This presentation chronicles a systematic project that involved the use of a Learning Management System (LMS) to deliver Universal Design benefits to a F2F lecture/lab class in biology. This presentation describes the course design strategies, research questions, and results of a case study that was conducted in the Spring 2009 semester of Dr. Gerald Cizadlo's anatomy & physiology course.

1. Hitting the Sweet Spot of Universal Design for Learning(UDL) The 15 th Sloan-C International Conference on Online Learning October 30, 2009 Presented by Sarah Bryans Bongey, M.Ed.

2. “ Universal design is the design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design.” –Ron Mace Ron Mace, 1941-1998 Architect, Founder, Center for Universal Design Ramp in Ferris Elementary School archrabe.com Sidewalk with curb cuts Universal Design has its foundations in architecture and product design

4. The framework from the Center for Applied Special Technologies (CAST) was used to guide the project.

5. In Spring, 2009, a site in our college’s Course Management System (CMS) was used to deliver UDL supplementation to a F2F biology course with an enrollment of 116. The students who were involved in this Spring semester class/intervention were continuing their studies from the first semester of a year-long class. Due to the fact that this study tracked a consistent population involving the same instructor, and similar but more advanced subject matter, it was possible to make longitudinal (e.g., Fall-to-Spring) observations. It was also possible to make comparisons with groups from previous years. Next: A screenshot of the Spring Biology 2120 course site.

7. Representation: Podcasts & Audio Blackboards

8. Representation: Integrated Glossary Vocabulary words (like “Peripheral” at left) are hyperlinked to definition, pronunciation & audio

9. Representation: Study Games

10. Strategic: Objectives linked in PDF and MS Word formats

11. Strategic: Course Notes

12. Strategic: Self-Tests

13. Strategic: Personal Grade Information

14. Affective: Online Office Hour with Professor and Chat Logs for those who can’t attend synchronously .

15. Affective: Options

16. Affective: Study Aids – Options for engagement

17. Evaluation question Measurement Method Do students benefit academically from the UDL intervention? Student self-report on survey Objective evaluation of grades/points as compared to grades from previous semesters. Do students with special needs feel that the UDL site represented benefits over standard supplementation methods? Survey question as to whether the UDL enhancements improved learning/experience over previous semester. Filter result according to Disability self-report and compare with general population. Also conduct follow-up interviews. What were the observable or self-reported changes in study habits? Survey questions (including open-ended) Comparison of time spent in online site (available from the student tracking records maintained by the CMS). Do students prefer UDL design and delivery of their courses? Survey question : Indicate your level of agreement with the following statement: I would make a special effort to register for a lecture/lab class that includes the same variety of resources as those provided in the WebCT component of this course. How should this design be adjusted or improved? Student survey (open-ended comments) Interviews Should this pilot/research be expanded? Evidence of benefits perceived by students, instructor, designers, and evaluators.

18. Findings: Created Evaluation Tools Survey Responses Interviews Existing Evaluation Tools Student Tracking Data from CMS Conscripted Evaluation Tools: Student Grade Data

19. Source: BIO2120 Student Survey, 5/2009 50 Respondents (43% of 116) The way the material is presented in the site helps me understand the material better. Strongly Agree -- 45% (22) Agree -- 41% (20) Disagree -- 6% (3) Strongly Disagree -- 4% (2) Don’t Know -- 4% (2)

20. Source: BIO2120 Student Survey, 5/2009 50 Respondents (43% of 116) The site helps me to be more organized for this class. Strongly Agree -- 46% (23) Agree -- 42% (21) Disagree -- 2% (1) Strongly Disagree -- 4% (2) Don’t Know -- 6% (3)

21. Source: BIO2120 Student Survey, 5/2009 50 Respondents (43% of 116) Please express your agreement or disagreement with the following statement: I would make a special effort to register for a lecture/lab class that includes the same variety of resources (e.g., notes, podcasts, self-tests, etc.) as those provided in the WebCT component of this course. Strongly Agree -- 67% (32) Agree -- 27% (13) Disagree -- 0% (0) Strongly Disagree -- 0% (0) Don’t Know -- 6% (3)

23. Source: Blackboard/WebCT Student Tracking Log Biology 2110/2120 Student Tracking Data Fall, 2008 (126 students) Spring, 2009 (UDL) (116 students) Total # User Sessions 6542 7251 Avg. Session Length 5 minutes, 29 seconds 8 minutes

26. Evaluation question Measurement Method Do students benefit academically from the UDL intervention? Student self-report on survey Objective evaluation of grades/points as compared to grades from previous semesters. Do students with special needs feel that the UDL site represented benefits over standard supplementation methods? Survey question as to whether the UDL enhancements improved learning/experience over previous semester. Filter result according to Disability self-report and compare with general population. Also conduct follow-up interviews. What were the observable or self-reported changes in study habits? Survey questions (including open-ended) Comparison of time spent in online site (available from the student tracking records maintained by the CMS). Do students prefer UDL design and delivery of their courses? Survey question: Indicate your level of agreement with the following statement: I would make a special effort to register for a lecture/lab class that includes the same variety of resources as those provided in the WebCT component of this course. How should this design be adjusted or improved? Student survey (open-ended comments) Interviews Should this pilot/research be expanded? Evidence of benefits perceived by students,instructor, designers, and evaluators.