Published on March 12, 2014
Universal Design for Learning and the Use of ICT Tools to Make Teaching & Learning Accessible for All Students Evelyn Cloosen (email@example.com) Karen Leyman (firstname.lastname@example.org) AHEAD Conference, Dublin, March 18th 2014
SIHO • The Support Center for Inclusive Higher Education (SIHO) promotes equal opportunities and full participation in higher education for students with disabilities. • SIHO takes actions to remove obstacles which undermine full participation. • www.siho.be
Content 1. Diversity is the norm 2. Accessible environments: Universal Design (UD) 3. Accessible education: Universal Design for learning (UDL) 4. The role of technology 5. UDL and ICT-tools
1. Diversity is the norm
Do you have students in your class who… have a variety of academic abilities? have different educational experiences? have different backgrounds? have different learning styles? have different preferences? may or may not be proficient in English? might have a learning disability? are used to instruction at different paces?
The way we learn is as unique as our fingerprints
2. Accessible environments: Universal Design (UD)
When was the last time you used an automatic door?
When was the last time you used an adjustable chair?
What do those two items have in common? They are examples of Universal Design (Roberts Campus, Berkeley, California)
Universal Design • One size doesn‟t fit all • Proactive: designed from the beginning • Increases access opportunities for everyone • Anticipates a variety of needs • Respects human diversity
From architecture to education “Consider the needs of the broadest possible range of users from the beginning” (Ron Mace, architect, founder and program director of The Center for UD)
3. Accessible education: Universal Design for learning (UDL)
Universal Design for Learning “The essence of Universal Design for Learning (UDL) is flexibility and the inclusion of alternatives to adapt to the myriad variations in learner needs, styles and preferences… the „universal‟ in Universal Design for Learning does not imply a single solution for everyone, but rather it underscores the need for inherently flexible, customizable content, assignments and activities.” (David Rose and Ann Meyer in Journal of Special Education Technology (15.1))
UDL: A Framework for Inclusive Pedagogy UDL 3 principles Present Information Interact & Express Engage
4. The role of technology
Technology Changes things Recent changes in technology: • Make it possible to communicate with more people • Enable learning any time, any place, any how • Facilitate personalization • Promote openness, which promotes sharing • Promote participation in content and knowledge • Enable collaboration across the world (Brenda Gourley, EDUCAUSE Review, Vol. 45, no. 1 (January/February 2010): 30-41.)
Assistive technology “Any item, piece of equipment, or product system, whether acquired commercially off-the-shelf, modified or customized, that is used to increase, maintain, or improve functional capabilities of individuals with disabilities.” (Assistive Technology Act of 1998)
Examples of Assistive technologie
Technology alone is not enough Need Solution access to computers assistive technology (AT) access to electronic learning materials / resources Universal Design (for Learning)
Learning material Traditional • Mostly print and everyone gets the same materials • Few options UDL • Variety of materials and formats to reach learners with diverse abilities, styles, and needs equally well.
5. UDL and ICT-tools
Principle I: Multiple Means of Representation Present information and content in different ways
Example: online video as an option for text and drawings
Example: subtitling and translation of online videos for easy access
Example: Screen recordings with audio as an option for user manuals
Example : interactive timelines as an option for representing historical facts, processes, biographies, …
Let's take it to the basis, accessible digital text documents What makes a document Universally Designed? • Searchability • Copy and Paste • Bookmarks or an Interactive Table of Contents • Text to Speech capability • Accessibility • Keyboard access, alternative to images, etc.
Creating accessible Word documents i.e. add alternative text to images i.e. use built-in styles • Headings • Lists • Emphasis Use the Built-in Accessibility Checker • File > Info > Check for Issues > Check Accessibility More info: http://tinyurl.com/accesword
Accessible PDFs Acces- sibility Search- ability Copy/ Paste Book- marks Text to Speech Scanned PDF NO NO NO NO NO Scanned PDF with OCR NO YES YES NO YES OCR and Tags (YES) YES YES (YES) YES
Why is this necessary?
Example of multiple options for the content of the book “The Adventures of Tom Sawyer (Mark Twain ) • Read the text in the actual novel • Access the text online in digital format (with screenshots from the original book) • Access the full text online (without images) • Access the text in iBook format • Listen to the audio book • Watch the video (www.wisconsinrticenter.org)
Principle II: Multiple Means of Action and Expression • Differentiate the ways that students can express what they know
Example: Let students visually outline thoughts, notes, structures, concepts … in mindmaps
Example: Encourage online collaboration and sharing of documents
Principle III: Multiple Means of Engagement • Stimulate interest and motivation for learning
Example: Engage your class with live polls and voting
Example: Create & play trivia games using Youtube videos
Example: Online brainstorming and voting
How can I implement UDL in education? • Use multiple formats for presentation of information (graphs, charts, video, mindmaps, audion, etc.) • Integrate new learning with old learning • Use digital formats
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