In order to create meaningful opportunities for learners to make choices and become self-directed in their learning, we have to move away from being lesson planners and embrace our role as designers of learning opportunities and educational spaces. 

Learning designers empathize and seek to understand, define challenges and decisions to be made, share and value all ideas, create prototypes for iterations of their work, test their iterations to determine what works and how to move the design forward, and value the learner as the center of design.

Start the Module

This session addresses affective, recognition and strategic networks for all learners. Due to challenging circumstances, educators have to change instructional delivery from face to face to virtual. The purpose of education is to engage all in all settings. Now the question is: Are we reaching out to all learners virtually? Are the lessons addressing the needs of all learners? Are we providing equity to all learners ? Are we bridging the gaps? The participant will walk away with ideas how to reduce barriers in reaching out to all learners.

• Poster
• Speaker Notes
• Slide Deck
• References

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

Universal Design for Learning framework is based on a notion of intentional and systematic process to design instruction to allow for options, flexibility, and access. During COVID-19 pandemic, instructors had to switch the modality of their teaching which exposed inherent barriers in their instruction, lack of preparation to offer flexibility, and lack of training in UDL. This presentation will describe the results of a survey of teachers’ perceptions and reflections on their COVID-19 teaching experiences, their professional preparation, and barriers they encountered. Implications for future practice and professional development will be discussed, including the audience feedback. 

Session Video Session
Slide Deck
Interactive Notes Document

With an understanding of how race and racism operate in classrooms and schools, we can harness the power of the UDL framework to tear down broken systems and design new ways of being. This can only occur if we are willing to be expert learners and look internally at our own practices and beliefs. In this session, join Lisa Williams and Liz Berquist as they share how UDL can be a lever for moving equity theory to practice. Guided by their work in the Baltimore County Public School System (BCPS), the 25th largest district in the US, Lisa and Liz will offer actionable practices for developing high functioning teams capable of disrupting oppressive practices and designing equitable, universally designed learning environments.

Session Video Recording
Handout

Join this networking discussion led by Understood’s Trynia Kaufman as we discuss designing for difference in distance learning settings (and more!).

Session Video Recording

At its core, UDL is about designing new environments so that all learners can engage and excel to the greatest extent possible. But what if we need to dismantle harmful practices in conjunction with designing new opportunities? This session focuses on seeing one guideline, Options for Perception, through an equity lens. Pulling in recent research and real-life stories, we’ll explore a 3D process – Define, Dismantle, and Design – to envision “learning free from limits.”

Session Video Recording
Handout
Interactive Notes Document

As educators take on the work of Universal Design for Learning, their self-efficacy in that work is paramount to the success of implementation and expert learner outcomes; yet, so frequently the conversations, training, and time to develop this efficacy comes last in the progression of implementation. In order for educators and educational leaders to fully implement Universal Design for Learning, they must first embrace the identity of a designer. Unfortunately, the term design is too often associated with being arty or creative. In our work as educational designers and consultants, we’ve had people say to us, “I’m just not very creative” OR “UDL is easier for creative types, and that’s just not me.” Bryan and Joni's talk centers on self-efficacy and creative confidence as launch pads for UDL implementation.

Session Video Recording
Interactive Notes Document

Can design meet the fundamental challenge of providing safe, equitable and inclusive education for all students, even in the face of a pandemic? Current narrowly focused design strategies are often ineffective at addressing the systemic problems facing schools today, leaving educators frustrated and disappointed. Watch this session to explore the essential design elements needed to effect real change.  

Session Video Recording
Session Resources
Interactive Notes Document