Designing for Diversity

Where or how have you used UDL thinking or methodologies — or observed its use by someone else — prior to your introduction in this module?

Boothe et al. (2020) share that “Universal Design for Learning (UDL) is an evidence-based educational framework that supports the needs of all learners through the use of multiple means of engagement, representation, and action and expression” (p.1). In my teaching career I have used this method to afford students the opportunity to select which final product they will share to share what they have learned with the class.

The UDL framework addresses the (a) “why” of learning through multiple means of engagement, (b) “what” of learning through multiple means of representation, and (c) “how” of learning through multiple means of action and expression. Multiple means of engagement is what the student and instructor are doing to be part or present in the class to develop independent, lifelong learners (Boothe et al., 2020, p.3).

I have created several options for students to share their content knowledge on some of our biology topics. For example, when studying the interrelatedness of photosynthesis and cellular respiration, students are given a choice board where they can select a diagram, a poster, a ppt /digital presentation, a video presentation, animated characters, a cartoon of the process, take a 25-question quiz or answer 5 questions in short essay form. Students can select which method appeals to their learning styles and receive the support needed to complete their tasks. I have found that, although they are excited about the innovative ways they can show what they have learned, most of the students elect traditional methods of submitting their work such as presentations, essay answers and posters.

How have you used technology to support the learning needs of different students?

I have used technology to provide students with content and allow them to review material for their state exam. Students also have several technology options to submit work. They can type of scan, include pictures of create a presentation. We have a laptop cart with 31 working computers and students have one assigned for the time they are in my classroom. They can also use different methods of communication to reach me if they need assistance.

Some students text, some email, some use Canvas messaging but most use Google voice and send me audio clips of what they need. My 9th grade students prefer audio responses over text since they can listen as they try to complete a task. They love when I share tutorial videos and I have noticed that during the last 2 years more students use audio options than before.

Garrad and Nolan (2023) share that more individualized options should be embedded into online courses to afford distance education students similar flexibilities that cater to their needs. Some online courses, especially at the graduate level, offer zero choices for assignment submission formats. They are rigid in their designs, making it difficult for students (like me) who need differentiation.

If colleges invested in multiple formats of presenting information (videos, text, sites) and updated their content to show current trends/research, they would advance toward UDL. Unfortunately, this requires personnel, agreements, and budget, and colleges are in the business of making money, so they end up tying the hands of the professors hired to run these courses. This would also require professors to get to know their students and make adjustments to meet their needs, which is rarely the case.

References:

Boothe, K.A., Lohmann, M.J. & Owiny, R. (2020). Enhancing student learning in the online environment through the use of Universal Design for Learning. Networks: An Online Journal for Teacher Research, 22 (1), 1-24.

Garrad, T-A., & Nolan, H. (2023). Rethinking higher education unit design: Embedding Universal Design for Learning in online studies. Student Success Journal, University of.New England Australia, 14(1), 1-8.