
• Funding: grants
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Universal Design for Learning
“Applying universal design to learning
materials and activities can increase
access for learners with wide disparities
in their abilities to see, hear, speak,
move, read, write, understand English,
attend, organize, focus, engage, and
remember.”
-- Rose & Meyer, 2000, 2002
UDL Science: Why?
There are no classroom-ready STEM curriculum
materials that use Universal Design for Learning.
There is a particular urgency to develop UDL
materials now because the 2004 Individuals with
Disabilities Education Act (IDEA) included provisions
for a process that will result in a voluntary National
Instructional Materials Accessibility Standard
(NIMAS).
Exemplars are needed that demonstrate what is
possible when UDL materials are designed from the
start for electronic delivery.
UDL Science: Goals
The goal of this project is to create practical science
materials designed with UDL principles for students
and teachers in inclusive classrooms.
The project will create sufficient materials to test the
effectiveness of the approach and provide an
exemplar that can inspire additional content and
further development.
UDL Science: Modules
The project has developed four modules that each
require two to three weeks of class time.
Each includes a driving question that leads to
investigations with focusing on different learning styles.
Energy conservation and conversion is highlighted in
each module, providing a unifying theme.
UDL Science: Modules
Why are there
clouds?
This earth systems module focuses on weather, air
pressure and temperature, latent heat, and
evaporation.
What do plants
eat?
This is a life science module that introduces light and
photosynthesis.
What is
electricity?
This physical science module introduces electrical
energy. Discover why it takes two wires to light a bulb.
What if there
was no friction?
This is a physical science module focused on force,
motion, and energy at astronomical and atomic scales.
UDL Science
Driving Question
Introduction with conceptual probe and
initial assessment
Student Explorations around Driving Question (30 - 45 minutes each)
Science
using
computer
Science
project in
classroom
Related
math
project
“Lab Notebook”
Related
reading
project
Selected Results
Student Presentation
Online format
Make a poster
Make a physical
model
Some other form
of answer
Scaffolding - areas of unit that can be scaffolded to provide help for learning styles
UDL Science
The science modules provide a range of
alternatives for the way tools are used in the
classroom.
• Alternative Representations
• Alternative Communications
• Alternative Instructional Strategies
• Alternative Assessments
• Additional Alternatives
Alternative Representations
The materials is constructed from three kinds of
objects: text boxes, graphs, and models with a
range of display options:
• Type of display
• Font size and line width
• Colors
• Multiple languages: English and Spanish
• Vocalization: spoken text
Alternative Communications
The text can be selected and read in meaningful
parts (e.g., words, phrases, sentences, or
paragraphs) and it can explain text using a
glossary.
Smart Graph, Smart Model and Drawing Tool will
be able to describe important features, e.g., a
graph’s maximum, minimum, and slope.
UDL Science: Models and Sensors
Each module includes activities that use:
• Models
Computer models can simulate situations that are hard
to see (molecular motion) or hard to understand
(complex systems). They allow students to study and
manipulate phenomena that are otherwise inaccessible.
• Sensors
Using sensors attached to real-time Smart graphs,
students can do real experiments and take vivid and
compelling measurements. This encourages active
engagement in science and exploration of the natural
world. (Force, light, temperature, relative humidity,
and voltage)
UDL Science: Smart Graphs
Alternative Instructional Strategies
The materials are constructed various
instructional strategies:
•
Multiple discovery questions to answer
the driving question
•
Hands-on, probes, Flash or models
(age-appropriate)
•
“Glossary” for highlighted tools contextual vocabulary
•
Leveled “scaffolding” of questions
Alternative Instructional Strategies
Scaffolding
Level 1: One or more examples of good responses
are provided.Students are asked to add
to response in their own words.
Level 2: The student selects the best of several
suggested multiple-choice responses.
Level 3: Parts of a response are provided, but the
student is asked to fill in missing
content.
Level 4: Clues are given for data or information
that students should use.
Level 5: Only context-independent scaffolding is
provided.
Alternative Assessments
Explicit and embedded assessments
include:
• Tracking (time/action)
• Snapshots
• Performance assessment
~ multiple choice items
~ open-ended responses
~ drawing responses
• Electronic portfolios
• Automatically graded pre-post tests
Alternative Assessments
Additional Alternatives
Additional alternatives include:
• Speed control
• Wrap-up - Big ideas portfolio (screen shots)
• Coaches
• Visual communications
• Screen control
• Content options
~ language arts story
~ four science activities
~ mathematics activity
Additional Alternatives
UDL Science: Sites
Four sites were chosen across the United States:
Acton, MA, Anchorage, AK, Maryville, MO, and Fresno, CA
UDL Science: Anchorage, AK
“The project will be a creative way to
help us meet the academic needs of
our diverse K-12 population.”
Texas Gail Raymond, K-12 Science Coordinator,
Anchorage School District
UDL Science: Fresno, CA
“UDL is exciting because it represents a
convergence of thinking about the best uses of
technology. It is inspired by the needs of special
students, but it can improve the learning of all
students. By helping students who are marginalized
in traditional classrooms, we will develop
educational methods and materials that are flexible
and powerful enough to help all students, regardless
of their ability.”
Jerry D. Valadez, Ed.D., K-12 Science Coordinator,
Fresno Unified School District
Trends in Technology that Support
Universal Design for Learning
Carolyn Staudt - carolyn@concord.org
http://udl.concord.org/
http://udl.concord.org/share/UDL_IDL_2008.ppt
UDL activities run on Windows, Macintosh and Linux
computers with Java 5 (1.5) or later installed.
If you are using Java 1.5 on MacOS 10.4 or later, you will
almost certainly need to fix a Java Web Start bug:
http://confluence.concord.org/display/CCTR/How+to+fix+th
e+WebStart+bug