UDL for distance education

Question 1

• Representation – Modifications that can be made to classroom materials to make materials more accessible to students with disabilities
• Expression – Takes into consideration way each individual student expresses themselves
• Engagement – Use of strategies that involve students with disabilities in the learning process
• 31 checkpoints

Answer 1

Center of Applied Special Technology (CAST; 1998)

Question 2

• UDL uses the concepts of designs from the universal design of architecture
• Easy accessible structures are created to accommodate a variety of users

Answer 2

Burgstahler (2001)

Question 3

UDL classrooms will include planning for all students’ learning “before the fact” rather than “after the fact”

Answer 3

Browder, Spooner, Wakeman, Trela, & Baker (2006)

Question 4

UDL must be recognized as a learned skill, one that is refined over time, to produce high levels of performance

Answer 4

Edyburn (2009)

Question 5

• Providing options and choices – consider which course elements can lend themselves to multiple formats (resources, assignments, opportunities to respond, presentation of information)
• Smaller assignments versus high stakes assessments
• Timely, personal feedback

Answer 5

Rao & Tanners (2011)

Question 6

• Learner variability – Individuals can become expert learners in varied ways
• UDL presents a set of guidelines for proactively taking learner variability into account while designing instruction

Answer 6

Meyer, Rose, & Gordon (2014)

Question 7

• Uniformity when describing UDL interventions by identifying explicit connections of UDL principles and guidelines to corresponding component(s) of independent variables
• Learning outcomes of students receiving UDL treatments
• How UDL-derived techniques affect learning

Answer 7

Rao, Ok, & Bryant (2014)

Question 8

• Apply knowledge to their work settings, making content more relevant to their lives
• Time and efforts made the course activities and assignments engaging and relevant for students
• Choices provided for accessing materials
• Clear and organized way course was laid out

Answer 8

Rao, Edelen-Smith, & Wailehua (2015)

Question 9

• Implement components of UDL in both the design and facilitation of learning in technology-enhanced learning environments
• Flexibility for users to customize the display of information and learning content using built-in settings of their personal devices
• Organized and focused manner to help students navigate content quickly and easily (foster familiarity to deepen engagement)
• Majority of materials created using commonly available tools (easily accessible, use of modeling)
• Discussion forums
• Tutorial resources, templates, exemplars
• Fluid design that would evolve with each design cycle

Answer 9

Ostrowski et al. (2017)

Question 10

• Extends the concept of access to all students who can benefit from the design features that take into consideration that individuals learn in varied ways
• 1. Consider learners and potential barriers (learner variability is systematic and predictable)
• Barriers for nontraditional college students – Excessive reliance on text (reading and writing assignments), ambiguity about expectations (navigate course online, discern course expectations, feedback not helpful)
• 2. Instructional components (goals, assessments, methods and materials)
• UDL is not prescriptive – checkpoints provide a “menu of options”

Answer 10

Rao (2017)