Applying Universal Design for
Learning to the Online Classroom
James L. Olive, Ph.D.
Ashland University
jolive@ashland.edu
Sarah A. Hall, Ph.D.
Ashland University
sahall@ashland.edu
Universal Design
• Universal Design (UD) is the design of
products and environments to be usable by
all people, to the greatest extent possible,
without the need for adaptation or specialized
design
• The intent is to simplify life for everyone by
making products, communications, and the built
environment more usable by as many people as
possible at little or no extra cost
• UD benefits people of all ages and abilities
(Center for Universal Design, 2008)
7 Principles of Universal Design
1)
2)
3)
4)
5)
6)
7)
Equitable use
Flexibility in use
Simple and intuitive
Perceptible information
Tolerance for error
Low physical effort
Size and space for approach and use
(Burgstahler, 2009)
Universal Design for Instruction
• “UDI comprises a framework for faculty
to use in planning and delivering
instruction and assessing of learning
outcomes” (McGuire & Scott, 2006, p. 125).
• Values
– High academic standards
– Inclusive instructional approaches
9 Principles of UDI
1)
2)
3)
4)
5)
6)
7)
8)
9)
Equitable use
Flexibility in use
Simple and intuitive
Perceptible information
Tolerance for error
Low physical effort
Size and space for approach and use
A community of learners
Instructional climate
(McGuire & Scott, 2006)
Universal Design for Learning
• Provides flexibility in the ways information is
presented, students respond or demonstrate
knowledge and skills, and students are engaged
• Reduces barriers in instruction
• Provides accommodations, supports, and
challenges
• Maintains high achievement expectations for all
(CAST, 2012)
The principles of UDL
Principle I
Provide Multiple Means of
Representation
Principle II
Provide Multiple Means of
Action and Expression
Principle III
Provide Multiple Means of
Engagement
(CAST, 2011)
Importance of UDL
• Reduce barriers
• Create flexible learning environments
• Accommodate for diverse student
characteristics:
– Cultural backgrounds
– English Language Learners
– Disabilities
– Learning styles
– Learning preferences
Strengths
• Students learn from peers (note-taking
strategies)
• Students with disabilities expressed a
feeling of equality
(Smith & Buchannan, 2012)
• Reduces stigma associated with having a
disability
• Increased enrollment of students from
different cultures
(Embry, Parker, McGuire, & Scott, 2005)
Challenges
• Faculty resistance
• Training issues
• Technology
• Lack of legal mandate
(Embry, Parker, McGuire, & Scott, 2005)
Considerations in Planning
• Which course elements lend themselves to
multiple formats?
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Resources
Assignments
Assessments
Presentation of Information
• Who can provide assistance?
– Office of Disability Services
– Community Service Providers
– Colleague mentor/teams
Multiple Means of Representation
• Learners differ in how they perceive and
comprehend information presented to them
– Allows students to make connections within, as
well as between, concepts
• Provide the same information through
different sensory modals
• Provide information in a format that will
allow for adjustability by the user
(CAST, 2013)
Course Resources
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•
•
•
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•
•
•
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Audio versions of articles
Closed captioned videos & audio
Textbook: print, audio, electric versions
Disability statement in syllabus
Rubric for all assignments
Offer all content online
Links to additional information
Translator (Google translation features)
Offer text-only, mobile, & offline options
Email resources if requested
(Elias, 2010; Rao & Tanners, 2011)
Assignments
•
•
•
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Interactive description with links to resources
Provide an example or model
Provide a rubric or template
Web-based resources to define concepts
PowerPoint presentations with audio
Video or audio clip to highlight major points
Interactive website assignments
(Morra & Reynolds, 2010; Smith, 2012)
Presentations
• Record lectures to make podcasts
– Students can replay lectures to reinforce learning
• Include captions on videos
• Allow for use of text-to-speech
• Lectures available in multiple formats
– Audio, video, plain text transcriptions
• Provide transcriptions of podcasts
• Notes posted online
– Color-coding or highlight key points
– Graphic organizer to summarize topic
(Smith, 2012; Smith & Buchannan, 2012)
Technology Considerations
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Easy-to-navigate windows
Searchable content
Mobile interface
Text-only interface
Screen readers
Allow for use of a magnifier
Allow change of background color
Text-to-speech
Captions, descriptors, & transcriptions
Ability to edit after posting
Confirmation before sending assignments
(Elias, 2010; Smith, 2012)
Multiple Means of Expression
• Learners differ in how they navigate a
learning environment and express what
they know
• Learners are provided with alternatives
for demonstrating what they know
(CAST, 2013)
Importance of Choice
• Exams or Papers:
• Instructors may be measuring ability to
take tests or write papers instead of
ability to comprehend course material
– When possible, allow for alternative ways of showing
that a student knows the content
(Morra & Reynolds, 2010)
• Learners may be able to express
themselves well in writing but not speech, &
vice versa
– Offer the option of an oral exam
(CAST, 2013)
UDL in Assessment
Assessments should:
- be available in digitized formats
- be designed for accessibility
- free of bias to the extent possible
- amenable to accommodations
- provide clear instructions
- utilize comprehensible language and
legible print
(Ketterlin-Geller & Johnstone, 2006, p. 168)
UDL in Assessment
• Define the construct to be measured
– Reduce constructs that may act as barriers
• Use ‘built in’ accommodations in computers
• Allow as much time as needed
• Flexible options
– Digital formats, text-to-speech, voice activated transcription
of responses & automated translations (including Braille)
Possible Choices of Assessments
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Tests & quizzes
Papers & discussion posts
Interactive online assignments
Create a web-based or digital product
Digital portfolio of products
Group or individual projects
Hands-on activity
Speech (videotaped or in person)
Personal scrapbook
Graphic organizer
YouTube video
Service activity
(Morra & Reynolds, 2010; Smith, 2012; Smith & Buchannan, 2012)
Assessment Accommodations
• UDL does not completely remove need for
accommodations
• Accommodations do not change difficulty,
but change accessibility (standards are
maintained)
• Changes may be made to the setting,
timing, presentation, response mode, or
equipment
(Ketterlin-Geller & Johnstone, 2006)
Multiple Means of Engagement
• Affect is a crucial element to learning
• Learners differ markedly in how they are
engaged or motivated to learn
• Neurology, culture, personal relevance,
subjectivity, & background knowledge can
influence affect
• Examples
– Spontaneity and novelty
– Working independently or with peers
(CAST, 2013)
Personal Interests
• Students select own topic, assignment, or
materials
• Work in groups or individually
• Students research areas of interest
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Personal journal questions
Broad reflection questions
Videos
Website searches
Personal research
(Morra & Reynolds, 2010; Smith, 2012)
Student Interactions
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Set up study groups & tools
Peer feedback on assignments
Share marked-up text with each other
Discuss through text, audio, video
Collaborative note-taking
• Provide links to support services
– Library, administration, disability, writing
labs, peer tutoring services, etc.
(Elias, 2010; Smith & Buchannan, 2012)
Instructor Interactions
• Involvement in discussion forums
• Post announcements on the course
management system (CMS)
• Regular contact through group emails,
personal emails, Skype, phone
• Available for one-on-one meetings
• Teach how to navigate the course, use
online tools, & organizational options
(Elias, 2010)
Asynchronous Formats
• Asynchronous Technologies
– Course management systems
– Discussion forums
– Websites, blogs
– Videos
– Emails
– Posted assignments
– Posted instructional resources
Asynchronous Tips
• Use CMS tools consistently
• List each week’s assignment
• Respond to each student’s assignment
submission with specific comments
• Use collaboration tools (such as
Voicethread) as a discussion forum
– Students watch multimedia presentations
– Respond using text, audio, or video
• Use email for individual questions
Synchronous Formats
• Synchronous Technologies
– Web-conferencing
– Chats
– Videoconferencing
– Lectures, small/large group activities
“Instructors can emulate some of the
interactions that take place in a faceto-face class” (Rao & Tanners, 2011, p. 213)
Synchronous Tips
• Use a visual presentation (PowerPoint,
etc.)
• Record each session and post
• Make resources available to review
afterwards
• Make synchronous sessions optional
• Conferencing tools include: Elluminate
Live!, Vsee, Skype, WebEx, etc.
(Rao & Tanners, 2011)
Resources & Examples
UDL Guidelines: Examples and Resources
http://www.udlcenter.org/implementation/examples
Systemic Change Planner (K-12)
http://www.udlcenter.org/implementation/planningtemplates/districtr
esources
Postsecondary Education & UDL
http://www.udlcenter.org/implementation/postsecondary
BrainPOP
http://www.brainpop.com/free_stuff/
HTML Books
http://media.pearsoncmg.com/ebookplus/cg/html_test/Biology/html/
page_i.html
Questions?
James L. Olive, Ph.D.
Department of Leadership Studies
Ashland University
jolive@ashland.edu
Sarah A. Hall, Ph.D.
Department of Inclusive Services &
Exceptional Learners
Ashland University
sahall@ashland.edu
References
Burgstahler, S. (2009). Universal design: Process, principles, and applications.
DO-IT. University of Washington.
McGuire, J. M., & Scott, S. S. (2006). Universal design for instruction: extending
the universal design paradigm to college instruction. Journal of
Postsecondary Education and Disability, 19, 124-134.
CAST. (2013). The three principles of UDL. Retrieved from:
http://www.udlcenter.org/aboutudl/whatisudl/3principles
CAST (2011). Universal Design for Learning Guidelines version 2.0. Wakefield,
MA: Author. Retrieved from:
http://www.udlcenter.org/aboutudl/udlguidelines
CAST (2012) UDL and UD Provisions in the Higher Education Opportunity Act
(P.L.110-315) Retrieved from:
http://www.udlcenter.org/advocacy/referencestoUDL/HEOA
Center for Universal Design. (2008). About UD. Retrieved from:
http://www.ncsu.edu/ncsu/design/cud/about_ud/about_ud.htm
Elias, T. (2010). Universal instructional design principles for Moodle. International
Review of Research in Open and Distance Learning, 11, 110-124.
Embry, P. B., Parker, D. R., McGuire, J. M., & Scott, S. S. (2005).
Postsecondary disability service providers’ perceptions about implementing
universal design for instruction (UDI). Journal of Postsecondary Education
and Disability, 18, 34-48.
References
Ketterlin-Geller, L. R., & Johnstone, C. (2006). Accommodations and universal
design: Supporting access to assessments in higher education. Journal of
Postsecondary Education and Disability, 19, 163-172.
Morra, T., & Reynolds, J. (2010). Universal design for learning: Application for
technology-enhanced learning. The Journal of the Virginia Community
Colleges, 15, 43-51.
Rao, K., & Tanners, A. (2011). Curb cuts in cyberspace: Universal instructional
design for online courses. Journal of Postsecondary Education and
Disability, 24, 211-229.
Smith, F. G. (2012). Analyzing a college course that adheres to the universal
design for learning (UDL) framework. Journal of the Scholarship of
Teaching and Learning, 12(3), 31-61.
Smith, R. E., & Buchannan, T. (2012). Community collaboration, use of universal
design in the classroom. Journal of Postsecondary Education and Disability,
25, 259-265.