Universal Design for Learning, Co-Designing with Students.
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The document discusses Universal Design for Learning (UDL) and how to co-design educational experiences with students. It presents UDL using a systems model of inputs, processes, and outputs similar to human perception, cognition, and motor skills. Examples of how instructors can involve students in co-designing their educational experience are provided, such as allowing choice in content or activities, creating accessible materials in multiple formats, and developing self-assessment tools. The goal is to incorporate student feedback to create more inclusive and engaging learning experiences.
Universal Design for Learning, Co-Designing with Students.
- 1. Universal Design for Learning: Co-Designing Educational Experiences with our Students as Vital Partners in Moving Forward Damian Gordon, Computer Science Lecturer, TU Dublin
- 2. People in Design •I love the systems view: Outputs Inputs Process 1 Process 2 Process 3 Process 4 Process 5
- 3. People in Design •So how do this work for UDL?
- 4. People in Design •So how do this work for UDL?
- 5. People in Design • Exactly the same way
- 6. People in Design • Exactly the same way Inputs
- 7. People in Design • Exactly the same way Inputs Perception
- 8. People in Design • Exactly the same way Inputs Perception Sight Hearing Taste Smell Touch
- 9. People in Design • Exactly the same way Inputs Perception Outputs Sight Hearing Taste Smell Touch
- 10. People in Design • Exactly the same way Inputs Perception Outputs Action Sight Hearing Taste Smell Touch
- 11. People in Design • Exactly the same way Inputs Perception Outputs Action Dexterity Locomotion Reach Sight Hearing Taste Smell Touch
- 12. People in Design • Exactly the same way Inputs Perception Outputs Action Sight Hearing Taste Smell Touch Interacting Processes Dexterity Locomotion Reach
- 13. People in Design • Exactly the same way Inputs Perception Outputs Action Sight Hearing Taste Smell Touch Interacting Processes Cognition Dexterity Locomotion Reach
- 14. People in Design • Exactly the same way Inputs Perception Outputs Action Sight Hearing Taste Interacting Processes Cognition Attention Memory Language Smell Touch Dexterity Locomotion Reach
- 15. People in Design • Exactly the same way Inputs Perception Outputs Action Sight Hearing Taste Interacting Processes Cognition Attention Memory Language Smell Touch Dexterity Locomotion Reach
- 16. People in Design • Exactly the same way Inputs Perception Outputs Action Sight Hearing Taste Interacting Processes Cognition Attention Memory Language Smell Touch Dexterity Locomotion Reach
- 17. People in Design • Exactly the same way Inputs Perception Outputs Action Sight Hearing Taste Interacting Processes Cognition Attention Memory Language Smell Touch Dexterity Locomotion Reach
- 18. Also … It’s evolutionary !
- 19. Also … It’s evolutionary ! So we don’t have to begin co-designing immediately, we can build up towards it over time.
- 20. Let’s go…
- 21. Multiple Means of Representation What Can We Do? Make sure all hand-outs are adjustable in format. If the documents are in .DOCX and .PPTX, they are easy to change, if they are in PDF, it a bit harder. Encourage the students to adjust the content to their needs (e.g. adjust font size, type, colour, depending on needs). How can students help? Ask the students to share with you their revised content, and make that available to everyone, potentially labelled as being more suitable to students with specific needs.
- 22. Multiple Means of Representation What Can We Do? Just for fun, translate you slides into another language. Show the students how you did it, and if there are any students in the class who speak that language, get them to check it. How can students help? Make that new content available to everyone, potentially labelled per language.
- 24. Multiple Means of Representation What Can We Do? After the end of each class, note 4-5 words of terminology that are important for the students to understand, and put them in a document with a simple definition of those words. By the end of the term you’ll have a lovely Glossary of Terms. How can students help? Encourage the students to suggest additional terms for the glossary, and select ones to incorporate into the document. Also allow the students to configure the format and language of the Glossary.
- 25. Multiple Means of Representation What Can We Do? Work with the students to create a visualisation/diagram to represent the sequences of topics within the lessons, as well as visualising links between this module and students’ previous knowledge and other modules that they are doing. How can students help? Encourage the students to suggest alternative visualisations and new links.
- 26. Multiple Means of Representation What Can We Do? Explore finding interesting exemplars, case studies, non-case studies, etc. that illustrate some of the key concepts in the module. How can students help? Encourage the students to find further exemplars, and provide a menu of potential exemplars to the students and let them choose from the list.
- 27. Let’s go…
- 28. Multiple Means of Engagement What Can We Do? Give the students choices, in terms of: • Content (one or two lessons) • Order of content • Activities • Learning Goals How can students help? Ask the students to vote on these issues.
- 29. Multiple Means of Engagement What Can We Do? Give the students choices, in terms of: • Content (one or two lessons) • Order of content • Activities How can students help? Ask the students to vote on these issues.
- 30. Multiple Means of Engagement What Can We Do? Work with students to create activities from them that are personalized, relevant (culturally and socially), and ability appropriate. Also create a create a supportive and accepting classroom environment. How can students help? Work with us. Also encourage students to use peer-review and peer-tutoring. Create rubrics and guides for groupwork
- 31. Multiple Means of Engagement What Can We Do? Work to develop and identify tools to assist the students in identifying their personal goals, and to assess their own strengths and weaknesses. How can students help? Work on this, and share with others.
- 32. Let’s go…
- 33. Multiple Means of Representation What Can We Do? Create an assessment that provides the students with options in terms of how they present their content including documents, presentations, videos, podcasts, infographics. How can students help? Consider with the students additional approaches, including social media submissions, interactive web tools, simulations, chats, animations.
- 34. Multiple Means of Representation What Can We Do? Create a model solution(s) to typical assignments and real world type problems and annotate with notes on the solution as well as generate tips. How can students help? Consider with the students adding further model assignments, as well as creating new notes.
- 35. Multiple Means of Representation What Can We Do? Provide differentiated feedback to the students. How can students help? Work with them to create self-assessment and peer-assessment approaches.