Post on 31-Dec-2015
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Universal design for learning: Achieving
post-secondary success
Frances G. Smith, Ed.D, CVE
2011-12 Post-doctoral UDL Fellow
CAST and Boston College Lynch School of Education
Social Participation“New kinds of online resources—such as social networking
sites, blogs, wikis, and virtual communities—have allowed people with common interests to meet, share ideas, and collaborate in innovate ways. The emphasis on social learning stands in sharp contrast to the traditional Cartesian view of knowledge and learning—I think therefore I am”
“This new social way of learning says,
We participate, therefore we are
Brown, J. S. & Adler, R. P. (2008). Minds on fire: Open education the long tail, and learning 2.0, EDUCAUSE Review
Social Participation“Participatory culture shifts the focus of literacy fromone of individual expression to community. The newliteracies almost all involve social skills developedthrough collaboration and networkinginvolvement.”
Jenkins, H., Clinton, K., Purushotma, R., Robison, A., & Weigel, M. (2006). Confronting the Challenges of Participatory Culture: Media Education for the 21st Century. Retrieved November 29, 2009 from http://digitallearning.macfound.org/atf/cf/%7B7E45C7E0-A3E0-4B89-AC9C-E807E1B0AE4E%7D/JENKINS_WHITE_PAPER.PDF
• Students are drawn to hot technologies.
• Students report technology delivers major academic benefits.
• Students prefer, and say they learn more in, classes with online components.
• Students juggle personal and academic interactions.
Time-to-Adoption:
• One year or less –Mobile AppsTablet Computing
• Two to three years –Game-Based LearningLearning Analytics
• Four to five years –Gesture-Based ComputingInternet of Things
Digital Media Consumption
Medium 1999 2004 2009
TV content 3:47 3:51 4:29
Music/audio 1:48 1:44 2:31
Computer :27 1:02 1:29
Video games :26 :49 1:13
Print :43 :43 :38
Movies :18 :25 :25
Total media exposure 7:29 8:33 10:45Multitasking proportion 16% 26% 29%
Total media use 6:19 6:21 7:38
Platform 2004 2009
iPod/MP3 player 18% 76%
Cell phone 39% 66%
Laptop 12% 29%
Among all 8- to 18-year-olds, average amount of time spent with each medium in a typical day:
Among all 8- to 18-year-olds, percent who own each platform:
Source: Kaiser Family Foundation (2010). Generation M2: Media in the Lives of 8- to 18-Year-Olds
Digital Media Consumption
Members of the 18-24 age group and…
Texting: Mean = 109.5 message a day (3,200 per month) More than double 25-34 age group (average of 41 messages a day)
Smart phones: No longer a luxury: 62% own smartphones Higher percentage than all other adult age groups aside from 25-34
year olds
Social media: 35% of all U.S. Facebook users are 18-25 years old (highest
percentage of any age group) 98% use any type of social media each month (again, the highest
percentage)
Sources: Burbary, K. (2011). Facebook Demographics Revisited – 2011 Statistics Experian Marketing Serivces. (2011) The 2011 Social Media Consumer Trend and Benchmark Report.Neilsen. (2012). Survey: New U.S. Smartphone Growth by Age and Income. Pew Research Center (2011). Pew Internet and American Life Project, Americans and Text Messaging
Examples of Universal Design
• Ramps
• Curb cuts
• Electric doors
• Captions on television
• Easy-grip tools
UD and UDL defined in lawUD in IDEA (2004)
The term “universal design” has the meaning given the term in section 3002 of title 29 [Assistive Technology Act of 1998, as amended].
20 U.S.C. § 1401(35)
UDL in HEOA (2008)The term “universal design for learning” means a scientifically valid framework for guiding educational practice that-- (A) provides flexibility in the ways information is presented, in the ways students respond or demonstrate knowledge and skills, and in the ways students are engaged; and (B) reduces barriers in instruction, provides appropriate accommodations, supports, and challenges, and maintains high achievement expectations for all students, including students with disabilities and students who are limited English proficient.
20 U.S.C. §1003(24)
National Education Technology Plan
(2010)
• Emphasized use of technology to promote
personalized learning that is more participatory and
engaging.
• Discussed UDL as a framework that can benefit all learners, in particular
those that have been underserved.
The Power of Digital Media• Digital media are
versatile.
• Digital media are transformable.
• Digital media are dynamic by nature.
• Digital media can be manipulated.
Rose, D. H. & Gravel, J. W. (2012). Curricular opportunities in the digital age Boston: Jobs for the Future. Retrieved online from http://www.studentsatthecenter.org/papers/curricular-opportunities-digital-age
Origins of Universal Design for Learning (UDL)
CAST believes that “barriers to learning are not, in
fact, inherent in the capacities of learners, but
instead arise in learners' interactions with
inflexible educational goals, materials, methods,
and assessments.”
Teaching Every Student in the Digital Age, p. vi
http://www.udlcenter.org/
UDL Origins• UDL moves away from deficit model of disability - learner variability is viewed as a function of barriers in curriculum/environment.
• Books and other curricula materials are often inaccessible to students …present a barrier as a fixed media.
Universal design for learning
Combines new insights from brain research about the nature of learner differences …
… with a century of best practices in progressive education.
Learner variability is the norm!
http://udlseries.udlcenter.org/presentations/learner_variability.html?plist=
explore
• Learners vary in the ways they take in information
• Learners vary in their abilities and approaches
• Learning changes by situation and context
• Learners vary across their development
Three Key Findings
• “Students come to a classroom with preconceived ideas
about how knowledge works and their initial
understanding needs to be engaged. Learning transfer
is heightened or hampered by the orientation of this
prior knowledge ”
• “Distinctions are evident between expert and novice
learners. Experts are able to notice, organize, and
interpret information more successfully than novices.
Experts have developed the skills to quickly recognize
patterns in information and organize knowledge around
key concepts.
• “Students need to develop a metacognitive approach
to learning so that they can self-assess, understand,
and appreciate their strengths and differences ”
Bransford, Brown, & Cocking (2000). How people learn: Brain, mind, experience, and school. Washington: National
Academy Press
“As a Platform for Student Centered Learning…“..the term UDL
emphasizes the special purpose of learning environments….they foster changes in knowledge and skills that we call learning”
“…success also requires that the means for learning– the pedagogical goals, methods, materials and assessments….are accessible…to all students”
Rose, D. H. & Gravel, J. W. (2012). Curricular opportunities in the digital ageBoston: Jobs for the Future. Retrieved online fromhttp://www.studentsatthecenter.org/papers/curricular-opportunities-digital-age
UDL: Neurological Underpinnings
Recognition Networks
The "what" of learning
Strategic Networks
The "how" of learning
Affective NetworksThe "why" of
learning
“When we deal with brain science, we are dealing with the organ that makes us unique individuals, that gives us our personality, memories, emotions, dreams, creative abilities, and at times our sinister selves.”
Neurodiversity = Functional diversitySources: Rose & Meyer, 2002. Teaching Every Student in the Digital Age. Fischbach, R. L. in Ackerman, Sandra J, ed. Hard Science, Hard Choices. (2006).
http://www.udlcenter.org/sites/udlcenter.org/files/updateguidelines2_0.pdf
Multiple Means of Representation
Examples
Variation in the mode of presentation
Text-to-speech
Video with captioning
Built-in talking glossary
Built-in language translation
Highlight phrases/patterns
“Chunking” information
Graphic Organizers to illustrate the big picture and key concepts
Guiding questions
One book: Many options•Digital/print access•Sectioned chapters•Embedded structural supports•Links to support background knowledge•Links to media, web to activate interests
http://aim.cast.org/w/page/2020learning/l3
Multi-media for student expression (video, audio, text, drawing)
Concept mapping tools
Scaffolds and prompts (stop and think) that gradually fade over time
Checklists
Embedded coaches and mentorsAssessment rubrics
Multiple Means of Action and Expression
Multiple Means of Engagement / Affective
Examples
- Choice afforded
- Rewards/recognition
- Age appropriate and culturally relevant activities
- Charts/schedules/ visible timers
- Computer-based/digital scheduling tools
- Display of goals
- Group work/collaboration
- Personal journals
- Collecting and displaying of data
1: Provide options for perception 4: Provide options for physical action
7: Provide options for recruiting interest
1.1 Offer ways of customizing the display of information 1.2 Offer alternatives for auditory information 1.3 Offer alternatives for visual information
4.1 Vary the methods for response and navigation 4.2 Optimize access to tools and assistive technologies
7.1 Optimize individual choice and autonomy 7.2 Optimize relevance, value, and authenticity 7.3 Minimize threats and distractions
èè UDL Guidelines 1, 4 & 7: The foundational levels (guidelines) for learner access, success and involvement. çç
2: Provide options for language, mathematical expressions, and
symbols
5: Provide options for expression and communication
8: Provide options for sustaining effort and persistence
2.1 Clarify vocabulary and symbols2.2 Clarify syntax and structure2.3 Support decoding of text, mathematical notation, and symbols2.4 Promote understanding across languages 2.5 Illustrate through multiple media
5.1 Use multiple media for communication 5.2 Use multiple tools for construction and composition5.3 Build fluencies with graduated levels of support for practice and performance
8.1 Heighten salience of goals and objectives 8.2 Vary demands and resources to optimize challenge 8.3 Foster collaboration and community 8.4 Increase mastery-oriented feedback
èè UDL Guidelines 2, 5 & 7: The strategic levels (guidelines) to build learner meaning, connection and understanding. çç
3: Provide options for comprehension 6: Provide options for executive functions 9: Provide options for self-regulation
3.1 Activate or supply background knowledge3.2. Highlight patterns, critical features, big ideas, and relationships3.3 Guide information processing, visualization, and manipulation3.4 Maximize transfer and generalization
6.1 Guide appropriate goal-setting 6.2 Support planning and strategy development 6.3 Facilitate managing information and resources 6.4 Enhance capacity for monitoring progress
9.1 Promote expectations and beliefs that optimize motivation9.2 Facilitate personal coping skills and strategies 9.3 Develop self-assessment and reflection
èè UDL Guidelines 3, 6 & 9: The mastery levels (guidelines) to solidify learner understanding, interest and capabilities. çç
http://udlseries.udlcenter.org/presentations/bach_to_gaga.html?plist=lead#
Implementation and UDL:4 Key Areas
GoalsAssessment
MethodsMaterials
Goals
Traditional
Learning goals may
get skewed by the
inflexible ways and
means of achieving
them.
UDL
Learning goals areattained in manyindividualized waysby many customized means.
Materials
Traditional
Mostly print and
everyone gets the
same materials.
Few options
UDL
Variety of
materials, media,
and formats to
reach learners with
diverse abilities,
styles, and needs
equally well.
Methods
Traditional
Teacher-centered (lecture)
Homogeneous grouping
Burden on student to adapt to “get it”
UDL
Interactivity
Heterogeneous grouping
Rich supports for understanding, independent learning
Assessment
Traditional
Confuse goals with means
Summative – when it’s too late to adjust instruction!
UDL
Many possible means as long as they measure learning!
Supports instructional improvement
Bob’s Development of Learning Expertise through a UDL lens
1.1 Provide differing ways to customize the information.
2. 5 Illustrate information through multiple media.
3.1 Provide
opportunities to
activate background
knowledge.
4.1 Vary the methods
for response and
navigation.
5.2 Use multiple tools for composition and construction.
6.1 Guide appropriate goal-setting.
7.1 Optimize individual choice and autonomy.
8.4 Increase mastery-0riented feedback.
9.3 Develop self-assessment and reflection.
Promising Practices
Boston College
UVM
California State System
Colorado State University
George Washington University
New Tools and Resources
CAST UDL Bookbuilder
CAST UDL Exchange CAST UDL Toolkit CAST UDL Studio A New Digital Version:
“Teaching Every Student in the Digital Age”