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!