Craig Spooner,
ACCESS Project Coordinator
The ACCESS Project, Colorado State University
Universal Design
for Learning
Creating an Inclusive Learning
Env ironment with
What is UDL?
who benefits from it?
how can it be implemented?
how can you institutionalize UDL for lasting
benefit?
Participants will gain a deeper
understanding of UDL
Objectives
Teaching
Technology
How can you institutionalize UDL?
What is UDL?
Agenda
Who are
your
students?
Meeting the learning needs
of ALL students
Ethnicity & Culture
ESL/Native language
Nontraditional
Gender
Learning Styles
Disabilities
Today’s students are diverse
For both students and instructors
Affects written and verbal communication
Potential barriers to comprehension
ESL / Native Language
C. Nickname or pet name
B. Last name
A. Full name
What is your good name, sir?
I say there are 100 Krore stars
in the sky. You say the stars number
10,000 Lakh.
Do we agree?
characteristics: 1992–93 and 1999–2000
Percentage of undergraduates with nontraditional
Nontraditional Students
Finances and family are two of the biggest concerns
Stronger consumer orientation
Need flexible schedules
Want applicability to the real world
Prefer more active approaches to learning
Lack of a cohort, “student life” experience
Instruction appropriate for their developmental level
Relatively independent
Integrate learning with life and work
experiences
Highly motivated & Achievement oriented
Nontraditional Students
institution immediately after high school, by GPA 7
2004 seniors who enrolled in a postsecondary
Academic Preparation
Learning Disabilities
Attention Deficit Disorder (ADD/ADHD)
Autistic Spectrum Disabilities
Traumatic Brain Injury (TBI)
Post Traumatic Stress Disorder (PTSD)
Mobility Impairments
Blindness/Visual Impairments
Deafness/Hearing Impairments
Both short-term and long-term,
apparent and non-apparent
Disabilities
11.3% of undergraduates report some type of
disability*
7%–11% (ACCESS Project research, 2007-09)
Non-apparent disabilities are by far the largest
proportion and growing
Only a small percentage seeks
accommodations
Colorado State University
National statistics:
Disabilities
11.3% of undergraduates report some type of
disability*
7%–11% (ACCESS Project research, 2007-09)
Non-apparent disabilities are by far the largest
proportion and growing
Only a small percentage seeks accommodations
Colorado State University
National statistics:
Disabilities
Kinesthetic (touching and moving)
3.
Visual-Linguistic (reading and writing)
Visual-Spatial (graphs and pictures)
Auditory (listening)
b)
a)
Visual
2.
1.
Learning Styles
Kinesthetic (touching and moving)
3.
Visual-Linguistic (reading and writing)
Visual-Spatial (graphs and pictures)
Auditory (listening)
b)
a)
Visual
2.
1.
Learning Styles
“
”
is a set of principles and techniques for
teaching
creating inclusive classroom instruction
technology
and accessible course materials.
Universal Design for Learning
Universal Design for Learning
Accommodate the widest spectrum of users
without the need for subsequent adaptation
Public buildings, city streets, television, kitchen
utensils…
Inclusive pedagogy
Applies to both teaching and technology
Universal Design for Learning (UDL)
Universal Design (UD)
History of UDL
3. Students engage with new ideas and
information in multiple ways.
2. Students are given multiple ways to
express their comprehension and
mastery of a topic.
1. Information and concepts are
represented in multiple ways and in a
variety of formats.
UDL: a framework for
inclusive pedagogy
Representation
Lectures
Group activities
Hands-on exercises
Text + Graphics, Audio, Video
Usable electronic formats (e.g., Word, PDF,
HTML)
Ideas and information are represented in
multiple ways and in a variety of formats
Representation
Expression
Oral presentation
Written essays
Projects/Portfolios/Journals
Performance
Multimedia (text/graphics/audio/video)
Students express comprehension and
mastery in multiple ways
Expression
Student with Quadriplegia
Undergraduate in Landscape Architecture
Physical model
Computerized model
Assignment: Create a 3D model
Colin from our video
Expression
Engagement
Express your own enthusiasm!
Challenge students with meaningful, real-world
assignments
Give prompt and instructive feedback on
assignments
Classroom response systems (clickers)
Make yourself available to students during office
hours in flexible formats
Help students “engage” in multiple ways
Engagement
Video
Written explanation
Individual questions answered for
everyone in the course
Physics professor from India has
students video tape Q&A during office
hours
Engagement
encourages contact between students and
faculty
develops reciprocity and cooperation among
students
encourages active learning
gives prompt feedback
emphasizes time on task
communicates high expectations
respects diverse talents and ways of learning
Good practice in undergraduate education…
Seven principles of good practice
in undergraduate education*
Represent
Who are
your
students?
What are
your
institution’s
goals?
Alignment with Institutional
Goals
Increasing access and diversity
Enhancing accessibility for students with
physical, learning and other disabilities
Promoting active and experiential
learning opportunities
Increasing student engagement
(curricular and co-curricular programs)
Institution’s Strategic Goals
Who are
your
students?
What are
CSU’s
Goals?
What’s your
Instructional
Philosophy?
Instructional Philosophy
UDL and Technology
Educational Videos
Course Materials
Lecture Presentation Systems
Course Management Systems
UDL and Multimedia
Search-ability
Select-ability for Copy and Paste
Bookmarks or an Interactive TOC
Text to Speech capability
Accessibility
What Makes a Document
Universally Designed?
The actual information you are providing in a
document. This can include Text, Images, Videos, or
Multimedia.
The organization of content is structure. This includes
headings, lists, tables, emphasis, etc.
One can add style rules to structural elements to give
documents a particular appearance.
Presentation
Structure
Content
Content, Structure, and
Presentation
Scanned
OCR and Tags
A Tale of Two PDF Documents
Scanned PDF with
OCR
OCR and Tags
Scanned PDF
Scanned PDFs
Adobe PDF Plugin
Save As PDF
Print to PDF
Make Your Own PDFs
3.
2.
1.
http://www.microsoft.com/downloads/details.aspx?fami
lyid=F1FC413C-6D89-4F15-991B-63B07BA5F2E5
Adobe Acrobat Plugin for PDF
Print to PDF
Save As PDF
Microsoft Word as the Native Editor
Let’s Make Our Own PDFs
Ice Cream Manufacturer
Girl Scouts of America
My Niece's Blog
Diversity Website
Alternative text for images should describe
the meaning - based on the it’s context
Images and Alt Text
Captions and/or Transcripts
Search-ability
Navigation Options
Keyboard Accessibility
Example 1
Example 2
Lecture Presentation Systems
Accessibility
Syllabus
Assignments
Readings
Discussion
Navigation
Universally Designed Documents
Consistency of use
Course Management Systems
A written or text-based record of dictated or recorded
speech. May contain additional relevant information,
such as descriptions or comments.
A transcript is timed to display with the video track, it
displays on screen as a caption.
The narration of key visual elements in a video or
multimedia product.
Descriptive Audio
Captions
Transcripts
Educational Videos
Transcripts?
Captions?
Descriptive audio?
In our video, who benefits from the:
Educational Videos
Upload audio track and transcript
http://www.automaticsync.com/captionsync/
Upload transcript in text format
Machine Automated captions
http://www.youtube.com
Works with most major video formats
http://ncam.wgbh.org/webaccess/magpie/
MAGpie
YouTube videos
Automatic Sync
Video Captioning
Notes Panel
Description of Charts and Diagrams
Adobe Presenter Output – Notes Tab
LecShare Output – Video Captions
Master Slides
Outline View
PowerPoint Presentations
Adobe PDF
HTML
E-Text
Styles and Headings
Images
http://accessproject.colostate.edu
Microsoft Word
Technology (course materials)
Teaching
UDL Modules
Institutionalization
Course materials and documents
Web based information
Course management systems
Instructional media
Web Content Accessibility Guidelines (WCAG)
Section 508 of Rehabilitation Act
Compliance with regulations, guidelines
Accessibility workshops:
An Old Approach
Disability
Assistive Technology
“I don’t have students with disabilities.”
“Not my job!”
Few strategic partnerships
Low on the list of administrative priorities
Went at it alone
Faculty Perception
Narrow Focus
We Failed to Gain Traction
Disabilities are part of the range of diversity
Enabling the learning environment
Materials usable with a wide range of
technologies, including assistive technologies
Broader definition of “accessible”
Benefits for all students
Philosophical Changes
Cultural and language backgrounds
Learning styles
Abilities and Disabilities
Teaching and Learning
Persistence/Retention
Diversity
Topics of interest to faculty and
administrators
Practical Changes
4. Strategic Campus Partnerships
3. Formation of advisory group with
campus Administrators
2. Creation of award for UDL
implementation
1. Dissemination
Institutionalization Plan
A philosophical shift
A dissemination plan based on inclusive pedagogy
UDL Award
Advisory group of key administrators
Strategic partnerships with other university
organizations
UDL Research
Institutionalization of UDL is being
achieved through:
Conclusions
Video: http://accessproject.colostate.edu/udl/video
Tutorials: http://accessproject.colostate.edu/udl/modules
WebAIM: http://www.webaim.org/articles/
A List Apart: http://www.alistapart.com/
AutomaticSync: http://www.automaticsync.com/captionsync/
Section 508: http://www.section508.gov/index.cfm
Web Content Accessibility Guidelines (WCAG) 2.0:
http://www.w3.org/TR/WCAG20/
508-WCAG Comparison: http://jimthatcher.com/sidebyside.htm
Legal
Web Accessibility & Video Captions
The ACCESS Project
Web Resources
Universal Design in Higher Education: From
Principles to Practice. Edited by Sheryl E.
Burgstahler and Rebecca C. Cory. Harvard
Education Press, 2008.
Books
Print Resources
Funded by U.S. Dept. of Education, Office of
Postsecondary Education, Grant #P333A080026
The ACCESS Project, Colorado State University
Craig Spooner
craig.spooner@colostate.edu
970-491-0784
ACCESS Website: accessproject.colostate.edu
Thank you!