Universal Design for Learning

Universal Design for Learning (UDL)is an approach to teaching and learning focusing on the needs of ALL students. Consideration is given to the different ways individuals learn and offers options for motivating students (engagement), presentation of content (representation), and various ways to engage witht he content and demonstrate mastery (action/expression). UDL is based on the concept of universal design which originated in architecture and product design, emphasizing design that is accessible to individuals with differing abilities. Think about curb cutouts. They are useful for individuals in wheel chairs as well as delivery men, parents with baby strollers, or someone with a sore knee.

In addition to multiple means of engagement, representation, and action/expression UDL offers opportunities for personalized learning, inclusive learning environments, and the removal of barriers to learning. Personalized learning is supported by UDL by recognizing learners are at different levels in their learning and may have different goals. UDL is inclusive by offering the opportunity to be flexible and allow learners to focus on their needs and interests while still meeting expectations. UDL also supports creation of a classroom environment where all students feel included and able to participate. Consideration is given to the content, space, and activity with accessibility in mind. Removal of barriers occurs when UDL identifies and eliminates barriers that may be part of traditional learning approaches such as language, cultural background, learning disabilities, physical limitations, or styles of learning.

UDL recognizes students have different learning styles, preferences, and abilities. The goal is to design flexible learning experiences to meet individual needs by removing barriers to learning and provide the opportunity for every student to engage in learning.

CAST is a nonprofit education research and development organization that created the Universal Design for Learning framework and UDL Guidelines to support educators in creating more inclusive learning experiences. The guidelines hinge on the following:

Multiple means of Engagement - The WHY of learning to stimulate interest and motivation by providing multiple ways of interaction with course content and each other. The focus is on engaging students in the learning process by offering diverse and motivating learning opportunities. It involves providing choices and alternatives for how students can demonstrate their understanding and participate in activities. By incorporating various methods of engagement, such as interactive technologies, hands-on activities, and collaborative projects, UDL seeks to increase student motivation and involvement. Explore Engagement

Multiple means of Representation - The WHAT of learning to present information in various ways. This focus is presenting information and content in various ways to accommodate different learning styles and preferences. It encourages the use of multiple formats, such as text, images, videos, and audio, to present information. Providing different options for representation ensures that students can access and comprehend the content effectively. Explore Representation

Multiple means of Action & Expression - The HOW of learning for students to demonstrate what they learned. The focus is different ways students can express their knowledge, understanding, and skills. It recognizes that students have diverse abilities and preferences when it comes to demonstrating what they have learned. UDL encourages the use of various forms of expression, such as verbal presentations, written essays, multimedia projects, or visual representations, allowing students to showcase their learning in ways that align with their strengths. Explore Action & Expression

UDL on Campus focuses on incorporating UDL guidelines specifically in higher education. See how UDL applies to higher education learning environments and find additional resources for deeper understanding. This site also offers practical information about getting started, case stories that are examples of courses and programs that use UDL to improve student success and links to some colleges and universities that have UDL initiatives.

UDL is important in higher education for many reasons, including the Higher Education Opportunity Act's endorsement of UDL for the inclusion of UDL principles in educational goals, teaching methods, resources, and assessments. Course design must consider the diverse abilities, access to resources, and background differences to support all learners (CAST, 2023).

Universal Design for Learning in Higher Education

Website with information and resources on UDL in Higher Ed, Course Design, Media & Materails, and Accessibility & Policy.

Universal Design for Learning

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UDL 101: Getting Started with Universal Design for Learning

Webinar hosted by D2L (2021)as part of their Teaching and Learning Webinars group. The presentation by Elizabeth McMahon of Learning Evolutions.

References:

CAST. (2023). About CAST. Retrieved from https://www.cast.org/about/about-cast

CAST. (2023). Postsecondary education. Retrieved from https://www.cast.org/our-work/postsecondary-education

D2L Teaching & Learning Webinars. (2021). UDL 101: Getting Started with Universal Design for Learning. Retrieved from https://www.youtube.com/watch?v=ESkKAhlp8Jc

UDL-Universe. (2023). UDL-Universe: A comprehensive faculty development Guide: Universal design. Retrieved from https://enact.sonoma.edu/c.php?g=789377&p=5650608

Johnson, S.M., & McDaniel, R. (2020). Design, Consistency, and Access. Vanderbilt University Course Development Resources. https://www.vanderbilt.edu/cdr/module1/design-consistency-and-access/