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REPRESENTATION:UniversalDesignforLearningPrinciple
TheCenterforExcellenceinTeachingandLearningQuickNotespresents
UniversalDesignforLearning(orUDL)isawayto“improveandoptimizeteachingandlearningforallpeoplebasedonscientificinsightsintohowhumanslearn”(CAST,2015).UDLconsidersthewhy,whatandhowofstudents’learning.
OnewaytointegrateuniversaldesignprinciplesintoyourclassroomistoprovidelearnerswithmultiplemeansofREPRESENTATION.ThisparticularUDLapproachfocusesongivinglearners,orguidinglearnersto,contentinavarietyofformats.Byprovidingkey informationindifferentways,youcanhelpyourlearnersbuildimportantdisciplinaryknowledgeanddevelopwaysofthinkingaboutcoursecontent.
1.Pre-teachimportantvocabularytermsinwaysthatconnecttopriorknowledge.
• Offeraglossaryofkeytermsatthebeginningofthecourse,unit,orweek.• Linktoonlineresourceswherestudentscanfinddefinitionsofkeyterms(e.g.subjectencyclopedia
throughthelibrary).• Assignkeyvocabularytermstostudentsandaskthemtoteachthesetermstotheclass.
Multiplemeansofrepresentationcanhelpdifferentgroupsoflearnersindifferentwayswithoutwateringdownlearningoutcomes.Noteverystrategywillworkineveryclassroom,orforeverysubjectarea—findtheonesthatyouarecomfortablewithandthatworkforyourdisciplineandlearners.
TEACHINGSTRATEGIES
2.Givelearnersresourceslikevideos,animationsandsimulationsthattheycancontrolinsoundandspeed.
• RecordyourlecturesforstudentstoreviewlaterusingeasysoftwaresuchasPanopto.• UsevideoresourcesavailablethroughOULibrariesorsimulationsonmerlot.orgasappropriate.• Askstudentstofindandsharehelpfulresourcesontheopenwebthatmaybeusefulforothers.
3.Providetranscriptsforvideoclips.
• Useafreesubtitletool—suchasamara.org,dotsub.com,orsubtitlehorse.com—tocaptionvideos.Besuretoreviewanyautomatically-generatedtranscriptsandcorrecterrors!
• UploadPDFtranscriptsofanyvideosinMoodleorlinktothemwithvideocontent.• ProvidevideosthroughOULibraries’resources,wherecaptionsandtranscriptsareincluded.
4.Highlightrelationshipsbetweenimportantcomponentsorideas.(e.g.transitionwordsinatext,linksbetweenideasinaconceptmap)
• Useaconceptmaptohighlightrelationshipsbetweencourseideasthroughoutthesemester.• Provideshortvideosthatemphasizeorhighlightrelationshipsbetweencourseconcepts,especially
whenintroducingnewideas.• Havestudentsrespondtoin-classoronlinepromptsthataskthemtoconnectkeyideasorthemes.
DevelopedbyAmandaNicholsHess,ChristinaMoore,andJudyAbleser,CETL,OaklandUniversity.Page1of2
Broaderprinciplesfrom:NationalCenteronUniversalDesign.(2014).Principle1:Providemultiplemeansofrepresentation.Retrievedfromhttp://www.udlcenter.org/aboutudl/udlguidelines/principle1
TheCenterforExcellenceinTeachingandLearningQuickNotes
6.Supportlearnersinaccessingandusingmultiplerepresentationsofthesameinformation.(e.g.formulas,wordproblems,graphsthatreinforcethesameideas)
• RecordlecturesusingPanopto,Camtasia,orWebEx,andsharerecordingsinMoodle.• Providelinkstotextresourcesthataddressthesameideasandcontentforvaryinglevelsoflearners.• Useavarietyofquantitativerepresentationstodemonstrateasinglestatisticalornumericalconcept
(e.g.map,table,graph,formula).
7.Chunkinformationintosmallercontenttohelplearnersdeveloptheirknowledge.
• Dissectcoursecontentintosegmentsthatcanconstructtopical/conceptualunits withinaclass.Explicitlyhighlighttheconnectionsbetweenthesecontentchunks.
• UseMoodletools—suchasthebookresourceorlessonactivities—topaginateorbreakupcontent.• Breakcontentinto15-minutechunks,withclearstart/endpointsandshortmental/physicalbreaks.
DevelopedbyAmandaNicholsHess,ChristinaMoore,andJudyAbleser,CETL,OaklandUniversity.Page2of2
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1.Createresourceswithtextthatcanberesized. ✓
2. Providetext/spokenequivalentsofvisuals. ✓ ✓ ✓ ✓
3.Usephysicalobjectstoshowperspective/interactions. ✓ ✓ ✓ ✓
4.Hyperlink/footnotecontent. ✓ ✓ ✓ ✓ ✓
5.Usevisualresourcestoclarifyvocab. ✓ ✓ ✓ ✓
6.Highlightconnectionsbetweentextandvisualrepresentations. ✓ ✓ ✓ ✓ ✓ ✓ ✓
7.Usemanyculturalcontextstogroundnewconcepts. ✓ ✓ ✓
OtherUDLpracticesthatareespeciallyhelpfultolearnergroupsoftenchallengedbytraditionalclassroomstyles.
5.Pointoutthestructuralelementsofatexttolearners.
• AnnotateandhighlightatextandshareitwithlearnersasaPDFforreviewandreference.• Designclassactivitiesthatscaffoldstudents’understandingofdisciplinarytextfeatureswith
decreasinglevelsofinstructorsupport.• Provideshortvideosthathighlightkeytextfeaturesforreviewandreference.