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.

UDL-PLC Series: Time, the Big Barrier

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, the teaching barrier of “time" is considered.  You will reflect on ways that adopting a UDL mindset can save you time, and share this with colleagues.

In today’s complex and dynamic classrooms, educators know they will be supporting students with very diverse learning needs. It can be challenging to craft learning opportunities that meet the needs of such a wide variety of learners. Universal Design for Learning (UDL) is an approach to curriculum design that can help address the challenge. This course is designed to introduce the Universal Design for Learning (UDL) educational framework. By completing this course, you will gain an understanding of the basic principles of UDL, how to implement a variety of UDL strategies, and become part of a Professional Learning Community striving to improve teaching practice.

How to use this resource:

This course can completed many different ways.

• You can work through the course as a self-directed study, setting your own pace and accessing the course whenever or wherever you wish
• A school team interested in implementing UDL can work together according to an agreed-upon schedule. For example, individuals could explore a module and then come together, physically or virtually, to discuss and extend their learning
• If you are facilitating learning opportunities in your school or district to help educators develop knowledge of UDL, you can use the course curriculum and resources as part of your own face-to-face or eLearning course

Universal Design for Learning (UDL) represents a paradigm shift in education that has the potential to improve outcomes for a broad range of learners. The UDL-IRN working with the Michigan Integrated Technology Supports (MITS), in collaboration with CAST, has identified four critical, foundational elements of UDL implementation and research. Educators aligning instruction to UDL must minimally include each of the four elements.