scholarly journals Application of Universal Design for Learning into Remote English Education in Australia amid COVID-19 Pandemic

2021 ◽  
Vol 4 (1) ◽  
pp. 55-69
Author(s):  
Hengzhi Hu ◽  
Feifei Huang
Keyword(s):  
Online Learning ◽  
Universal Design ◽  
English Education ◽  
Universal Design For Learning ◽  
Learning Experience ◽  
Assistive Technologies ◽  
Positive Effects ◽  
Positive Attitudes ◽  
Design For Learning ◽  
Remote Learning

Confronted with the challenges posed by COVID-19 pandemic, students, teachers, educators and other stakeholders have to make the best of online learning from home and look at ways of optimizing remote learning experience. Embedded in the nature of inclusive schooling and organized in a specific public secondary school in Victoria, Australia, this study explores the effectiveness of Universal Design for Learning (UDL) on English as an additional language (EAL) students’ online learning proficiency. The research findings indicate that in the discipline of EAL, with the assistance of multiple means of representation, expression and engagement as well as a range of information-communication technologies (ICTs), UDL has positive effects on students’ academic performance and can trigger their positive attitudes towards online learning experience. This sheds light on the feasibility of improving remote learning quality and promoting inclusive online schooling that engages every student via the implementation of UDL integrated with different assistive technologies, which can be summarized as that UDL is one of the possible solutions to online learning that affords ample opportunities or more precisely, technical promises for the implementation of UDL.

scholarly journals Implementing Universal Design for Learning Elements in the Online Learning Materials of a First-Year Required Course

2021 ◽  
Vol 4 (1) ◽  
Author(s):  
Ben Rearick ◽  
Erica England ◽  
Jennifer Saulnier Lange ◽  
Corey Johnson
Keyword(s):  
Online Learning ◽  
Design Theory ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Learning Objects ◽  
Learning Materials ◽  
Study Results ◽  
Design For Learning ◽  
Before And After ◽  
Accessibility Guidelines

Universal Design for Learning (UDL) is a pedagogical design theory that accounts for variability across and within learners, both in physical classrooms and with online learning materials. Librarians at Washington State University implemented elements reflective of specific UDL checkpoints in a heavily-used LibGuide for a required undergraduate course. Online learning objects create opportunities for meeting UDL’s goals of not only multiple means of representation, but also engagement and action and expression extending beyond the baseline obligation to meet standard accessibility guidelines. We discuss our implementation of UDL elements, changes in LibGuide use before and after the introduction of UDL features, and usability study results, focusing on how students who face learning barriers view UDL. We explain considerations for successfully implementing UDL in online materials and the potential benefits.

Using the SAMR and UDL Models to Differentiate Online Instruction

2020 ◽  
pp. 141-157
Author(s):  
Joanne Caniglia ◽  
Michelle Meadows
Keyword(s):  
Online Learning ◽  
Students With Disabilities ◽  
Learning Environments ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Interactive Software ◽  
Review Of The Literature ◽  
Online Learning Environments ◽  
Inclusive Learning ◽  
Design For Learning

The purpose of this chapter is to discuss two frameworks that are useful for integrating and differentiating technology within online learning environments for students with disabilities: Universal Design for Learning (UDL) and the Substitution, Augmentation, Modification, Redefinition Model (SAMR). Following a review of the literature of each framework, the interactive software program, Desmos®, will be used to demonstrate how to integrate these two models. Finally, the authors make recommendations that will support all students to benefit from an online environment and engage in inclusive learning experiences.

scholarly journals Universal Design for Learning (UDL): A Content Analysis of Peer Reviewed Journals from 2012 to 2015

2016 ◽  
Vol 16 (3) ◽  
pp. 39-56 ◽  
Author(s):  
Ahmed Al-Azawei ◽  
Fabio Serenelli ◽  
Karsten Lundqvist
Keyword(s):  
Online Learning ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Publication Date ◽  
Design For Learning ◽  
Region Data ◽  
The Usa ◽  
Promising Solution ◽  
Learning Modes ◽  
Content Accessibility

Abstract: The Universal Design for Learning (UDL) approach is increasingly drawing attention from researchers and educators as a possible solution to promote content accessibility and fill the gap between learner abilities and individual differences. This study aims to analyse the content of a set of peer-reviewed papers published from 2012 to 2015, where UDL framework was applied. We selected 12 studies from different databases and journals depending on 4 criteria: peer-reviewed journals, papers with empirical results, papers that focused on UDL as a framework, and the publication date. These studies were, therefore, categorised into seven themes: type of results, study beneficiary (learners, teachers, both), sample features, geographical region, data collection techniques, data analysis techniques, and learning mode. Most of the selected studies tested the framework in a traditional or a blended learning mode, whereas only one study evaluated its effectiveness in a pure online learning. Positive results were yielded in 9 out of 12 papers, but the majority of them were implemented in the USA. Thus, more research is required in diverse cultural contexts and learning modes to confirm the soundness of this instructional model on learning outcomes and learner experience. Additionally, UDL application in online learning may represent a promising solution to design a flexible learning environment from the start which responds to a wide mix of learner needs, abilities, background knowledge, educational experiences, and cultural differences.

Using participatory action research to support the implementation of universal design for learning in an elementary science classroom : a case study

2015 ◽  
Author(s):  
◽  
Eun Ju Lee
Keyword(s):  
Preservice Teachers ◽  
Action Research ◽  
Participatory Action Research ◽  
Elementary Science ◽  
Universal Design ◽  
Science Classroom ◽  
Universal Design For Learning ◽  
Learning Experience ◽  
Participatory Action ◽  
Design For Learning

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT REQUEST OF AUTHOR.] The purpose of this study was investigating an elementary teacher's implementation of the Universal Design for Learning (UDL) framework in her science classroom through engaging in participatory action research (PAR). This study examined (1) how the teacher developed understanding UDL and how engagement in PAR contributed to it (2) how the teacher's implementation of UDL influenced non-dominant groups of students' science learning experience as well as class climate. The data sources to answer these research questions included teacher interviews, classroom observation field notes, transcripts of PAR sessions, reflections and artifacts. The findings of the study demonstrate that my participant developed knowledge of UDL over time as engaging in PAR. PAR supported her learning about UDL and how to implement it in her classroom. This study also demonstrates that the teacher's implementation of UDL allowed non-dominant groups of students' greater access to information and learning and supported the engagement of nondominant groups of students in science practices. The results demonstrate that the overall classroom climate became more inclusive as the teacher implemented the UDL framework in several ways. The findings of this study suggest that teachers' understanding of students should precede learning of the three principles of UDL. Moreover, teacher education programs should help preservice teachers attend to strengths of students with special needs as well as weaknesses especially related to academic subject areas. The results of this study reinforce the notion that teachers must be supported in translating policy into practice.

Universal Design for Culturally-Diverse Online Learning

2011 ◽  
pp. 239-254 ◽  
Author(s):  
Jane H. Eberle ◽  
Marcus D. Childress
Keyword(s):  
Online Learning ◽  
Instructional Design ◽  
Instructional Strategies ◽  
Culturally Diverse ◽  
Universal Design ◽  
Online Courses ◽  
Universal Design For Learning ◽  
Global Learning ◽  
Design For Learning ◽  
Culturally Diverse Populations

This chapter outlines a framework for designing online learning using the principles of universal design. The authors define and give practical examples of instructional design models and universal design for learning as adapted for culturally-diverse populations and global learning. Online learning in a global society presents a variety of teaching issues that must be addressed if learning is to be universal, consistent, and culturally-sensitive. Adapting principles that the Center for Assistive Special Technology has developed for learners with special needs and combining those with practical instructional design techniques and instructional strategies can ensure that diverse learners will have equal access to the learning that will take place in their online courses.

scholarly journals How do we employ UDL in our own practice?

2020 ◽  
Vol 2 (1) ◽  
pp. 43
Author(s):  
Rochelle Vincent ◽  
Mark Bailye
Keyword(s):  
Universal Design ◽  
Universal Design For Learning ◽  
Learning Experience ◽  
Learning Materials ◽  
Basic Principles ◽  
Quality Of Learning ◽  
Design For Learning

As learner diversity continues to grow, so does the need for institutions to ensure that the needs of all learners are considered and appropriately addressed in the learning, teaching and assessment experiences they design and develop. Creating content and providing a learning experience that is accessible for all students can be challenging. In this session, participants will be exposed to the basic principles behind Universal Design for Learning (UDL) and how this can be achieved in practice. When learning materials are well designed – the closer the parity and quality of learning experience becomes for all learners.

scholarly journals Valoraciones del alumnado de Educación Primaria sobre lecturas digitales diseñadas con UDL Book-Builder como apoyo en los procesos lectores

Aula Abierta ◽  
2018 ◽  
Vol 47 (4) ◽  
pp. 481
Author(s):  
José Manuel Sánchez-Serrano ◽  
Carmen Alba-Pastor ◽  
Pablo Sánchez-Antolín
Keyword(s):  
Primary Education ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Literacy Skills ◽  
Reading Processes ◽  
Positive Effects ◽  
Digital Texts ◽  
Design For Learning ◽  
Learning Principles ◽  
Educación Primaria

RESUMENLa diversidad en las aulas es un hecho y atenderla un reto a enfrentar para todos los docentes. Distintas investigaciones muestran que ciertas tecnologías tienen potencial para apoyar procesos de aprendizaje implicados en la lectura, aunque son escasos los trabajos que consideran la visión del alumnado en la evaluación de dicho potencial. Este estudio descriptivo tiene como objetivo conocer las valoraciones de los usuarios sobre un conjunto de lecturas digitales diseñadas con UDL Book-Builder, una herramienta on-line para la creación de libros multimedia según los principios del Diseño Universal para el Aprendizaje, y sobre las características que incorpora, como son ayudantes virtuales, lector de texto, audio o glosario multimedia. Se digitalizaron 24 lecturas que fueron utilizadas durante un curso escolar en tres centros de Educación Primaria. Tras ello, una muestra de 117 estudiantes de primer y segundo curso respondierona una encuesta para valorar los materiales y sus características. El análisis cuantitativo de los datos muestra que el alumnado identifica diferentes formas en las que éstas actúan como «andamiaje» de su aprendizaje y la mayoría prefiere estas lecturas digitales frente a los mismos textos en formato impreso. Los datos sugieren que el uso de estos recursos tecnológicos podría ser adecuado para responder a la diversidad en los procesos lectores y pueden resultar de utilidad a los docentes en la selección de las herramientas digitales más adecuadas para lograrlo.Palabras Clave: Diseño Universal para el Aprendizaje, TIC, Lecturas digitales, Educación Primaria, Evaluación de recursos digitales.ABSTRACTDiversity in classrooms is an indisputable fact and teachers are challenged to deal with it. Research findings show that technologies own the potential to support different learning processes and that certain technical functionalities have positive effects on the acquisition of literacy skills. However, there are few studies that take into account the students’ vision to assess that potential. This descriptive study analyzes the users’ feedback about digital readings designed using UDL Book-Builder application, a free online tool for creating interactive books, based on the Universal Design for Learning principles, which allows to incorporate features such as coaches, text reader, audio or multimedia glossary. Twenty-four digital texts were used in reading classes of three primary education centres throughout the school year along with the printed version. After that, a sample of 117 first and second-year students was interviewed to respond to a survey so that they could value these functionalities. Quantitative analysis of the results shows that students identify different ways in which these act as scaffolding of their learning and most of them prefer these digital readings versus the same texts in print. The data suggest that use of these technological resources might be appropriate to respond to diversity in reading processes and could be useful to teachers in selecting appropriate digital tools to achieve it.Keywords: Universal Design for Learning, ICT, Digital texts, Primary Education, Digital resources evaluation.

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