1. UDL as a Non-linear
Unifying Field for Learning
Bridging diversity and
personalization
Ray Gallon
Neus Lorenzo
@RayGallon
@NewsNeus
info@transformationsociety.net
http://4.bp.blogspot.com/-gzdHo8-e14M/Vj9pDisBlwI/AAAAAAAAAhY/7cacUeUEtDg/s1600/Oneness%2BUniversal.jpg

2. Humanity is at a threshold
▪ Environment of insecurity and mistrust
▪ Climate change
▪ Pandemic
▪ War…

3. Humans on Earth have more access to
mobiles than to safe drinking water.
https://www.alamy.com/14112019-gode-somali-region-ethiopia-a-woman-draws-water-from-a-
natural-water-source-into-a-water-canister-she-is-talking-on-her-mobile-phone-
image352498265.html
According to Bankmycell, in 2023, the current number of
mobile users in the world today is 7.33 billion,
meaning 91.40% of the world's population owns a mobile
device.
BankMyCell: https://www.bankmycell.com/blog/how-many-phones-are-in-the-world#
In 2020, 74% of the global population (5.8 billion people) used
a safely managed drinking-water service – that is, available
when needed – and 82% (1.1 billion ) still live without access
to a safely managed sanitation service
Our World in Data: https://ourworldindata.org/water-access

4. Cybercri
me /
Cyberwar
Algorithmi
c
Bias
Bullying
etc. on
Social
nets
Sexual
exploitati
on
of
children
Privacy
concerns
Digital labour
mgt. practices
Uneven
access
to
innovatio
n
Digital
device
(age,
gender…)
DIGITAL TECHNOLOGY
The New Generation of Threats
to Human Security
UN Development Programme Report,
2022
Assault
to
human
dignity
Discrimi
nation /
violence
against
different
expressi
ons,
behavio
urs…
Unequal
access
to
justice,
power
Polariza
tion /
intoleran
ce
of
diversity
INEQUALITIES

5. Cybercri
me /
Cyberwar
Algorithmi
c
Bias
Bullying
etc. on
Social
nets
Sexual
exploitati
on
of
children
Privacy
concerns
Digital
labour
mgt.
practices
Uneven
access
to
innovatio
n
Digital
divide
(age,
gender...)
DIGITAL TECHNOLOGY
Pande
mic
(includi
ng
Educati
on
impact)
Mental
health decline
(fear of insecurity,
post-Covid,
violence)
Climate
change
(hunger
,
malnutri
tion,
disease
, etc.)
Unequa
l access
to care
HEALTH
The New Generation of Threats
to Human Security
UN Development Programme Report,
2022
Assault
to
human
dignity
Discrimi
nation /
violence
against
different
expressi
ons,
behavio
urs…
Unequal
access
to
justice,
power
Polariza
tion /
intoleran
ce
of
diversity
INEQUALITIES
Drives
migratio
ns
that
drive
more
conflict
Forced
recruitm
ent
to
armed
groups
Climate
change
(migratio
ns,
loss of
arable
land...)
Sharply
polarize
d
populati
ons
VIOLENT
CONFLICT

6. https://media.gettyimages.com/id/1169018/es/foto/an-afghan-refugee-student-reads-arabic-script-from-the-blackboard-october-18-2001-at-
the.jpg?s=612x612&w=0&k=20&c=u-mT2obiSkWA-RmGo0h6HFFHNq6sCBi1vSyhFQhtMpg=
Around 60% of young girls in low-
income countries go to school.
But there are countries with gender inequity
and social exclusion at institutional levels.

7. Insecurity Indicators - 1: Declining Human Development
Decline in Human Development Index values due to Covid Pandemic
Source: UN Human Development Report Office. Updated from UNDP (2020c, 2020f)
Human Development Index (HDI) – a
summary measure of average achievement
in key human development dimensions :
▪ Health
▪ Life expectancy
▪ Knowledge acquisition
▪ Standard of living

8. Insecurity Indicators - 2: Distance to War
Number of people globally within 50 kilometres of fighting
Source: Uppsala Conflict Data Program Georeferenced Event Dataset v.20.1; UN World Population Estimates; Østby, Aas Rustad and Tolle

9. https://www.bbc.com/news/world-asia-58496148
Girls outperform boys in
learning in general
but are not among top
performers in
mathematics
In 50 of 54 countries, girls are less likely to
get top marks in mathematics
Educational Anomalies

10. What can educational systems do?
▪ Listen – what are our learners and their families telling us?
▪ Multiply educational sources to diversify personal
itineraries

11. Pyramid
Models
Bloom
Maslow
Gamification
Learning Retention
Cognition
Linear,
hierarchical
and exclusive

12. ▪ Where’s the
learner?
▪ Are we
listening?
▪ Are we
contributing to
their security?
Pyramid
Models

13. UDL Networks for
personalization
Learne
r
B
A
C
Strategic vectors
Engagement
Representation
Action/Expression
Emotional vectors
Interest
Perception
Action
Learning Networks
A. Affective
B. Recognition
C. Strategic
Cognitive vectors
Sustaining/persistence
Language/Symbols
Expression/Communication
Social vectors
Self Regulation
Comprehension
Executive Functions
Adapted from: CAST

14. UDL Networks for
personalization

15. UDL Networks for
personalization

16. Spiral of inquiry: a teamwork approach
Helen Timperley
Linda Kaser
Judy Halbert
UDL for dynamic
systems

17. The journey is iterative and
different for each learner

18. Personalized Vectors: Quantum jumps and
individual paths Planned linear
learning
experience

19. What are Educational Systems doing?
▪ Vectorizing – what are the educational values in a global world?
▪ Identifying learning skills and well-being needs
▪ Prioritizing social principles and essential values

20. Vectors to overcome the personal bubble
Six quality vectors in the
Catalan education system
In Catalonia,
official policies
include vectorization as
a Non-linear
unifying field for
learning
1-Competence-based learning
2-Gender perspectives
3-Universality
4-Language & communication quality
5-Emotional well-being
6-Global awareness and citizenship
Source: https://www.youtube.com/watch?v=hXCGh4WrtIo

21. Understanding personal and cultural diversity
The Andorran Educational System
Global Competency: agency for citizenship
(1) Investigate the world beyond their immediate
environment by examining issues of local,
global, and cultural significance;
(2) Recognize, understand, and appreciate the
perspectives and world views of others
(3) Communicate ideas effectively with diverse
audiences by engaging in open, appropriate,
and effective interactions across cultures
(4) Take action for collective well-being and
sustainable development both locally and
globally
-OECD/Asia Society Center for Global Education
https://www.facebook.com/easesc?fref=ts
https://www.facebook.com/AndorraInsiders/photos/a.111095320514941/116501236641016/?type=3
Andorra
4
3
2
3
2
1
1
4
3 official local languages
+ foreign languages

22. Self agency and community building
https://w
ww.yout
ube.com
/watch?
v=3LiC7
eM0zv0
STEAM
examples
from

23. https://youtu.be/3LiC7eM0zv0
Individual tasks ≠ personalization
Instructional flow

24. https://youtu.be/Vpax7yDbEGU
Interaction allows sharing
Interpersonal
exchange

25. https://youtu.be/cu0WFOxysZk
Interageing is diversity
Team
dynamics

26. https://youtu.be/k5cuc1nIu6o
Teams can collaborate
Inter-team
dynamics

27. https://youtu.be/zu7SUJPaobk
Personal wellbeing
Time-space adaptability

28. https://youtu.be/aPv_WeCPvyI
https://www.youtube.com/watch?v=zu7SUJPaobk
Success needs to be shared
Collective wellbeing

29. Interacting together to build an ethical culture
Culture
Community
Links
Trust
▪ Veracity
▪ Clarity
▪ Transparency
▪ Empathy
▪ Communication
▪ Orientation
▪ Co-responsibility
▪ Cohesion
▪ Inclusion
▪ Transformative
▪ Sustainable
▪ Ethical
Bridging diversity and
personalization

30. Collaborating to meet the challenge
Culture
Community
Links
Trust
▪ Scientific rigour
▪ Fighting fake news
▪ Diversity recognition
▪ Team building
▪ Efficient collaboration
▪ Common strategies ▪ Coherent vision
▪ Social justice
Bridging diversity and
personalization

31. Putting it all together:
https://1drv.ms/v/s!AmOQlESyGM3Lgel-V_NVnqhAsRg9Qw?e=kc7vQb

32. “Education that embraces personalization and
celebrates diversity empowers every learner to
reach their fullest potential”
–ChatGPT (2023). Prompt: Give me a short quotation on
educational personalization and diversity. OpenAI 3.5.
“The evaluation of global competence lies in
participation, because we are living and
working together in a globalized world.”
–Neus Lorenzo & Ray Gallon (2023),
The Transformation Society

33. References
▪ Asia Society/OECD (2018), Teaching for Global Competence in a Rapidly Changing World, OECD Publishing, Paris/Asia
Society, New York, https://doi.org/10.1787/9789264289024-en.
▪ Bankmycell (2023, May). How Many People Have Smartphones Worldwide.
https://www.bankmycell.com/blog/how-many-phones-are-in-the-world.
▪ Barrera, J. (2020, August 22). La pandemia reveló la importancia de la conectividad, dice experto argentino. La Vanguardia.
https://www.lavanguardia.com/vida/20200822/482951920582/la-pandemia-revelo-la-importancia-de-la-conectividad-dice-
experto-argentino.html.
▪ CAST (2018). About Universal Design for Learning. CAST. Retrieved December 16, 2021, from
https://www.cast.org/impact/universal-design-for-learning-udl.
▪ ChatGPT (2023). Prompt: Give me a short quotation on educational personalization and diversity. OpenAI 3.5.
▪ Ministry of Education, New Zealand. (2023). Spiral of inquiry: Leaders leading learning. New Zealand Government.
https://www.educationalleaders.govt.nz/Leading-learning/Spiral-of-inquiry-leaders-leading-learning.
▪ Ritchie, H., & Roser, M. (2021). Clean Water and Sanitation. Our World in Data. https://ourworldindata.org/water-access.
▪ United Nations. (2022). 2022 Special Report on Human Security. In Human Development Reports. United Nations.
https://hdr.undp.org/content/2022-special-report-human-security.
▪ XTEC Catalunya (Director). (2022, September 23). El nou currículum de l’educació bàsica: Els sis vectors.
https://www.youtube.com/watch?v=hXCGh4WrtIo (Video in Catalan).

34. Thanks for your attention!
More Information:
http://transformationsociety.net
ray@transformationsociety.net
neus@transformationsociety.net
Helping craft:
▪ Learning
organizations
▪ Smart
pedagogies
▪ Sustainable
humanist futures