What is Universal Design For Learning? (Examples & Best Practices)

Have you ever heard of Universal Design for Learning (UDL)? Most people might not have however, as a course creator this is an essential concept to be aware of.

If you do not incorporate UDL concepts into your instruction designing process, you might accidentally leave students off, or making it difficult for students to comprehend the material which you've put so much effort to develop.

The result could be that there are students people who don't finish your class or increase customers' requests for support. In fact, taking a look at the 3 principals of UDL and ways to use them could even increase your reviews from customers and recommendations, since all students will feel included and valued.

It's quite common that many people who enroll in online education never complete the course. Indeed, a recent study found the 52% course participants never even looked over the course.

It's not a good idea to make an online course that students don't finish. Are you thinking about the reason that so many people don't complete online courses? There could be many things which influence this. Examples include the way in which the class is structured and what kind of material is presented, and particularly accessibility issues that affect hearing impaired or visually impaired students. There are a variety of the possible reasons, and many of them are tied on Universal Design for Learning.

   In this article you'll learn about

• What UDL is and the place it came from and why it's important
• Three principles of Universal Design for Learning. three principles in Universal Design for Learning.
• Ways to build, access to, and integrate learning every concept.
• Example of how to integrate UDL into your online course to enhance learning for your entire class.

Origins of Universal Design

Universal Design for Learning has its origins in the world of architecture. The first architects to incorporate the idea was in order to eliminate the obstacles for building access and accessibility to everyone. If you have ever hit a button with your elbow to instantly open a door in a building when you were carrying two cups of coffee or two, then you've been through universal design.

If you've experienced the bus dip hydraulically when you step on, you've witnessed the universality of. Cuts in the curve make it simpler for wheelchair users to cross the street, but they also benefit parents with strollers, cyclists as well as a variety of others.

These functions are built into the design from the beginning. When you consider the social and medical needs of everyone who uses it It turns out that it makes the user experience better for all. Universal Design for Learning (UDL) was developed around the similar concept.

UDL is described as a system to improve the quality of teaching and learning for everyone by utilizing scientific knowledge about the way people learn.

Why is this important?

The goal in Universal Design for Learning is in removing the barriers that hinder learning. Barriers to learning exist in a wide swath of the population at different time periods and in various settings. Learning barriers can be physical and mental, social and medical. They impact all members of the learning environment to some degree.

Steve Krug talks about accessibility in his book " Don't Make Me Think":

Accessibility is a right choice to make. Not just the best thing to do, but it's an ethical choice as the main reason accessibility doesn't get made nearly often enough is how extraordinarily better the lives of some people. What opportunities do exist to drastically improve people's lives in the process of doing our jobs to a lesser degree?

The story of response to differences between humans

A billion people around the world suffer from a disability, and are often faced with barriers in online learning environments. 10% of the population have learning disabilities and 15% have dyslexia. In the past, education excluded and segregated populations. Later, that was the reason for attempts to reconcile and be tolerant of differences. In the present, due to advancements in technological ubiquity and accessibility devices universal design is closing the divide between populations.

Yet, it relies on the authors and producers of content to practice the guidelines that underlie Universal Design for Learning in their online courses.

In implementing HTML0 Universal Design for Learning to your online courses you can be assured that you will significantly improve the lives of people, not only with the content of your course and the content, but also ensuring that all learners have access to and participation with a purposeful and stimulating way.

Which are the 3 principles of UDL?

What does a course look as if it has been analyzed Universal Design for Learning in the planning phase? It is designed to incorporate these three fundamental elements of UDL, developed by CAST, a non-profit educational research and development organisation. CAST's mission is to revolutionize the design of education and teaching practices to ensure that learning does not have any limits.

  The three principles in UDL:  

1.         Provide Multiple Means of Engagement.
2.         Offer Multiple Methods of Representation.
3.         Offer Multiple Methods of Action and Expression.

These principles can inspire you to develop new ways to motivate students that might not have thought of at length prior to. This means that you'll be able to improve the effectiveness and accessibility of your class for all students. Let's look at each principle.

  Principle 1. Offer multiple engagement options

Imagine this as the goal of learning. Take care to attract the interest of your learners, keeping them interested, and offering autonomy over self-regulation during the process of learning. There are a variety of ways learners can become engaged and actively participate in learning. In particular, certain learners are excited by innovative ideas and new concepts and others experience their anxiety increasing when faced by the unknown. There's not a single method of engaging that's suitable for everyone.

  This can be done by:  

The ability to spark excitement and interest in the subject of your study. Start an introduction activity immediately after a person signs up for your program. It is the time when their enthusiasm and eagerness to learn are at its peak. Ask students to reflect on the goals they have set for themselves in the class and to consider the definition of success for students.

Foster Collaboration and Community. An example of this in addition to group discussions using the platform of your choice You could also offer a course hashtag to encourage sharing of resources that are related to the course.

Learn to harness emotions, and the connection to motivation in learning. In the age of online learning, offer your students various ways to gather online together and with you as the instructor. Offer online office hours or the AMA (ask me everything) meeting, or allow students to establish their own study groups, because these can be extremely motivating.

  Principle 2. Offer multiple representation options

Think of this as the WHAT of learning. Different learners have different methods to perceive and understand when presented with information. Sensory perception as well as learning disabilities, culture and social distinctions all affect how information is perceived.

  Do this by:  

Offering content with a variety of options that don't need to be based on a single sensory input. Content is available in various formats that allows students to have the freedom to select the method they prefer.

communicate using a language that is an agreed upon understanding. Give a glossary because experts can be stuck in jargons and acronyms that are difficult to comprehend for newcomers.

Make meaning clear and encourage the development of a new understanding. Leave room in your content for students to have their own"aha!" moment. Develop activities that allow the opportunity for reflection and a connection to their unique situation.

  Principle 3. Give multiple options for action and expression

Imagine this as the how of learning. Students differ in how they traverse a classroom and display their knowledge. I recently heard an adult say that she was going to drop out of classes that require the use of public speech (presentation recordings) because it created many anxiety. Some people may be struggling with the organizational capabilities (executive dysfunctions) or those with difficulty speaking, might need alternative ways to express themselves.

  This can be done by:  

Accessibility tools, as well as assistive technology. Keep a running record of the things that are effective with your students. Do not rely on your students to arrive equipped with their own assistive toolset. A lot of them will be equipped, but you must be prepared for students who need help.

Use tools to share ideas to help you achieve your learning objectives. Showcase using tools to aid comprehension. Provide audio, video and informationgraphics.

Create and implement plans to get the most benefit of your learning. Provide activities to people who wish to expand your studies to the next level. The modules could conclude with should do's, should do's and goals to achieve, ensuring that the goal can be reached by everyone involved.

Universal design for learning examples

How can you start incorporating UDL within your online course? Begin small, and build the fundamental skills you need when you advance.

1. You should include a welcome message that is captioned and written statement that includes your commitment & openness to access for everyone. Let them know that you're willing to hear feedback and want to co-create this experience.
2. Set boundaries for discussions, including the rules of etiquette as well as providing an environment that is safe for everyone. Engage in fostering a community of support where students can safely express their needs and be confident that they will receive a positive reaction.
3. Provide        constant navigation and flow of course       to boost confidence and ease anxiety.

• This can affect the rate of completion as students who are confused about how the course is organized and whether they're doing things in the correct order can feel overwhelmed. Then, when they exit the class it is less likely that they'll return as they are not confident of the next steps.
• If you're running an entire set of classes or lessons that need to be taken in sequence be sure to include a navigation graphic in each class that guides students to know the location they're.

1. Pick        tools carefully       with regard to all learner capabilities.

• Online chat for example can exclude some learners, as it may move too quickly or cause too much of a distraction from the class. If you do use chat features, reassure students that chats as well as a transcript will be posted later so they are not concerned with keeping up, and they can concentrate on learning.

1. Utilization        Color and fonts       which meet the guidelines of accessibility.

• Accessibility guidelines for web-based content. guidelines for contrast ratios between hues, so make sure you check the colors on your brand's assets such as worksheets and slides for students to use.
• Clean, crisp fonts are the most effective using handwritten and script fonts being used in a limited amount.

1. Offer        accessible document formats       that can be read by screen readers.

• Screen readers are able to navigate using heading styles. So when creating a document create headings for it, and then assign them throughout the document when you are creating the document.

1. Make sure you add Alt image tags and alt descriptions for visually impaired students. Without additional description tags, screen readers will simply read "image" and provide no additional context. Be as descriptive as you can.
2. Provide learning resources in different formats, for example, an audio transcript or video. Incorporate the transcript into the same class, so students don't need to "look" to find it. Use closed captions for video, however allow them to toggle them on or off. If you upload a video, you are able to include the .srt file. The .srt files are created using your editing software (e.g. Descript.com)

1. Split large chunks of text with the use of bullets and lists. Provide graphics and split large slides to make them easily scanned.

In the class

1. Create the best work environment for students to engage in various tasks. ie. students who suffer from ADHD may need to take tests in a calm space without distractions
2. Allow for flexible spaces, small groups as well as areas to study on your own and also a relaxed spaces for students to be comfortable while learning.
3. Set learning goals online so they are visible to all students online and in the class.
4. Assign a notetaker that could post notes to the internet for review and revising.

Conclusion

Practicing the core skills in Universal Design for Learning as the course is designed can ensure that there are less barriers to learning for all of your students. Your students will have a better percentage of students who complete your courses and less service request. This is an educational environment where students are able to quickly and confidently navigate content leaving students more eager to study. Students leave the class having enjoyed an enjoyable experience and will be ready to share how much they've learned.