UNIVERSAL DESIGN FOR LEARNING IN CREATIVE ARTS EDUCATION

WhatisUniversalDesignforLearning(UDL)?UDLisaframeworkfordesigninglearningthatencouragestutorstoaddressthewidestpossiblevarietyoflearningneeds,styles,andpreferences.Itrecognisesthateachofushaspreferredmodesofreceivingandprocessinginformationandofdemonstratingourknowledgeandabilities.

UDLplacesastrongemphasisonthediversityofthestudentsenteringhighereducation.Itfocusesonindividualdifferencestoenablethedesignofaneffectiveandinclusivecurriculumthatbenefitsalllearners.(CAST,2011)

Why‘Universal’?Theterm‘Universal’isborrowedfromthearchitecturalconceptofUniversalDesign.ThisisdefinedbytheCenterforUniversalDesign(CUD)atNorthCarolinaStateUniversity(1997)as“thedesignofproductsandenvironmentstobeusablebyallpeople,tothegreatestextentpossible,withouttheneedforadaptationorspecialiseddesign”(CUD,2008).

UniversalDesignhasexpandedintoamuchlargerconceptincludingapproachestoteaching,learningandaccessiblecurricula.TheCenterforAppliedSpecialTechnology(CAST)hasbeenattheforefrontofencouragingtheuseoftechnologytoexpandtheaccessibilityforallregardlessofanydifferenceorimpairment.

WhatdoesUDLencouragestafftodo?a) Developflexiblemeansofcreatingandprovidingteachingandlearning

materialse.g.providingcontentusingarangeofmedia.

b) Allowstudentstodemonstratetheirknowledgeandunderstandinginflexibleways,e.g.oralpresentation,questionandansweractivity,film/video,useofsocialmedia(Instagram,blog,vlog,YouTubevideos).

c) Engagestudentsusingavarietyofmethodswiththeawarenessthatthereisnotonerightwaytoteachand/orlearn.

The‘WHAT’oflearningRepresentationfocusesonhowyoupresentthelearningsession(e.g.lecture,workshop,demonstration).Providingmultiplerepresentationsofthesameinformationensuresthatlearningisaccessibletostudentswithparticularsensoryandperceptualdifferences,butitisalsoeasiertoaccessforeveryone.Thismakestheinformationeasiertounderstandforallstudents.

First principle of UDL: Representation

Askyourself:Howwillyouconveyyourinformation?

Beclearinwhatyouwantyourstudentstolearn.Onceyouhavedoneso,decidehowbesttoconveytheinformationsothatitmeetstheneedsofallyourstudents.

ExamplesofRepresentation• Pre-recordingtechnicalworkshop

sessionsorlectures.

• Providingexemplarsofart/designworktogivestudentsclearexpectations.

• Usingdigitalcontentsuchaslecture/workshophand-outsandhandbooks.

Second principle of UDL: Expression

The ‘HOW’ of learning Studentsdifferinthewaystheymanagetheirlearningandexpresswhattheyhavelearned.

Forexample,studentswithcerebralpalsy,executivedisorders,orlanguagebarriersmightapproachlearninginverydifferentways.Somemaybeabletoexpressthemselvesbestinawrittenformbutwouldstrugglewithspeech.

Thelearningexperienceshouldbedesignedandadjustsothatstudentscanexpresstheirknowledgeeffectivelythroughmultipleformsofaction.

Askyourself:Howwillyourstudentsshowwhattheyknow?

Expressingwhatweknowrequiresagreatdealofstrategicandorganisationalability.Thisisanotherareainwhichstudentsdiffer,soprovidingallstudentswithmultipleoptionsforactionandexpressionisessential.Thisisaboutmakingclearwhatyouwantyourstudentstoknowandwhy.

ExampleofExpression• Monitoringprogressthroughfrequent

formativefeedback.

• Providingtimelyandtargetedfeedback.

• Offeringmultipleoptionsforstudentstoevidencelearninginassessmenttaskse.g.films,documentaries,voicerecording,comic/illustrationbook,writtenwork.

Third principle of UDL: Engagement

The‘WHY’oflearningTherearemanyreasonsthatinfluencestudents’approachestolearning.Thisincludeculture,personalinterest,relevance,subjectivityandbackgroundknowledgeaswellasneurologicalfactors.Thereisnoone-wayofengagementthatwillbefavourableforallstudentsinanartanddesigncontextsoprovidingmultipleoptionstoengageandmotivatestudentsisessential.

Askyourself:Howwillyoukeepyourstudents’interestinyourlesson/topic?Whilesomestudentsarehighlyengagedbynewthings,othersmightfeelintimidatedbytheprospectsofanewlearningenvironmentandsocialsituation.Somestudentsprefertoworkalonewhileothersstriveinpeergroups.Ifstudentsarenotengagedtheirabilitytoabsorbmeaningfulinformationwillbelimited.Theprincipleofengagementencouragesyoutobuildarelationshipwithourstudentsbymeansofhavinga‘presence’thatallowsyoutobecomearealpersontothem.

ExampleofEngagement:• Invitestudentstoparticipateindesigningalearningactivity.• Encouragestudentstotalk/sharelivedexperiencesthatcouldbetie

withprojectbriefs.• Fosterpeersupport/collaboratione.g.notetaking

ExamplesofEngagement• Invitestudentstoparticipateindesigningalearningactivity.

• Encouragestudentstotalkandsharelivedexperiencesthatcouldenhanceunderstandingofprojectbriefs.

• Fosterpeersupport/collaboratione.g.notetaking

SupportPerception

Teaching/SupportStrategies(Inclusivesupportmodel)

Disabilitychallenges&in-classLSA(Deficitmodel)

OptionsforVisualsupport

Provideusualaids,largeprint,films,graphics,postersetc.Allowstudentstorecordlessonsusingtheirowndevices(e.g.smartphones)forreviewingatalatertime.

Provideotherformatsforprintedtexte.g.audiotext,video/films.

Notetaking.Recordsessioninvariousformatse.g.text/visually.

Facetofaceconversationwithstudenttoexplainactivity/brief/project.

OptionsforVerbal/Audiosupport

Allow/encouragestudentstodiscusscontentwithpeers/tutors.Readaloudanynotesputonscreen.Useaudiotoenableon-demandreview

Providedigital‘lessonnotes’forusewithtexttospeechsoftware.

NotetakeProvidenotesdigitallye.g.humanvoicerecording.

Facetofaceconversationswithstudenttoexplainactivity/brief/project.

OptionsforKinaestheticsupport

UseinteractiveactivitiesAllowstudentstomovearoundtheroomtogatherinformationindifferentareas.

Designactivitiesthatareactiveandpromoteparticipation.

LSAwillsupportwithorganisingstudiospace&materials.

LSAwillsupportphysicalaccessibilitywithinthelearningenvironment.

OptionstosupportLanguage

ClarifynewterminologyAvoididioms,slangs,jargonProvideillustrations/graphicstosupportunderstandingofconceptsandinstructions.Providedigitalcopyoftext(e-books)andaudio(e.g.humanreadrecording)whenpossible.Embedvisualsalongsidetexttosupportstudents’understanding.

LSAwillsupportwithexplanationandclarificationofnewterminology,wordmeaning,textcomprehension.

Representation: practical strategies

Providematerialsinmultipleformats(e.g.intedtext,video,audio,graphic)

Inthiscasestudy,thetutor(Thomas)uses‘purposefulsessionplanning’(UDL-Representation).Whenpre-planningalearningactivity,Thomasthinksaboutwaystousewrittentext/audio,visuals/videosandgraphicswhenhepresentsinformation.Duringthesession,heengagesstudentsinkinaestheticactivitiesandprovidesmultiplewaystoactivatebackgroundknowledge,helpingstudentslinkingnewknowledgetoexistingknowledge.

BAIllustrationtutorThomasusesSessionPlantemplatesaspartofhisteachingpracticetodetailtheaimsandlearningoutcomes(LOs)heexpectshisstudentstomeet.Hisdiverseteachingapproachaimstosupportandimprovelearningwhileincreasingaccessibility.Thomaspurposefullypre-plansandalignshisLOstoawiderangeoflearningactivitiesthathehasdevelopedandreflectedoninhisjournal.

ThesearekeyteachingstrategiesforThomas.Theyhelphimmanagetheprocessofcontentdeliveryandengagestudentsthroughactivelearning,whichkeepstheirmotivationhigh.

DuringaseminaronDystopia,studentswereprovidedwithopportunitiestodeveloparangeofskills.Studentswereabletodiscussnewtopics,arguelogically,debatewithpeers,listentodifferentpointsofview,offerconsideredcriticism,andexpresstheirownopinionsusingevidencetosupportthem.

Case Study: BA (Hons) Illustration at UCA

Theseminarwasdesignedasaspringboardforfurtherindependentstudy.Twoweeksbeforetheseminar,studentswereemailedkeytextsinbothwrittenandaudioformatsgivingthemtimetofamiliarisethemselveswithnewconcepts.ThisdecisionwaspurposelymadebyThomasashewasconsciousthatnoteveryonebenefitsfromreadingwrittentext.

Duringtheseminar,ThomasmadegooduseofdifferentresourcesincludingYouTubefilmclipsrelevanttosectionsofthekeytextsgiven.Studentswerethenabletoarticulatetheirownunderstandingofkeyconceptsfrompersonalexperiencestowiderperceptionsofglobalissues.Theseminarpromotedastudent-centred,collaborativeapproachtoteachingandlearning.

Themultimodalapproachtorepresentingcontentpreparedstudentstoworkinpairs.Theactivitywasintentionallydesignedtoengagestudentsfromdifferentculturalbackgroundswiththehopeofencouragingstudentstosharelivedexperiences.Thisexercisewasvaluablebecauseitreinforcesinterpersonalskillstodowithcommunicationandcooperation.Usingthediverseandrichresourceofstudents’experiencesandbackgroundknowledgehelped

fosterasharedknowledgecommunityinwhichstudentswithorwithoutpriorknowledgeandexperiencescouldstillparticipateequally.

Usingmindmapping,Thomasencouragedstudentstovisualisewhattheywerethinking,helpingdevelopexecutivefunctionapplicationskillsintheprocess.Thislearningstrategysupportedstudentstoorganiseinformation,makeconnections,recallandpresentideastoothersandenhancecreativeproblemsolving.Studentsgatheredinformationandstructureditforevaluation,givingthemadeeperunderstandingofthesubjectthroughgroupdiscussion.Byenablingstudentstorespondtotheirsurroundingsandexpresstheirindividualityandautonomythroughgroupperformances,Thomasprovidedopportunitiesforsharinganddevelopingrelationshipsbetweenideasandhelpedstudentslearnhowtoassimilateandapplynewknowledgeandskills.

ActionandInteraction

Teaching/SupportStrategies

(Inclusivesupportmodel)

Disabilitychallenges&in-classLSA(Deficitmodel)

Offermorebreaksinbetweenlectures/seminars.

Givemoretimeforstudentstocompletetasksorbreakthemupintochunks.

Extenddeadlinesappropriately.

Provideaccesstoavarietyofmediumsforstudentstodemonstratewhattheyhaveunderstood(Learningoutcomes).

In-classassistantwillusuallyadvocateforastudentwhoneedsabreakfromateachingsessionbyapproachingatutoronbehalfofastudent.

OptionsforExpression&

Askstudentsto:draw,designachart,paintaposter,designagraphicnovel,createadigitalpresentation(PP,Prezi).Illustrateastory,performanarrative,createatimelineofevents,createavideo/film,designaleaflet/brochure,webpage,collageimages,createasong,recordsounds,createatalkshoworpodcast,usesocialmedia(Instagram).

Auditory Askstudentsto:createanaudiorecording,createasong,record/collectsounds,createatalkshow,podcast,usesocialmedia(Instagram).

Kinaesthetic Askstudentsto:performastory,useroleplay,choreographadance,conductademonstration,presentatext/idea,designcostumes,curateanexhibition,create3dpieces.

Expression: practical strategies

Optionsforexecutivefunctions

Supportstudentsindividuallytosetlearninggoalsthatmeettheirownabilitiesandextendtheirlearning,throughfacetofaceconversations.

Helpstudentsunderstandhowmuchtimeaprojectwilltaketocompletebyusingcharts/visualtimetables.

Encouragestudentstotakeownershipoftheirself-directedstudytimewithfewprompts.

In-classassistantwouldprovideaone-to-oneconversationwithastudenttomakesurehe/shehadunderstoodthetask/learningoutcome.

In-classassistantwouldprovidesupportwithtimemanagementintheformofato-dolist,diaryreminders,emails,texts.

Provideplanner/todolistsforstudentstokeeptrackofprojects’deadlines,assessmentsandtutorials.

Providelearninggroupopportunitieswithprojectplanningtoolstokeeptrackofwhoisdoingwhat.

Encourageyourstudentstomakeuseofvisual/digitaldiaryasatooltsupportstudents’thinkingandmanagingofinformation.(smartphones)

Encouragestudentstouseconceptmapsandappstoorganisework,tomakeuseofnotificationsandreminderstokeepthemontrackformonitoringownprogress.

In-classassistantusuallyoffer‘informal’tutorialstostudentsafteralecture,seminartodiscussnotestaken(bytheLSA).TheconversationsusuallyinvolvetheLSAaskingthestudentwhathe/sheunderstoodandwhatneedstohappennextintermsofanactionplan.

Engagement Teaching/SupportStrategies(Inclusivesupportmodel)

Disabilitychallenges&in-classLSA(Deficitmodel)

Optionsforrecruitinginterest

Providestudentswiththeopportunitytomaketheirownchoicesrelatingtothetypeofparticipationinclass,thecontextandmaterialsusefordevelopingskills

Somestudentswillprefertoworkalone.LSAusuallyisthefirstpointofcontactwhenstudentneedsreassuranceand/orclarification.

Allowstudentstotakepartinthedesignoflearningactivitiesandacademictasks.

LSAswillnotetakeand/orencouragestudenttoparticipateinanygroupdiscussion.

Involveallstudentswhenpossibleinsettingtheirownpersonalandacademicgoals.

LSA/LMwillprovideface-to-facesessionstotalktostudentsabouttheirownexpectationsandgoals.

Optimiserelevance

Usereadingmaterialtoconnectstudentswithcontemporarysources,usingtheWebwherepossible.Designteachingsessionsthatareculturallyrelevantandcontextualisedtothe21st-centurylearner.

UseGoogleMapstotrackkeyplaces,directionsofhistoricalevents;viewphotographytocurrentevents’photography,onlinearchivesoftheirbirthtown.Evenaverysmallpersonalconnectioncanmakealearnermoreengagewiththelearningmaterial.

Designtasksthatpromoteactiveparticipation,hands-onapproachesandreflectapurposethatiscleartoallstudents.

Engagement: practical strategies

Sustainingeffortandpersistence

Provideremindersorpromptstudentstoengagewithlearninggoals,assessmentrequirements,outcomes.Displaythemindifferentways.Engagestudentsinassessmentdiscussionsandincludeclearexplanationofassessmentcriteria.Fosteropportunitiesforone-to-onepeersupport.Createcommunitiesoflearnersbyengagingincommoninterestsoractivities.Providefeedbackthatistimely,frequent,specificandpositive.

OptionsforSelf-regulation

Providestudentswithplentyinformation,guides,checkliststohelpthemstaymotivatedandpositivethattheycanmeettheirLOs.Provideactivitiesthatencourageself-reflection,peer-to-peerfeedbacktoidentifypersonalgoalsandhowtoreachthem.Providescaffoldsandfeedbackformanagingfrustrationandanxiety.Provideappropriatefeedbackforseekingexternalemotionalsupport.

Developself-assessmentandreflection

Providepeeractivitiesduringwhichlearnersgetfeedbackthatsupportsprogress.Formanystudents,recognisingthattheyaremakingprogressintheirlearningishighlymotivating.Offerdifferentself-assessmenttechniquestohelpstudentslearnhowtomonitorandrecognisetheirownprogress.

CatharineSlade-Brookingdesignedalearningstyleworkshoptohelpstudentsrecognisethatwealllearnindifferentways.Sheusesthisteachingstrategytohelpstudentsdevelopawarenessofthewaysinwhichtheylearn,enablingthemtogainabetterunderstandingoftheiruniquewaysofdoingthings.

Catharine’saimistoencouragestudentstoappreciatetheirdifferentapproachestolearning,andhelpthemacknowledgetheirstrengthsaswellastheirweaknesses.Theactivityinvolvesstudentsdiscussingtheideaof‘Allbeingdifferent’toembracethenotionthateverycreativeteamiscomposedofdifferenttypesofpeople.StudentsareintroducedtolearningstylesusingtheVARKandHoney&Mumfordquestionnaireswheretheyexploretheirpreferredwaystolearningthroughaseriesofgroupactivities.Catharinedoesnotassumethatlearningstylesarenecessarilyfixedpersonalitytraits.Theemphasisofherworkshopactivitiesshiftsfromaccommodatinglearningstylestoencouraginganinclusiveapproachtolearningandanexplicitawarenessofthe

Case Study: BA (Hons) Graphic Communication at UCA

multipleapproachesavailabletostudentstoengagewiththeirownlearning.Thereisaclearbenefitinenablingstudentstoreflectonhowtheylearn.Metacognitionisaprocesswherestudentsareencouragedtothinkandreflectonhowtheylearn,andisanadvantageforapplyinglearningstylesineducationalactivities.Supportingstudentstounderstandthewaystheylearnbestcanenablethemtorecognisewhentheyarestrugglingandwhentoaskforhelp.Encouragingstudentstoconsiderhowtheylearnisalsovaluableasithelpsthembecomecriticalthinkers.Thinkingcriticallymeansaskingquestionsinsteadofsimplyacceptingfactsatfacevalue.DuringCatherine’slearningstylesworkshop,studentsareencouragedtolookforevidencetosupporttheirchoices.Theyengageinactivepeergroupdiscussionswhichleadstoincreasedconceptualunderstanding,astheycriticallyanalysetheirpreferredwaysoflearningbeforedrawinganyconclusionsaboutthesubject.Theinteractiveworkshopisdesignedtoactivatepriorknowledgeandstimulateinterestbyaskingstudentstodiscussthefindingsfromthequestionnairesandmind-mappingandofferpeerfeedback.Theythenpresenttheirfindingsingroupstotherestoftheclassforfurtherdiscussion.Studentsgeneratemoreideasbycollaboratingandcommunicatingwithinthegroups,sharingtheirthoughtsandprovidingtimelyandspecificfeedbacktoeachother.Thiscooperativeactivityismotivatingtostudentswholearnbestthroughstimulationandmovement.Aspartoftheworkshop,studentscreateapersonaldesignmanifestoandareflectiveevaluationtouseattheendofeachunit.Theyreflectonwhattheirlearningstylemeansfortheircreativeidentity,thestrengthsthatitgivesthem,andhowenablesthemtopersonalisetheirlearning.

Createawelcomingclassroomenvironmentbyintroducingyourself,establishinggoodcommunicationwithyourstudentsandmakingyourselfasapproachableaspossible.Considerhavingtheclassroomdoorsopentosupportaccesstothelearningspace.Thiswillallowlate-comerstofeellessanxiousaboutenteringaroom,butalsoprovideaccessibilitytostudentsinwheelchairsorwhohavemobilityissues.

Setclearexpectationsbylistingandexplaininglearningoutcomes,assessmentrequirementsandassessmentcriteria.Offerworkshops/sessionswherekeywordsandterminologyareexplainedtoalllearners(internationalandhomestudents).Makesureeveryonehasaclearunderstandingofthealignmentbetweenassessment,learningoutcomesandassessmentcriteria.

Providecoursedocumentsthatmeettheneedsofalllearnersi.e.thosewithdyslexia,internationalstudents,thosefromdiversebackgrounds.

How can you use the principles of UDL in your own practice?

Uploadlearningmaterialatleast48hoursbeforeasessione.g.Powerpointpresentations,films/videos.Powerpointslidesshouldhavenotesexplainingeachslide.Thiswillincreasestudents’engagementwiththesessionandreducetheneedfornote-takinganddistractions.

Usearangeofteachingmethodsincludingvisualandinteractiveapproachese.g.acombinationoflectures,seminars,practicalworkshopsanddemonstrations.Usequestioningtechniquestoencourageanactiveclassroomenvironment.

Makeuseofawiderangeofcontente.g.findsuggestedreadingmaterialthatspansarangeofcultures.UseexamplesofartistsanddesignersfromvariousethnicbackgroundsandthosewithanyoftheninecharacteristicsoftheEqualityAct2010.