The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework developed by CAST to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. The goal of UDL is learner agency that is purposeful & reflective, resourceful & authentic, strategic & action-oriented.

How to encourage active learning: 5 TIPS FOR TEACHERS

While Universal Design is about creating a common design that works for everyone, we have the freedom to create a design system that can adapt, morph, or stretch to address each design need presented by each individual.

avoid creating systemic inequalities that affect individual students’ experiences.

honda Martinez has 10+ years of educational experience, working in both public and private school classrooms, teaching children and adults. She has earned her Bachelor’s in Elementary Education and Master’s in TESOL Education, along with a certification in Middle School Language Arts. Her ongoing commitment to the educational field drives her consistent professional development in adolescent growth and mindset, classroom management, students with learning differences, giftedness in the classroom, best practices with technology, and UDL practices. She prides herself in being a strong example of modeling The Gradual Release Model – I Do, We Do, You Do. Her foundational pedagogy encourages each of her students to be the best they can be, while supporting and scaffolding them to reach their individual and ever-growing achievements! 

UDL is not just a premixed alcopop in a can, though perhaps the association with bad undergrad hangovers is why it has yet to take hold at Australian universities?

panic and reduction but with planning for hybridity and transformation.

It wasn’t until 2000 that UD properly established itself in digital education with Rose and Meyer’s book Teaching every student in the Digital Age : universal design for learning. Since then, UDL has become a familiar concept across North American institutions. More recently, whilst it is generally felt that the COVID crisis has improved awareness of accessibility, inclusion and supported wider UDL adoption, the pandemic also created and highlighted more barriers. In Australia, the ADCET was recently launched and partnered with the LX.lab inclusive practices team to support educators to teach in accessible ways at UTS.

Universal

Exploring UDL: design with everyone in mind

the fact of being strict or severe.

In this study, we drew on sociocultural notions of agency – where individual actions are entwined with community goals. A community is comprised of people with shared and individual goals, in their environments, in the midst of a historical context (Wenger 1998Wenger, E. 1998. Communities of Practice: Learning, Meaning, and Identity. New York, NY: Cambridge University Press. [Crossref], [Google Scholar]). Due to this web of relationships with people, environment, and history, people do not act autonomously, but according to possibilities within the community. Such possibilities for agency are negotiated over time; actions that strengthen ties to the community constitute investments in the self that in turn, have outcomes for the community as well (Peirce 1995Peirce, B. N. 1995. “Social Identity, Investment, and Language Learning.” TESOL Quarterly 29: 9–31. doi:10.2307/3587803. [Crossref], [Web of Science ®], [Google Scholar]). The financial metaphor in using the word investment is critical – it connotes spent effort that yields dividends. These dividends emerge immediately and over time.

Open Pedagogy, Universal Design for Learning, and Appreciative Inquiry

Implementing UDL principles with social annotation

short reading in class together at the beginning of the semester

enhance the learning experience of neurodiverse learners, who may feel left behind by traditional reading discussions

They may link to an image or map online that they think will help their fellow students better understand the reading

platform through which they can employ the principles of Universal Design for Learning (UDL) to improve engagement and accessibility for all learners.

all members contributed content that ensured the course incorporated principles of Universal Design for Learning (UDL); diversity, equity, and inclusion (DEI); Indigenous pedagogies; and open pedagogy.

les moyens et les résultats sont diversifiés

The institutional window to support universal design for learning will be most open when faculty are making the transition away from remote and towards residential learning. This transition point will be an opportunity in which the best parts of the pandemic-necessitated pivot to remote learning can be preserved.

And they have largely moved beyond the mental model of universal design (UD) in the physical environment, which is static, bounded, and predictable—instead designing interactions according to UDL, which sees interactions as dynamic, open, and emergent.

More forcefully than in any other single class, I realized the importance of universal design for learning (UDL). This curricular design features privilege multiple access points for learning, engagement, and assessment. As Dr. Jennifer Stone puts it, “designing on the front end” with UDL minimizes the need for individual learners to make a special request.

How can we create more inclusive learning materials to engage and meet the needs of all students?

The Three Dimensions of Inclusive Design

Implementing UDL on Canvas

The 7 Principles of Universal Design

that while our collective brains function similarly, the actual networks that invoke what we delineate as understandingand actual learning are highly variable (Sporns, 2011). For instance, research based on simple tasks such as tapping a single finger have shown the significant difference in how different brains process that exact motion (Meyer & Rose, 2002). Additional research continues to clarify how differently each person’s brain processes information. Defined as variability, these recognized differences point us toward designing more diversified opportunities for learning (Meyer, Rose, &Gordon, 2014). This variability comes to light when a teacher considers how to effectively engage and support learning for every learner. UDL is a framework that supports the design of a learning environment or classroom that both expects and accepts thevariability of every learner. In addition, the framework emphasizes context. How the student emotionally connects to the topic, the setting, the mode of delivery, the person delivering the information, and how other learners can alter that student’s acquisition of the information (Daley, Willett, & Fischer, 2014). Creating an environment where learners know they will be able to access and deliver information in a way that fits their momentary or constant needs allows them to approach learning in a more receptive state (Meyer, Rose, & Gordon, 2014). With access to the

Advocates hope educators increasingly see UDL as an attainable standard for course design -- one that penetrates curriculum and student-teacher interaction both in person and online.

Beyond compliance, this effort is a key component of valuing diversity in an educational ecosystem that supports inclusivity and universal design in education.

Universal Design: Stop Banning Laptops!

Investigating the Connection between Usability and Learning Outcomes inOnline Learning Environments 

Adopting the Principles of Universal Design into International and Global Studies’ Programs and Curriculum

This means developing a flexible learning environment in which information is presented in multiple ways, students engage in learning in a variety of ways, and students are provided options when demonstrating their learning.

universal design

Providing students with multiple means of perceiving, comprehending, and expressing their learning not only allows for students to engage with the material in a way that most benefits them

Focusing on the fundamentals of grammar is one approach to teaching writing.

Bringing User Experience to Education: UDL and Inclusion for the 21st Century" and my keynote address, which I refer to at the conclusion of the post, is about "Universal Learning Experiences: How UDL and UX Structure Inclusion & Transfer in Education for All."