UDL’s principles enable educators in higher education institutions to reach all students through multiple means of Engagement, Representation, and Action and Expression. While there is substantial evidence supporting UDL in the academic setting, the application of UDL principles in the clinical setting is less well explored. The purposes of this pilot project are (a) to develop a curriculum for coaching clinical educators in application of the UDL framework in their practice and (b) to provide coaching and technical assistance to implement UDL with students in clinical settings.

Session Video Recording
Poster
Slide Deck

Designing for Variability across the Higher Ed Curriculum is an interactive poster in which a spectrum of practitioners shares stories about how their UDL training has inspired them to redesign and reconceptualize the way they teach, the way they interact with students, and the way they think about the role of higher education in general. This repository showcases first-person accounts of the transformative potential of a UDL-based approach to higher education, offering specific examples of what UDL-informed practice looks like in disciplines as diverse as Composition, Nursing, Welding, and Graduate Studies. 

Padlet

This study investigates the impact of a UDL course design methodology called CUTLAS. The study’s main aim was to uncover the extent to which students on a Postgraduate Certificate in Higher Education (PGCHE) course encountered UDL learning, teaching and assessment practices, following its CUTLAS design. A secondary aim was to assess how important UDL learning, teaching and assessment practices were perceived to be in relation to learning.

The extent to which PGCHE students encountered UDL learning, teaching and assessment practices and their importance for learning were assessed using the 36 item UDL student perception survey (Kennette et al., 2019). Results revealed that students perceived that 31 of the 36 survey items, occurred “often” or “always”, on the PGCHE, with 29 of those 31 items considered as “very” or “extremely” important for learning. CUTLAS appears to effectively in embed UDL into the course design process, with demonstrable perceived benefits for learning.

Interact with the Session

The aim of this presentation is to unveil how through multiple means of representation, ELS students with fixed mindset and high level of frustration can reach the eureka moment in the learning pit. 

“Affect represents a crucial element to learning, and learners differ markedly in the ways in which they can be engaged or motivated to learn. There are a variety of sources that can influence individual variations in affect including neurology, culture, personal relevance, subjectivity, and background knowledge, along with a variety of other factors.”

UDL Guidelines, CAST

Minimizing threats and distractions, teaching self- regulation and growth mindset, ESL teachers con provide students fundamental tools to achieve their goals.

Session Video Recording
Seesaw Activity
Session Scenarios

Education and Parents are calling for “student centered” classrooms, but there is a wide range of practices and expectations of what this means. This presentation will provide four pillars of practice to consider in framing a student centered classroom. Beginning with UDL as the basis for how curriculum is presented to students, the other pillars include communication practices, student and teacher accountability, and feedback to guide student progression through curriculum. This session will focus on these practices which support the student centered classroom while retaining teacher sanity!

Session Video Recording
Video Transcript
Discussion Guide
Slide Deck (PDF) (PowerPoint)

As teachers become more fluent and proficient in the UDL applications to instructional practices, there may be activities that are working well and some other activities that need to be changed. Finding out how to make changes to refresh and elevate both cases while keeping their core intentions can be challenging. Viewing UDL applications from different angles can leverage the current learning and instructional features. Our presentation highlights resources and strategies to refresh and advance current teaching ideas and strategies are discussed and shared during this presentation.

Wakelet

Students at all levels struggle in written expression. This session presents how one faculty member addressed barriers to written expression in a graduate level education course. 

Session Video Recording
Handout (Word Doc)(PDF)

We are thrilled to kick off the 2021 UDL-IRN International Summit On Demand! Thank you for joining us.

Session Video Recording
Slide Deck

Join the UDL-IRN at CAST’s Steve Nordmark as we wrap up the 2021 UDL-IRN International Summit On Demand.

Session Video Recording

Learning to code from a young age encourages all students to say Yes, I Can Code! In this session explore how Code Jumper creates a three-dimensional, hands-on coding experience for students of all ability levels. Explore the many ways Code Jumper engages students in the pillars of UDL, engagement, representation, and expression. 

Participants will:

• Learn the basics of Code Jumper
• Explore the Code Jumper curriculum 
• Learn how to use Code Jumper across settings
• Learn how Code Jumper meets the pillars of UDL

Session Video Recording
Code Jumper Flyer
Code Jumper Site