Expedition E-Learning: UDL As Our Compass

Expedition eLearning: UDL As Our Compass

Learn how UDL can be utilized to prepare for extended emergency eLearning, remove barriers as eLearning (virtual learning is underway), help support staff, and help guide the design of more inclusive, accessible online learning environments.

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Weeks of virtual, remote teaching have been an unexpected journey for us all, filled with unique roadblocks and surprises. However, using UDL as the guiding compass in training, preparing, removing barriers, lesson design, and more can help make the journey much more enjoyable. Learn how UDL can be utilized to prepare for extended emergency eLearning, remove barriers as eLearning (virtual learning is underway), help support staff, and help guide the design of more inclusive, accessible online learning environments. Get examples of UDL in action during eLearning to help guide future planning and reflect upon the past weeks of virtual learning, identify lessons learned, and develop plans for future success.

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Authors/Creators
Brenny Kummer
Nick Williams

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WCAG v2.0 AA

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Posted date:

December 3, 2020

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Designing the Inclusive Future: One Prime Directive, One Research Based Framework, and Five Fun Propositions for the Future. Dr. Don McMahon, Associate Professor, Washington State University.

Designing the Inclusive Future

Designing the Inclusive Future: One Prime Directive, One Research Based Framework, and Five Fun Propositions for the Future

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Significant challenges exist in implementing transformative technologies with a limited or non-existent evidence base for their use, and designing inclusive educational experiences with a limited evidence base is even more challenging. In order to address this need, the talk presents some ways in which educators can make informed implementation decisions around these new tools. 

First, we examine the rule of the least dangerous assumption, which supports trying new technologies even if the evidence base is lacking. Next, we present a strategy that educators can use to apply the research-based framework of UDL in order to make informed implementation choices with new technologies. Finally, based on information gained from experience in providing professional development, school level implementation, individual student interventions and teacher focus groups, the talk presents 5 fun propositions for practice.

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Authors/Creators
Don McMahon

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Research Articles
Implementation

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WCAG v2.0 AA

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December 3, 2020

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Learner Preference as a Pathway to Inclusion: Choice, Relevance, and Targeted Intervention

Learner Preference as a Pathway to Inclusion

This session examines student usage of alternative formats generated through machine learning inside the Learning Management System (2+ Million downloads), and how access to multiple formats helps foster a more inclusive learning environment for all students, regardless of need, ability, and device.

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Representing learning content in different modalities and formats is a key tenet of UDL, yet alternative formats of instructional materials have traditionally been reserved for students with disclosed disabilities. Providing all students options to choose how they engage with course content empowers learner preference, fostering metacognitive awareness that can improve study habits for effective lifelong learning. This session examines student usage of alternative formats generated through machine learning inside the Learning Management System (2+ Million downloads), and how access to multiple formats helps foster a more inclusive learning environment for all students, regardless of need, ability, and device. 

Session Video Recording
Slide Deck
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Authors/Creators
Andrew Estrada Phuong
John Scott

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WCAG v2.0 AA

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November 30, 2020

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Image of two kids playing an accessible video game. The AbleGamers Charity.

AbleGamers

Join AbleGamers for an introduction on inclusivity in video games.

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Join AbleGamers for an introduction on inclusivity in video games.

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AbleGamers Website

Authors/Creators
Christopher Power

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Video

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WCAG v2.0 AA

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Posted date:

November 24, 2020

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Can Design Change the World?

Watch this session to explore the essential design elements needed to effect real systemic change.

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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.  

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Session Resources
Interactive Notes Document

Authors/Creators
Sue Hardin

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2020 UDL-IRN International Summit On Demand

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Professional Development

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Posted date:

November 20, 2020

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This tool has been developed as part of the Inclusive School Communities Project in Australia, funded by the National Disability Insurance Agency. It is written for parents/caregivers to navigate and support their children’s learning at home.

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This tool is written for parents/caregivers to navigate and support their children’s learning at home. It was written in response to the shift to learning-at-home as a result of the COVID-19 pandemic although the strategies are just as relevant now that most students in Australia have returned to school. The tool recognises the challenges and frustrations parents/caregivers and their children may face in making sense of the learning that has been sent home. This tool is also relevant to educators planning work during the COVID-19 pandemic or another situation that requires a student to be learning-at-home (e.g., recovering from surgery).

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Organization/Publishers:

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This resource summarizes the use of virtual reality technology to explore a sample spectrum of STEM workshops and teacher training activities. Activities are all rooted in the application of UDL principles to provide accessible learning experiences forSTEM educators in Algeria’s unique context.

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This resource highlights the production of a 360 view of the Algiers STEM Center activities, with intensive insights into the UDL in STEM teacher training modules. The Algiers STEM Center, located in Algiers, Algeria, has become a magnet for inquiring youth, with over 2,000 participants benefiting from interactive makers’ inspired activities such as coding, robotics, engineering, chemistry and artificial intelligence. The Center has graduated 82 teacher candidates from the UDL in STEM Teacher training program. Graduates continue to work directly with youth both in the STEM Center and in public and private schools across Algeria. This resource summarizes the use of virtual reality technology to explore a sample spectrum of STEM workshops and teacher training activities. Activities are all rooted in the application of UDL principles to provide accessible learning experiences for STEM educators in Algeria’s unique context.

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Research Articles
Teaching Resource
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Accessibility
WCAG v2.0 A

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Posted date:

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Document Title:

A Virtual Tour of the Algiers STEM Center – The UDL Lens

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The Vision of Inclusion: Leading the UDL Journey

This resource presents tools and strategies used by two school Principals to transform a vision of inclusion into a school wide mindset and practice.

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This resource presents tools and strategies used by two school Principals to transform a vision of inclusion into a school wide mindset and practice. An Elementary School Principal will share his approach to UDL implementation from the perspective of the development of expert teachers. An Early Learning Center Principal will share his approach to UDL implementation from the perspective of development of expert learners. Capacity to embark upon these UDL implementation journeys has been built in collaboration with the Region 4 Education Service Center (Region 4, Texas) and with district wide universal systems.

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Posted date:

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Whether by high tech, low tech or no tech, all students can participate and thrive in the UDL classroom. Good DESIGN is the key.

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“All students can learn and succeed, but not on the same day in the same way.” William G Spady.

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Authors/Creators
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WCAG v2.0 A

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Posted date:

February 4, 2019

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This resource takes a critical look at progress made in the research and implementation of the Universal Design for Learning framework based on the propositions presented by Edyburn.

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This resource takes a critical look at progress made in the research and implementation of the Universal Design for Learning framework based on the propositions presented by Edyburn.

Authors/Creators
K. Alisa Lowrey, Ph.D.

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Implementation

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WCAG v2.0 A

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Posted date:

January 31, 2019

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