On September 9, 2015, Sam Johnston gave a talk entitled "Universal Design for Learning: A framework for addressing learner diversity". Educators designing online and blended programs are responsible for ensuring the success of all students including those with physical, sensory, and learning disabilities, differing cultural and linguistic backgrounds, and various motivations for learning. Providing accessible learning materials to postsecondary students with disabilities is essential — and required by law. Assistive technology and accessible materials can lower barriers to access. However, access to materials is not the same as access to learning. “The purpose of education is not to make information accessible, but rather to teach learners how to transform accessible information into useable knowledge” (CAST, 2012). Universal design for learning (UDL) is a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. This session provides an overview of UDL with examples from open educational resources (OER) development. We will showcase UDLonCampus.cast.org, a collection of resources on UDL for postsecondary stakeholders to help them provide flexibility in instructional materials, teaching methods, and assessments.
Universal Design for Learning: A framework for addressing learner diversity
1. Universal Design for Learning
in postsecondary education
Harvard ABCD Committee
September 9, 2015
Sam Catherine Johnston
sjohnston@cast.org
2. Objectives
1. Provide an overview of Universal Design for Learning
2. Connect accessibility and UDL
3. Show examples from our work in postsecondary and K-
12 to illustrate accessibility and UDL
4. Share udloncampus.cast.org
2
3. CAST and UDL
CAST is an education research and development nonprofit
that leverages science and technology
to create products, promote practices, and inform policies
that expand learning opportunities.
Universal Design for Learning (UDL) is
a framework to improve and optimize teaching and learning
for all people based on scientific insights into how humans
learn.
4. UDL in Postsecondary: Timeline
2004: Project FAME at the Ohio State
University; National Technical Assistance Center
on Accessible Instructional Materials (AIM)
2005: Department of Education’s Model
Demonstration Projects (EnACT)
2008: Higher Education Opportunity Act
calls for instructional environments based
on UDL
2009: UDL is a requirement for all grantees
funded by Department of Labor $2B
TAACCCT program
2010: National Education
Technology Plan cites UDL
2011: Gates Foundation selects
CAST to provide TA around UDL to
over 800 community and technical
colleges as part of the OPEN
consortium for TAACCCT
2014 – 2018: CAST Directs the National Technical
Assistance Center on Accessible Educational
Materials with an expanded mandate to include
postsecondary and workforce
5. Three Learning Networks
For purposeful,
motivated learners,
stimulate interest
and motivation for
learning.
For resourceful,
knowledgeable
learners, present
information and
content in different
ways
For strategic, goal-
directed learners,
differentiate the
ways that students
can express what
they know
7. Accessibility as Foundational
7
Arts Building University of Saskatchewan
Daryl Mitchell, February 14, 2014
https://www.flickr.com/photos/daryl_mitchell/
Ramp and Can
Sam Craig, June 18, 2009
https://www.flickr.com/photos/pirateyjoe/
8. Definition
“Accessible” means a person with a
disability is afforded the opportunity to
acquire the same information, engage in
the same interactions, and enjoy the same
services as a person without a disability in
an equally effective and equally integrated
manner, with substantially equivalent ease
of use.
Office of Civil Rights Compliance Review
No.11-11-6002
https://www2.ed.gov/about/offices/list/ocr/d
ocs/investigations/11116002-b.pdf
9. Web Content Accessibility
Guidelines (WCAG 2.0)
• Perceivable - Information and user interface
components must be presentable to users in
ways they can perceive
– Provide text alternatives for any non-text content
– Make it easier for users to see and hear content including separating
foreground from background.
• Operable - User interface components and
navigation must be operable
– Make all functionality available via a keyboard.
– Provide ways to help users navigate, find content, and determine where
they are within content.
10. Web Content Accessibility
Guidelines (WCAG 2.0)
• Understandable - Information and the
operation of user interface must be
understandable
– Make text content readable and understandable.
– Make web pages appear and operate in predictable ways.
• Robust - Content is robust enough that it can be
interpreted reliably by a wide variety of user
agents, including assistive technologies
– Maximize compatibility with current and future user agents, including
assistive technologies.
– UDL On Campus Legal Obligations for Accessibility
11. Accessibility to UDL
“The purpose of education is not to
make information accessible, but
rather to teach learners how to
transform accessible information into
useable knowledge.”
--Introduction to the UDL Guidelines (CAST, 2012)
12. Higher Education Opportunity
Act
The Higher Education Opportunity
Act of 2008 sets a higher standard,
calling for instructional environments --
including materials, teaching methods,
and assessments -- based on
Universal Design for Learning (UDL).
13. Examples:
CAST Research & Development
• OER Co-Design with Open Platform
Provider and Colleges
• Design-based research &
development in schools
• Learning sciences research &
professional development for
educators
14. #1 Case method in college
OERs
Math, Communication and Problem solving skills through
case method
STEM Bridge program will provide an accelerated
pathway … that will help students bring their math,
reading/writing, computer and critical thinking skills
to the level necessary to take full advantage of the
technical curriculum in one of the five programs
-- National STEM Consortium, Anne Arundel
Community College Guidance Memo 07-2012
19. Reflection: Case method at HBS
• The socratic “cold call” method is typically
used in case-based learning.
• 2010 Harvard Business school began to
reshape how students could demonstrate
understanding and how faculty members
monitored progress in case discussions.
• The goal was to address a gender gap in
case participation.
20. Reflection: Case method at HBS
• Business school faculty members began to raise
issues of respect and civility in their teaching.
• Added stenographers to case discussions to have a
transcript of case discussion.
• Adopted new software that allowed professors to check
on who they were calling on and their marking patterns
by gender.
• Introduced alternatives to the case method with a new
course where students were grouped into problem
solving teams.
• Provided hand-raising coaching for female students.
25. #3 Inquiry Primed: An Intervention to Mitigate the
Effects of Stereotype Threat in Science
Stereotype threat refers to the feeling that you are likely to confirm a negative
stereotype about a group to which you belong (Steele & Aronson 1995).
26. Students, teachers, and observers all rated the quality of collaborative
interactions as lower on days when readings were about threatening
topics.
How did today’s class make you feel about yourself?
It made me feel good because I helped out a lot and we got all the answers as a group.
Smart, people listened to my ideas.
It made me feel uncomfortable because I wasn't working with someone I know
Experimental study results
27. Multiple means of
representation
• Teachers represent science concepts with
stereotype threat in mind. Instruction
includes:
– mood reappraisal using a mood meter
– Self-affirmation activities
29. Multiple means of action and
expression
• Teachers and students have new ways of
expressing what they know when giving
feedback.
– teachers and students are given
sentence starters to use mastery-
oriented feedback to promote growth
mindset
30. Mastery-oriented Sentence starters:
• I like how you looked at your results and
saw how you could use them to redesign
your experiment.
• We’ve made improvements in …. What
challenge do you want to set for ourselves
next?
Multiple means of action and
expression
31. Multiple means of engagement
• Students have new ways of engaging in
peer-to-peer learning and self-assessing
how they do at learning in a group.
32. Multiple means of engagement
• Learners critically reflect on how well they
are learning socially
Agenda activists:
• Responsible for capturing the community’s learning agenda
• Keep track of emerging learning needs, key insights and ensure the agenda doesn’t get far off the
rails
Community keepers:
• Custodians of the dynamics of the community and their effects on its learning capability
• Pay particular attention to voices, levels of participation, and issues of power.
Social reporters:
• Generate a history of what happens from the different perspectives of the members
• Goes beyond typed notes to include testimonies, opinions, images, videos, and other uses of social
media.
-- Wenger-Traynor, 2013
33. UDL on Campus
CAST’s new website on
UDL in higher education is
UDLOnCampus.cast.org
Resources on:
• Course Planning &
Instruction
• Media, Materials &
Technology
• Assessments & Data
Analysis
• Policy & Practice
34. Principle 1: Multiple Means of
Representation
✦ Multimodal representation of
materials via text, images,
symbols, and audio
✦ Options for perception - captioned
and transcribed content
✦ Prior knowledge influences
interaction with content
✦ Meaning-making is critical
34
Recognition
35. Principle 2: Multiple Means of
Action and Expression
✦ Content & activities should be
available to assistive technologies
that amplify, magnify or navigate
curriculum
✦ Vary methods of response -
digital tools offer greater flexibility
for a wider range of learners
✦ Support learning processes – set
goals, plan, organize, strategize,
progress monitoring
35
Strategic
36. Principle 3: Multiple Means of
Engagement
✦ Learners self-assess and
critically reflect on learning
✦ Options for recruiting interest and
for sustaining effort
✦ Content is contextualized to their
experience & interests
✦ Learners are motivated –
increased persistence &
retention 36
Affective
Editor's Notes
CAST has worked with four-year IHEs providing training, faculty support, technical assistance and consultative services. CAST has conducted institutes on UDL all over the country serving about 120 unique postsecondary institutions, including the Harvard University UDL Institute.
In 2004, CAST helped develop the FAME project (Faculty and Administrator Modules in Higher Education) at the Ohio State University and developed faculty-oriented online modules detailing UDL practices for supporting students with disabilities used by hundreds of postsecondary institutions. CAST Directs the National Technical Assistance Center on Accessible Instructional Materials (2004)
In 2005, CAST helped initiate one of the Department of Education’s Model Demonstration Projects to Ensure Students with Disabilities Receive a Quality Higher Education (Project EnACT in the California State University system). It grew from a single CSU campus to six statewide campus sites, and its multimedia resources on UDL-oriented classroom practices continue to be widely distributed through MERLOT (Multimedia Educational Resource for Learning and Online Teaching) and form the basis of UDL Universe, a web-based faculty professional development guide.
Higher Education Opportunity Act of 2008 calls for instructional environments -- including materials, teaching methods, and assessments -- based on Universal Design for Learning (UDL)
UDL is a requirement for all Department of Labor TAACCCT funded grantees as stipulated in the SGA 2009
The 2010 National Education Technology Plan cites Universal Design for Learning as an important set of principles and instructional approaches to develop students’ higher-level skills, including critical thinking, complex problem solving, collaboration, and multimedia communication.
2011 Gates funds CAST around UDL and accessibility for Project OPEN technical assistance consortium, supported by the Gates Foundation to provide TA to over 800 community and technical colleges funded by the Department of Labor’s TAACCCT program. CAST, in collaboration with the national distribution hub SkillsCommons.org, has established accessibility criteria for material submission to ensure that all grant-funded materials are accessible, has co-developed online and blended courses with three major TAACCCT consortia of community colleges across the country and different technology platform providers,
CAST Directs the National Technical Assistance Center on Accessible Educational Materials (2014-2018) with an expanded mandate to include postsecondary and workforce. CAST directed the Congressionally Directed Advisory Commission on Accessible Instructional Materials in Postsecondary Education for Students with Disabilities – Postsecondary AIM report Yes, it’s resulted in the promotion of the SMART Act (I’ll send info along) and the recent Postsec TA Center RFP from OPE, as well as a heightened accessibility awareness with the publishing community
The UDL principles help ensure basic accessibility and, beyond that, help address barriers that can arise for all learners in their variable interactions with environments and that impede making information meaningful and then support independent, self-directed learners. This framework is not a checklist. You want to always think about the goal of your instruction or the learning experience, and then you can strategically use certain checkpoints to refine critical elements that are going to help learners reach that goal.
UDL applies the same concept of Universal Design and accessibility from the outset to the design of our classrooms and campuses as a whole.
AEM
Working with scaled vendors and systems on accessibile OERs
Open Learning Inititive
Desire2Learn
Accessibility checklist for SkillsCommons repository
Our own products WCAG 2.0. compliant
“Accessible” means a person with a disability is afforded the opportunity to acquire the same information, engage in the same interactions, and enjoy the same services as a person without a disability in an equally effective and equally integrated manner, with substantially equivalent ease of use.
Office of Civil Rights Compliance Review No.11-11-6002
https://www2.ed.gov/about/offices/list/ocr/docs/investigations/11116002-b.pdf
Postsecondary institutions can find guidelines for web accessibility in the Web Content Accessibility Guidelines (WCAG) developed by the Web Accessibility Initiative (WAI) of the World Wide Web Consortium (W3C). These voluntary international guidelines, the most recent version of which is titled “WCAG 2.0,” consist of 12 broad guidelines categorized under four principles of accessibility:
The purpose of each link can be determined from the link text alone
Postsecondary institutions can find guidelines for web accessibility in the Web Content Accessibility Guidelines (WCAG) developed by the Web Accessibility Initiative (WAI) of the World Wide Web Consortium (W3C). These voluntary international guidelines, the most recent version of which is titled “WCAG 2.0,” consist of 12 broad guidelines categorized under four principles of accessibility:
When text requires reading ability more advanced than the lower secondary education level after removal of proper names and titles, supplemental content, or a version that does not require reading ability more advanced than the lower secondary education level, is available.
For all user interface components (including but not limited to: form elements, links and components generated by scripts), the name and role can be programmatically determined; states, properties, and values that can be set by the user can be programmatically set; and notification of changes to these items is available to user agents, including assistive technologies. (Level A)
Note: This success criterion is primarily for Web authors who develop or script their own user interface components. For example, standard HTML controls already meet this success criterion when used according to specification
Many learners who are not identified as having physical, sensory, and learning disabilities may also struggle to learn due to diverse abilities and backgrounds, differing cultural and linguistic backgrounds, and other factors that affect perception, executive function, and engagement.
Even learners who are identified as “average” or “gifted” may not have their learning needs met due to poor curricular design.
“The purpose of education is not to make information accessible, but rather to teach learners how to transform accessible information into useable knowledge.” Introduction to the UDL Guidelines (CAST, 2012)
Cases are representations of real-world situations. They are “stories with a message.”1 They represent a step before learning-by-doing and are therefore critical when classroom learning is designed to teach knowledge, skills, and practices that will be used in the workplace.
Cases take many forms. For example, they can be written out as stories with a set of discussion questions, or they can be multimedia presentations that provide rich visual and auditory representations of people in their work setting. They can present a simple or complex set of problems for learners to resolve .
Cases simulate an experience and allow us to experience that with others.2 When a group of learners analyzes a case together, they must tease apart the many factors that generated the situation and consider how they would respond if faced with the dilemma presented. Because cases offer the perspectives of different individuals, they allow learners to see that problems must be framed and resolved by people who often have different interests, values, and emotions around various issues.3 Cases can illustrate general principles and practices, both good and bad. Cases capture our attention because they are a form of storytelling, and much of our learning comes through stories.4
See note @ end pls.
Do all cases present one or more problems? If there are non-problem forms of cases, suggest add text to this sentence to indicate/include
They are a form of problem-based learning so almost always present a problem for the learner to resolve.
Tell a story of the workplace that can be visualized
Richly model best practices in the workplace
Provide a step before learning-by-doing
Help learners problem-solve issues and learn from one another
Encourage reflection on work practices and allow learners to provide feedback or discuss work practices
Help learners to avoid a narrow view of a problem
This multi-media case based approach was used for teaching basic math and communication skills. The images above show short video clips about Kelly, a mid career professional learning to work in the air traffic control industry and having to practice her communication skills as a big storm is coming up the coast that will impact multiple air traffic control stations.
Minimized threats and distractions by offloading the demands of print and ensuring that the video had both transcripts and captions. Set the skills in a real-life context which was helpful for trade adjusted workers.
Provide the same quality of information – it’s very UDL because A) it’s central, available, integrated in the design and display from the start just like the visual representation – many people can benefit from the textual description. The GOAL is to be able to identify which graph is a line graph, bar graph, etc.; B) the long desc doesn’t give that way, it just gives a different way of understanding and discerning.
This case-based approach helped maintain learners’ interest and helped them to comprehend what they were learning because activities were connected to the story of Kelly and were problem-based. This can help students use less of their working memory on the transfer and generalization of new knowledge.
Heightens salience of goals – speaking and listening skills are directly tied to solving what is happening with the big storm and maintaining operations
The scenario and the following instructional activities (reading passages, LBD, DIGT) help maintaining learners’ interest as they are tied to the scenario and show concrete examples from various contexts.
Balances demands and resources – demands of reading are lowered for those who have not been successful in traditional approaches to school. Resources of knowing learning in a workplace are accessed and this is important for non-traditional students.
Learners can self-assess and reflect by comparing their understanding of the situation with Kelly’s and with other classmates’ as case approach is focused on social learning.
They can see Kelly model self-regulation in the context of a challenging high stakes situation. Self-regulation develops socially so Kelly is presumably learning how to manage stress from others that have been through this type of big storm before and the case approach allows for modeling of that.
male students participated at far higher rates than did female students, a significant problem given that case participation could represent 50% of one’s grade.
Alternatives for visual information + ways of customizing the display
Clarify vocabulary and symbols (dictionary) + illustrate through multiple media (images, text)
__
Varied methods for response + navigation (keyboardable
Optimized tools + AT (text to speech bar)
__
Discussion fosters collaboration and community; optimize relevance, value and authenticity
Student dashboard. Used to be a data visualization bar graph – student research showed this was not effective, students didn’t understand it.
Now we have clear information about student activity that helps them make choices and be autonomous, goal-directed learners;
This provides students with information for making goals, challenging themselves, and provides feedback about what they’ve been doing;
And finally this supports expectations and beliefs that optimize motivation (look at what I’ve done!) – as well as self-assessment and reflection (hm, I could do more in this area…)
This awareness causes anxiety, reduces expectations, and for many people it can magnify existing gaps in performance levels. Anyone, depending on the situation or group identification, is vulnerable to stereotype threat. This threat can affect students from different socioeconomic backgrounds, races, and genders, depending on the specific skill, activity, or ability being evaluated. For example, research has demonstrated women underperforming on math tests due to stereotype threat regarding women’s math skills, and similarly white athletes have been shown to underperform when primed about their race; in both cases (and, many others), participants are negatively affected by concern about fulfilling expectations that they will not do as well as their male or African American peers (respectively).
How does stereotype threat work? Why does it have these negative effects?
The reason that performance suffers under stereotype threat is still a matter of some debate. Research has shown that factors such as anxiety (e.g., Marx & Stapel, 2006), physiological arousal (e.g., Blascovich et al., 2001), and reduced cognitive capacity (e.g., Schmader & Johns, 2003) can all occur under stereotype threat, and each factor might contribute to lowered performance. This paper raised the possibility that culturally-shared stereotypes suggesting poor performance of certain groups can, when made salient in a context involving the stereotype, disrupt performance of an individual who identifies with that group.
The goal of this 3-year exploratory project is to support teachers who use inquiry-based instructional pedagogies to broaden participation of all students and mitigate the effects of stereotype threat in science classes. We pursue this goal in an effort to broaden participation, persistence, and success in science. The project has three objectives:
1. To investigate through an experimental study stereotype threat in the context of science classrooms.
2. To translate results from the experimental study and results from previously established mitigating interventions and create, in collaboration with teachers, strategies that can be applied in the context of science classrooms and inquiry-based pedagogy.
3. To create and evaluate an online professional learning course and community of practice that supports understanding of stereotype threat and strategies for broadening participation within the inquiry science classroom for all students.
This difference was statistically significant for all three measures (t(255)=3.01, p<.01; t(Satterthwaite)(73.18)=-2.16, p<.05; t(Satterthwaite)(37.68)=2.56, p<.05). Additional analyses using multiple regression and testing for interactions demonstrate that ratings do not differ by race or gender; overall findings are not driven by particularly negative experiences of specifically stigmatized groups.
Professional development accounts for the interplay between emotion and learning, rather than ignoring it.
Reappraisal is a strategy that helps students recognize and reinterpret emotions in order to reduce the effects of stereotype threat
Self-Affirmation is a strategy that supports students to recognize their strengths, interests, and abilities. Using self-affirmation has been shown to make a significant positive impact on student achievement.
Reappraisal is a strategy that helps students recognize and reinterpret emotions in order to reduce the effects of stereotype threat
Self-Affirmation is a strategy that supports students to recognize their strengths, interests, and abilities. Using self-affirmation has been shown to make a significant positive impact on student achievement.
personal or intrinsic praise inhibits effort. Avoid phrases like
"You're so smart!"
"You're a natural at this."
Solution: process praise encourages effort and resilience. Use phrases like
"These strategies are really working for you."
"Your hard work is paying off."
personal or intrinsic praise inhibits effort. Avoid phrases like
"You're so smart!"
"You're a natural at this."
Solution: process praise encourages effort and resilience. Use phrases like
"These strategies are really working for you."
"Your hard work is paying off."
personal or intrinsic praise inhibits effort. Avoid phrases like
"You're so smart!"
"You're a natural at this."
Solution: process praise encourages effort and resilience. Use phrases like
"These strategies are really working for you."
"Your hard work is paying off."
Social learning leadership
“The idea behind this practice is to identify distinct leadership tasks that are key to social learning in a given context - and to form groups to take on these tasks on behalf of the community.” –Wenger-Traynor (2013) p. 3
Discuss UX
Multimodal
Options for perception
Prior knowledge
Meaning making
Assistive technologies
Vary methods of response
Support executive functions
Self-assess and reflect on learning
Options for recruiting interest
Contextualize
Motivated, self-directed learners