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Promoting Inclusivity through Universal Design for Learning, Karen Buckley, DCU.
- 1. Promoting Inclusivity through Universal Design for Learning Karen Buckley Dublin City University
- 4. Intended Outcomes o Identify and understand the principles of Universal Design for Learning (UDL) o Discuss the advantages of applying UDL in Higher Education o Evaluate approaches to UDL adopted by other institutions and note successes and challenges in implementing UDL principles in different settings o Apply UDL principles in their own practice to promote and implement an inclusive teaching and learning environment
- 5. Universal Design for Learning Image: Universal Design for Learning by Giulia Forsythe on Flickr
- 6. Universal Design for Learning is a framework to improve and optimise teaching and learning by removing barriers in the environment Cast Symposium: UDL for Social Justice 2017 Shaping Change in an Educational Setting
- 7. Some Potential Benefits of UDL A curriculum and environment that allows students to learn their way. Variety and choice built into the curriculum. Less need to visit specialised support services.
- 8. Reduce the need for individualised supports and the associated cost savings. Better outcomes for all students, not just students with disabilities or international students. Lower drop-out rates. A more diverse student body. For Institutions
- 9. How can UDL benefit your practice? A lens to examine your teaching, learning and assessment practice A guided opportunity for you to use your own experience and creativity to make a positive impact on the learning experience for all learners
- 10. Three Principles of UDL Multiple means of Engagement • to tap into learners' interests, offer appropriate challenges, and increase motivation. Multiple means of Representation • to give learners various ways of acquiring information and knowledge Multiple means of Expression • to provide learners alternatives for demonstrating what they know
- 11. What brings you here? Your UDL experience Intentions for future practice
- 12. Multiple Means of Engagement The Neuroscience: relating to the Affective Networks in the centre of the brain Ultimate Goal: To develop learners who are ‘Purposeful & Motivated’ The 3 Key Guidelines Provide options for… • Recruiting Interest • Sustaining Effort and Persistence • Self-Regulation
- 13. What can this principle offer? • Provide choice in assessment • Build relationships with students • Foster a sense of belonging • Clarify the learning objectives and goals • Provide learners with coping skills • Develop self assessment
- 14. Barriers? Opportunities? How can we help our learners to engage with their peers and the wider institution? How can we stimulate the interest of our learners and motivate them to engage with curriculum? How can value our learners contribution?
- 15. Simulating and maintaining the learners’ interest - Set positive learning expectations - Facilitate coping skills - rubrics - Encourage learning strategies
- 17. Multiple Means of Representation The Neuroscience: relating to the Recognition Networks at the back of the brain Ultimate Goal: To develop learners who are ‘Resourceful & Knowledgeable’ The 3 Key Guidelines Provide options for… • Perception • Language and Symbols • Comprehension
- 18. What can this principle offer? All learners can participate and have equal chance to meet the learning outcomes Offer many ways to learn; visual, auditory.. Provide guidelines for processing skills and tasks Use straightforward instructions
- 19. Some prompts Our learners have varying levels of physical/cognitive ability and differ widely in the ways that they perceive and comprehend information: How can we ensure that we are giving our learners what they need to understand the material we present? How can we leverage multimedia, active learning and peer to peer learning to retain attention and provide variety for our learners? How can we scaffold our learners use of technology to enhance their learning?
- 20. Presenting knowledge in various ways - Clear course description and learning outcomes - Clarify technical language, vocabulary or symbols - Make materials available in advance
- 22. Multiple Means of Expression The Neuroscience: relating to the Strategic Networks at the front of the brain Ultimate Goal: To develop learners who are ‘Strategic & Goal-Directed’ The 3 Key Guidelines: • Physical Action • Expression and Communication • Executive Functions
- 23. What could this look like in practice? Flexible learning tools, VLE, multimedia Provision of assistive technology to support learning Provision of choice Regular, useful feedback on performance Parity of effort in assessment
- 25. To enhance the inclusivity of the learning experience, we will promote the principles of UDL in the design and delivery of all our programmes The DCU Ambition
- 26. Strategic Plan 2017-2022 Development of UDL Policy in DCU Staff Development & Support UDL Procedural Guidelines VLE Toolkit Working Group UDL at DCU
- 27. UDL Steering Committee DCU Quality Promotion Office Quality Improvement & Development (QuID) Funding Mission to create staff awareness of UDL in DCU and promote principles in teaching, learning and assessment
- 28. Survey to all staff and students in DCU using our Moodle Platform Self- Reporting practices on thematic areas, underpinned by the principles and practice of UDL The real issues for DCU Staff UDL Survey
- 29. The Sipping Point Informal campus-wide community to enable staff across all disciplines to learn from colleagues about aspects of teaching practice. －Opportunity to meet allies －Identify staff with knowledge and experience －Discussion of potential challenges for staff －Invited staff to form the UDL working group －Learn more about the Sipping Point here Karen Buckley Teaching Enhancement Unit
- 30. UDL Working Group Agree Terms of Reference & identified actions: • UDL policy for DCU • Develop Resources • Staff Training and Development
- 31. National Forum Seminar Visit from Dr. Abigail Moriarty of De Montfort University
- 32. Policy Sub-Group - Consultation with policy experts - Drafted policy and circulated for feedback - Identified owner of policy - Linked to Strategic Plan 2017-2022 - Presentation to Senior Management in May 2019
- 33. Resources Sub-Group Responsible for drafting procedures, guidelines and protocols that emerge from policy Developed Staff Page on VLE Consulting with 5 faculties in DCU to make discipline resources Modelling best practice
- 34. Staff Development Sub-group AHEAD UDL Digital Badge Administrative access to LinkedIn Learning to host staff development & training courses
- 35. Getting UDL on the Agenda o Strategy - the big bang V the slow burn o Networking - talking UDL o Find your allies - cross-university o Identify possible ‘champions’ o Seek opportunities
- 36. Next Steps? Policy approval Sustain interest Implementation plan Further research
- 37. How to get started Start with small steps and select a specific challenge or issue. Set learning goals with your learners and then provide multiple ways for them to access materials. Allow learners drive the changes. Have them be partners in learning. Think about how you deliver your programme, reconsider assessment design. Develop a community of practice, share your experiences in implementing UDL.
- 38. Reflect Identify InvestigateTeach Assess Nelson, L. L. (2014). Design and deliver. Planning and teaching using Universal Design for Learning.
- 39. Discussion
- 40. Karen Buckley Academic Developer Teaching Enhancement Unit T: +353 1 700 8401 | E: karen.buckley@dcu.ie Glasnevin Campus, Dublin City University www.dcu.ie/teu