Module Link

This resource was originally developed with resources from the College STAR grant. That grant has ended and the College STAR modules will now permanently reside at the East Carolina University Office for Faculty Excellence.

Module Introduction

For years teachers have struggled to help ensure every student gets the best instruction possible to fully understand a subject. This is true for all instructors, and even the best and most experienced teachers cannot tailor instruction specifically to every student's need. That said, emerging technologies, available to instructors and students, might open doors to access and learning not previously available. This module is about using tablet devices such as iPad to preserve information created in a classroom during lecture time. Most of the currently available techniques use cameras to capture either the class or screen. This technique focuses on the content rather than the instructor and enables instructors to record the lecture, save the notes and share them with students through various formats. It provides teachers with a versatile tool to preserve information created in classroom setting like discussions, solved problems and notes, and helps them to improve the class performance by reusing and updating the previously created content.

What type information is preserved?

The basic idea is using a tablet screen instead of blackboard or whiteboard as the reusable writing surface for teaching in classroom. Using the tablet along with appropriate complementary hardware and apps enables the instructor to preserve the most out of the information created and presented in a classroom setting. Examples of information that can be preserved by using this module include:

• Oral presentation recorded during a class lecture
• Lecture notes that are written during class
• Example problems that are solved during class
• Students questions and discussions from class

Support for this Module

Original development of this module was made possible by the College STAR (Supporting Transition Access and Retention) initiative.  College STAR was a grant-funded project focused on partnering postsecondary educational professionals and students to learn ways for helping postsecondary campuses become more welcoming of students with learning and attention differences. Much of this work was made possible by generous funding from the Oak Foundation.

Technology and ​Universal Design for Learning (UDL)

You’ve probably seen the lists of technology tools you can use in your classroom.  They can be mind-boggling! The question is what can you do with the tools to use them meaningfully for teaching and learning? Start by looking at the core features of the tool and considering its fit for your task.

Resist the urge to use tech tools just for the sake of the tool, especially if it is a new technology for students.

• Less can be more!  You don’t need a huge range of different tools.
• Start with tools you and the students are already familiar with: there are probably some technology tools, apps, or platforms you’ve used in class that can be useful.
• Technology can be a helpful tool for closed schools, but focus on teaching and learning and maintaining relationships, not just what tech to use (low tech might be better!).
• Consider what you want to accomplish and how you can do that remotely/online.

Rao, K. & Torres, C. (2020). Technology and UDL. https://schoolvirtually.org

In a world of iPads, chromebooks, learning management systems, and a billion-dollar education technology industry, it is easy to get enticed to use technology tools that promise to improve learner outcomes, make learning easier, or engage the digital natives in our classrooms. While technology can power our learning, without the UDL framework as a guide, it is a tool without a purpose and a source of disengagement for learners. This resource explains the importance of using UDL as a research-based method for applying classroom technologies, steps for successful technology incorporation, and examples of how teachers can use specific tools to enhance the learning environment to engage learners.

Academic Resources at Chattanooga State Community College, in the past few years, has adopted Universal Design for Learning (UDL) principles into their course design process for developing successful and engaging online courses. In their research on accessibility and UDL, they have collaborated campuswide as well as with other colleges and universities across their state.

This paper summarizes the Course Design for Student Success in Higher Education session that  wasoffered at UDL-IRN 2018. It will provide Learning Management System (LMS) tools, software, and pedagogy currently used in their course design process that promotes UDL and how their process is tied to the UDL principles. They will also provide recent course examples. This will include recent examples of STEM, Nursing, General Education, and Tennessee Center of Advanced Technology courses. In addition, it will provide resources solutions to common problems that occur during course design/re-design, including common LMS tips and tricks.

Academic Resources at Chattanooga State Community College, in the past few years, has adopted Universal Design for Learning (UDL) principles into their course design process for developing successful and engaging online courses. In their research on accessibility and UDL, they have collaborated campuswide as well as with other colleges and universities across their state.

This paper summarizes the Course Design for Student Success in Higher Education session that  wasoffered at UDL-IRN 2018. It will provide Learning Management System (LMS) tools, software, and pedagogy currently used in their course design process that promotes UDL and how their process is tied to the UDL principles. They will also provide recent course examples. This will include recent examples of STEM, Nursing, General Education, and Tennessee Center of Advanced Technology courses. In addition, it will provide resources solutions to common problems that occur during course design/re-design, including common LMS tips and tricks.

In 2014, the state of Tennessee mandated that digital content be made accessible for all students in order to remove barriers to learning. Inspired to build on that mandate, the team at Chattanooga State Community College set out to make post-secondary courses accessible. In the process, the team discovered that removing learning barriers involved more than simply increasing accessibility. It evolved into an examination and embrace of Universal Design for Learning (UDL). In researching accessibility and UDL, Chattanooga State Community College collaborated with stakeholders across campus as well as with other colleges and universities across the state. The original focus centered on the creation or redesign of traditional and online classrooms. The discovery of tools, technologies, and options for content presentation allowed us to meet accessibility standards and implement the three principles of UDL to improve student experience and success (UDL Center, 2016). The team was guided by the concept of Systematic Learner Variability as we learned about options for presenting course material (CAST, CAST UDL Exchange, 2016). Finding non-traditional options for submitting work encourages ownership and engagement among today’s tech savvy students.

Given the diversity of today’s expanding preschool population and the recent Federal Inclusion Policy Statement, the need for a UDL approach to curriculum planning has reached a critical stage. This resource will highlight best practices in early childhood settings for children with and without disabilities that provides for the active, inclusive and meaningful participation of ALL young learners. This document highlights three different UDL early childhood implementation projects. The authors share about how to utilize UDL lesson planning and implementation tools, technology integration resources, and reflective coaching practices in their own early childhood setting.

The UDL-PLC series provides you with 15 modules that guide the development of a professional learning community focusing on UDL. Each module has 2 segments: Learn and Discuss. 

While UDL-PLC modules can be viewed in the order of your choosing, we suggest that you be sure to view following module, which serves as introductions to the series. 

• Introduction To Developing A PLC: UDL-PLC Module Series

In this module, we consider the role of technology in the classroom and how technology tools can overcome learning barriers.  You will contribute to a dialogue about using technology as an activity versus using technology as a tool.

The UDL-PLC series provides you with 15 modules that guide the development of a professional learning community focusing on UDL. Each module has 2 segments: Learn and Discuss.  While UDL-PLC modules can be viewed in the order of your choosing, we suggest that you be sure to view following module, which serves as introductions to the series. 

Introduction To Developing A PLC: UDL-PLC Module Series

In this module, you will learn about flexible, student-centered classroom design, and the importance of establishing classroom routines. You will reflect on how the organization of classroom space supports UDL principles and guidelines, and share your thoughts with your PLC colleagues.

This article describes the importance of web page design that is accessible to all.  The authors include links to an Implementation Plan for Web Accessibility and Web Content Accessibility Guidelines and offer a website accessibility checklist.