Embedding Universal Learning
Design In The Classroom: Low
And No-Cost Strategies That Work
David Arendale, Ph.D.,
Associate Professor
University of Minnesota
arendale@umn.edu
http://arendale.org
(612) 625-2928
1
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Learning Objectives
• Understand why instructors must embed
learning assistance in their classrooms
• Examine theory and guidelines for Universal
Learning Design (ULD)
• Case studies of ULD use in intro level courses
• Learning technology tools
• Identify available resources and allies
• Develop a plan for ULD implementation
3
WHY INSTRUCTORS MUST
BECOME INVOLVED
Used with permission by the University of Minnesota
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Trends for the Field
• Eliminate DE courses at many four-
year colleges
• Stigma is a powerful influence
• Movement towards embedded or
mandatory participation
• There is no such thing as a DE student
OR everyone is.
5
WHAT DO YOU THINK IS
ST
KEY FACTOR FOR 1
YEAR SUCCESS?
A. Recruiting the most academically-prepared
students
B. Front-loading student-centered people with
the new students
C. Higher funding for postsecondary education
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Key Factor in First-Year Success:
"Front Loading" Services
To make the first-year student connection,
institutions must adopt the concept of
"front loading", putting the strongest,
most student-centered people, programs
and services during the first year
-- Noel, Levitz, & Saluri, Increasing Student Retention, 1985
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Tinto’s Themes of Attrition
•
•
•
•
•
•
Difficult adjustment
Difficulty level high day-to-day
Incongruence
Social isolation
Financial need
Negative social group pressure
-- Vincent Tinto, Leaving College, 1987.
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Shift of Perspective:
Who Needs to Change More?
• Older Models
• Newer Models
• “Medical model” or
• Institution adapts
“Deficit model”
• Student focused
itself to the holistic
needs of students
• “Value added
model”
• Institution focused
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Scenario: Expanding Access
and Service to More Students
Key elements: Historically-difficult course, lecture note
taking difficult for most. Note taker now in class helping one
student with disability. Other students want help too. Student
Senate posed to demand more help.
Questions:
• How can needs of the one student with a learning disability
be met through an action or service that is also available
for all students in the classroom?
• How leverage the limited campus budget to serve more
students?
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HOW MEET NEEDS OF
MORE STUDENTS?
A. Note taker posts lecture notes to course web site
B. Instructor provides full or mostly complete PP lecture
slides ahead of time to course web site
C. Instructor places copies of all handouts through
course web site ahead of class session
D. All of the above
E. None of the above
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UNIVERSAL LEARNING
DESIGN
Embedding the Best of Learning Assistance
and Developmental Education In the
Classroom
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Universal Design (UD) and
Universal Learning Design (ULD)
• UD focused on architecture
• ULD focused on learning
– Reduce barriers for all students
– Accommodations for a few are often helpful
for all students
Used with permission by the University of Minnesota
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Universal Learning Design
•
•
•
•
Create a respectful learning environment
Determine essential course components
Establish clear expectations & feedback
Develop natural learning supports and
technologies that already exist
• Use multiple teaching strategies
• Provide multiple ways to display mastery
• Encourage students & faculty to connect
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HOW HAVE YOU USED
ULD IN YOUR CLASS?
A. Provided course materials ahead of time
B. Changed the way the class sessions are
conducted
C. Modified the course assignments, in-class
activities, or examination procedures.
D. All of the above
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Case Studies for Use of
ULD in Introductory Courses
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Intro Anthropology
• Proactively present invitation for course
accommodation needs
– Clear statement in syllabus
– Emphasize syllabus information in a positive
manner (“level playing field”)
– Self-disclose own disabilities
• Variety of course assessment activities
– Performance-based (music, drama)
– Relate assessment to diverse cultures
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Intro Psychology Course
• Difference in approaches to learning
– Personalized approach - Individual attention
and support for student to complete common
learning objectives (Keller)
– Individualized approach – Individual students
have choices of learning objectives.
• Course design features:
– Faculty and lab assistants consult, not lecture
– Small units to master
– Technology delivered, small group facilitated
– Self-pacing of learning activities
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Intro Mathematics Course
• Course design feature: students have
choice for learning modalities:
– Traditional lecture format with
student tutors
– Computer-based, personalized
learning format (see Intro to
Psychology case study example)
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Intro Anatomy Course
• Audio podcast recording and posting of
class lectures
– Originally intended to serve primarily the 2nd
language learners in class
– Now extended for all students enrolled in the
class (or worldwide through Apple’s iTunes)
• Assessment through assignment to create
visual representation of key course
concept.
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Intro Writing Course
(1st Generation & Historically Underrepresented)
• Computer classroom use for assignments with
use of all software supports
• Integrate reflection on race, class, and culture in
class discussion & assignments
• Student choice regarding writing topic and
differing levels of difficulty
• Accepting various writing styles that are
appropriate and effective
• Extended time to write & complete
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Common Features:
Univ. of Minnesota Case Study
• Different modalities of learning
• Different competency assessments
• Embedded academic development and support
for all students
• Accessibility of course elements for all
• Constant reflection on essential course goals,
objectives, and activities
• Attend to issues of race, class, and culture in
course design and delivery
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Planning and Assessment Tool
Used with permission by Freedigitalphotos.net
Select an activity within the classroom to
reengineer to increase access for all
students.
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Introductory History Course
• Introductory U.S. multicultural history course
• Global history and culture course
• See GC Book and PASS-IT Book for chapter with
further detail and examples.
Used with permission of Wikipedia Image Commons
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Universal Learning Design
•
•
•
•
Create a respectful learning environment
Determine essential course components
Establish clear expectations & feedback
Develop natural learning supports and
technologies that already exist
• Use multiple teaching strategies
• Provide multiple ways to display mastery
• Encourage students & faculty connection
25
Outline of ULD Use with the
History Course
• Preparing learners and instructor prior to
class sessions
• Accessibility of information before, during,
and after class
• Multiple modalities of learning
• Preparing learners for exams and
developing metacognition
• Debriefing major exams
• Diverse ways to demonstrate mastery
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Preparing Learners Prior to Class
Sessions
• PowerPoint slides provided ahead of time in slide
and outline format in PDF and PP format
• Post assigned readings and media ahead of class
sessions and quiz over material
• Provide schema by providing list of potential exam
essay questions and key vocabulary terms in
advance of major exams
• Continuous review of essential course goals,
objectives, and activities (examples: value the
syllabus, make implicit the important)
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Preparing Instructor Prior to Class
Sessions
• Survey students regarding experience with
learning technologies
• Ten minute interview with all interested students in
instructor’s office. Goals include:
− Personal connections with students
− Understand cultural background
− Preferences for learning environment
− Reaction to current learning activities and
receive recommendations for changes
− Invitation to return for other office visits
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Accessibility of Information: Before
Class Session
• Readings and media online
• Assigned audio and video files with
written transcription as needed
• No paper textbook or purchased materials
• Complete set of PP slides provided in
advance both in PDF and PP format
• ADA approved web site (e.g., Moodle)
• Potential vocabulary and essay questions
already posted to exam review web site
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Accessibility of Information: During
Class Session
• Readings and media online
(assigned/supplemental)
• Complete set of PP slides in PP
format
− note taking in PP notes section
− Includes instructor’s lecture notes
• More verbal description of images
displayed during class lectures or
video clips
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Accessibility of Information: During
Class Session (Continued)
• Demonstrate use of technology tools (e.g.,
course management system, social media)
• Audio amplify voice of instructor and
students
• Refer directly to information within the
official course documents
− Course syllabus
− Assigned readings and media segments
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Accessibility of Information: After
Class Session
• Class session capture and availability
online (e.g., Camtasia, ScreenFlow)
• Course management system provides all
resources online
• Online tutorials for use of learning
technologies and completing course
assignments
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Multiple Modalities of Learning
•
•
•
•
•
•
•
•
Traditional lecture and discussion
Extensive use of video clips and images
Historical simulations
History field trips on-campus
Audio and video podcasts
e-reading documents and media
In-class structured peer learning
Use of “wait time” for questions and
discussion
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WHAT SOCIAL MEDIA
DO YOU USE FOR
CLASS ACTIVITIES?
A. Twitter
B. Facebook
C. Podcasting
D. LinkedIn
E. YouTube
F. All of the above
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Preparing Learners for Exams &
Developing Metacognitive Skills
•Co-constructed exam study review web site
(http://myworldhistory.org)
•David TV (http://justin.tv )
•Class ‘lecture rewind’ history music video
•Previous class lectures (e.g., Screenflow)
•Scoring rubrics provided on course website and
printed on exams
•Employ graphic organizers, tables, and mind
maps
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Preparing Learners for Exams &
Developing Metacognitive Skills
(continued)
• Low stakes feedback class activities
• Markups of key pages from readings
• Quizzes tied to exam question format
• Complete worksheets during class
• Co-constructed class session podcast
Podcast Definition
• Internet radio series
• Episodes arrive on a regular basis after the
listener “subscribes” to the series
• Listen when and where wanted
• Can be listened to through desktop
computer or downloaded to a MP3 player
(e.g. iPod)
• Also posted to course web site
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Then and Now Podcast:
Global History and Culture
• Link to course blog page at
http://thenandnow.org
• Link to subscribe to Then & Now
at http://subscribethenandnow.info
• Link to wiki web page at
http://myworldhistory.org
Used by permission of Apple, Inc.
Used by permission by Erik Tolesrud
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LISTEN TO COURSE
AUDIO/VIDEO PODCAST
http://thenandnow.org
Subscribe through iTunes store, Search for
“Then and Now” or “Arendale”
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Weekly Co-constructed Podcast
•
•
•
•
Unit overview
Understanding potential essay Q’s
Student contributions (study tips)
Connecting todays newspaper headlines
with readings and media
• Music selections by students
• Transcript through voice recognition
software as needed
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Special Podcasts
• Special music shows devoted to world
regions (http://musicalley.com)
• Interviews with community experts on
issues (e.g., Hmong, Somali)
• Interviews with students (e.g., Iraq war
veterans, study abroad)
• Special exam preparation episodes
• PP slide music video lecture rewind
• Rebroadcast podcasts of other shows
Lessons Learned from Podcasting
• Provide sustained awareness and
continuous IT training within the class
• Students are less skilled than assumed
• Learning curve difficult for podcasting and
wiki web page editing
• Students enjoy support in learning IT
• Involve students in the creation, narration
and editing of wiki pages and podcasts
Suggested Next Steps
• Listen to podcasts
• Learn how to podcast
• Experiment with podcasting
• Involve students
• Keep going, it gets better
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LISTEN TO LECTURE
REWIND MUSIC VIDEO
• Created using PP slides saved as JPEG
images
• Imported into Animoto music software
• Downloaded as MP4 video from Animoto
• Uploaded to course blog page and course
podcast series
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Leverage Expertise by Other
Podcasters
• History According to Bob
• Matt’s Today in History
• Military Channel Video Podcast
• Grammar Girl: Quick and Dirty Tips
• Kahn Academy Arithmetic
• English as a Second Language Podcast
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FREE PODCASTS
THROUGH ITUNES
http://itunes.com
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Co-Constructed Exam Study
Guide Web Site
• Unit summary
• Glossary of term vocabulary terms
• Outlines of potential essay questions
• http://myworldhistory.org
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VIEW COURSE EXAM
REVIEW WEB SITE
http://myworldhistory.org
Created through Google “Sites”
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Metacognitive Learning and
Feedback from Major Exams
• Students complete self assessment
regarding previous major exam
– Exam preparation activities
– Exam taking behaviors
– Individual responses analyzed and returned
divided by behaviors by students earning A or
B versus C and below. Behaviors have
consequences.
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Diverse Ways to Demonstrate
Mastery of Skills and Knowledge
• Diverse exam formats: objective, writing
• Classroom participation (e.g. simulations)
• Low stakes papers (e.g., Historpedia entry,
history field trip)
• History music video (http://animoto.com )
• Podcast and wiki web contributions for exam
preparation (http://myworldhistory.org and
http://thenandnow.org )
• Extended time for all on in-class exams
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History Music Videos
• Present significant historical event
• Work in teams of 1 to 3
• Integrate text, images, and music
• Music and final processing provided
through http//:animoto.com
• Students screen videos and select top
ones
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VIEW SAMPLE
HISTORY MUSIC VIDEO
http://animoto.com/education/
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VIEW HISTORPEDIA
WEB SITE
http://historpedia.org
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Constructing e-Book by/for Students
• Students work in teams
• Permit diversity of contributions: copyright free images,
text, PowerPoint slides, web links, audio or video files
Used with permission by Apple, Inc.
55
Review of ULD Use with the
History Course
• Preparing learners and instructor prior to
class sessions
• Accessibility of information before, during,
and after class
• Multiple modalities of learning
• Preparing learners for exams and
developing metacognition
• Debriefing major exams
• Diverse ways to demonstrate mastery
56
ULD Outcomes
• Student outcomes
– Students who are academically-underprepared
successfully transfer and graduate at rates
slightly below students in other campus units
– Transferred students report high satisfaction
• Institutional outcomes
– Less occasions for expensive individualized
accommodations for students with a disability
– Higher success rates for 1st generation college
and historically-underrepresented student
populations
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Suggested Next Steps
1. Observe use of ULD and learning tools by
others
2. Experiment with personal use of the technology
and ULD
3. Experiment with use of ULD with one unit in the
course
4. Learn more and add to the course
5. Keep going, it gets better
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CREATING A CLIMATE
FOR CHANGE
Used by permission from Freedigitalphotos.net
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Theory of Sequencing Change
Kurt Lewin
• Change agents help engender dissatisfaction
with the present
• As people “unfreeze” from customary
behavior, new ones are introduced
• Change agents establishes a model that
others can use
• Support and rewards for people to continue
new behaviors
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Scenario: Fostering Change and
Innovation by Faculty/Staff
• Key elements: The DSO seeks to mainstream
accommodations in classrooms. Some faculty are
reluctant since they perceive themselves as
overworked and underpaid. Campus budgets have
been slashed and workloads increased. Labor
negotiations are contentious and morale is shaken.
• Questions:
−How encourage others to become dissatisfied enough
by the current environment that they are open to
change?
−How are others motivated to change?
−What are the motivators for individuals?
−What are the barriers that have to be overcome?
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HOW ENCOURAGE
FACULTY TO EXPERIMENT
WITH ULD?
A. Share data on student success/failure
B. Provide workshops on ULD
C. Recruit leading faculty innovators to experiment and
share with other faculty colleagues
D. Provide small incentive grants for faculty during
summer to redesign course components
E. All of the above
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ULD Resources Inventory
• Gatherings of faculty and staff
• Campus offices
• Off-campus offices
• Campus leaders and influencers
• Building and classroom inventory
• Campus policies
• Professional development and reward
system
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Gatherings of Faculty and Staff
• New faculty orientation
• Beginning of term meeting or extended
workshop
• Periodic meetings during the academic
term for conversation and sharing
• Teaching/learning professional
development
• Technology professional development
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Campus Offices
• Visible top-level partnership among
academic and student affairs
• Office for Students with a Disability
• Center for Teaching and Learning
• Center for Instructional Technology
• Campus Learning Center
• Department or School of Education
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Off-campus Offices
• Public school district office for students
with a disability
• PASS-IT web site
• Other Internet-based offices and
resources
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Campus Leaders and Influencers
• Campus champions for change
• Student Senate
• Faculty Senate
• Staff Bargaining Unit
• Faculty Bargaining Unit
• Campus retention taskforce
• Chief Student Affairs Office
• Chief Academic Affairs Office
• Enrollment Management
• Multicultural Affairs
• Office for Students with a Disability
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Building and Classroom Inventory
• Computer classrooms
• Classrooms with adaptive equipment
and software
• Detailed analysis of all pathways, rooms,
buildings, and other architectural design
features
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Campus Policies
• Textbook adoption guidelines
• Boilerplate language included in course
syllabus
• Course curriculum guidelines or
requirements
• Course pedagogy guidelines or
requirements
69
Professional Development and
Reward System
• Travel to professional conferences related
to ULD and learning assistance (ATP,
CRLA, NACADA, NADE, NCLCA, NODA)
• Purchase of materials related to ULD
• Summer stipends for faculty to attend
workshops & work with one another
• Overload pay for faculty and staff to work
on ULD issues
• Meaningful impact on annual evaluation
and salary raise criteria
70
Embedded Learning Assistance
• Higbee, J. L., Lundell,
D. B., & Arendale, D.
R. (Eds.). (2005). The
General College
vision: Integrating
intellectual growth,
multicultural
perspectives, and
student development.
http://purl.umn.edu/5
357
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Universal Learning Design
• Higbee, J. L., & Goff,
E. (Eds.). (2008).
Pedagogy and student
services for
institutional
transformation:
Implementing
Universal Design in
higher education.
http://www.eric.ed.gov/
PDFS/ED503835.pdf
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FINAL THOUGHTS
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Are We in the Business of Developing
or Identifying Smartness?
“. . . the under prepared student is a kind of
pariah in American higher education, and some
of the reasons are obvious: since most of us
believe that the excellence of our departments
and of our institutions depends on enrolling the
very best-prepared students that we can, to
admit under prepared students would pose a
real threat to our excellence. These educators
value being smart much more than . . .
developing smartness.” (Astin 1998, p. 12)
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“First Things First”
Priority Action Steps
• What are two new
ideas just learned
that you will act
upon in the next
week?
• Who else can you
talk about these
new ideas in the
next week?
Used by permission from Freedigitalphotos.net
75
David Arendale, Ph.D.,
Associate Professor
University of Minnesota
arendale@umn.edu
http://arendale.org
(612) 625-2928
76
Image References
• Slide images #3, 12, 15, 70, and 71 used by permission
•
•
•
•
•
from the University of Minnesota
Slides images #5, 8-10, 14, 20, 22, 31, 32, 35, 43, 57, 58,
61, and 74 used by permission from
http://Freedigitalphotos.net
Slide image #21, World map, By Ktrinko (Own work)
[CC0], via Wikimedia Commons,
http://commons.wikimedia.org/wiki/File%3AEckert4.jpg
Slide image #33 used by permission of Apple, Inc.
http://www.apple.com/pr/products/itunes/itunes.html
Slide image #38 used by permission of Erik Tolsrud
Slide image #54 used by permission of Apple, Inc.
http://www.apple.com/pr/products/ipad/ipad.html