Universal Design for Learning (UDL) in the Blended Classroom Environment

Technology access has made the ability to make changes in instruction that allow all learners to learn in a manner that give them the best opportunity to excel. Universal Design for Learning (UDL) is an excellent approach to achieve the goal of a differentiated learning classroom, due to its design to be flexible, adaptable and inclusive. The implementation of technology can help ensure that an UDL environment enhances learning effectively.

Universal Design for Learning

Universal Design for Learning is built on the idea of creating a flexible environment that allows for diverse learners, learning styles cultural backgrounds and experiences to best utilized their learning potential. Rose, Gravel and Doming stated that the concept of Universal Design for Learning is based on research in the learning sciences (e.g., education, developmental psychology, cognitive neuroscience) and extends the notion of Universal Design in architecture by providing a framework that guides the design of flexible educational environments, materials, and instruction, to ensure that all students can access the curriculum (as cited by McGhie-Richmond & Sung, 2013).

The Center for Applied Special Technology, known as CAST, has gain federal support of their development of UDL Guidelines (UDL Guidelines, 2018).

The UDL framework guidelines consist of looking at creating an environment that promote the development of access, building personal skills, and internalizing learning. The summary of the CAST guidelines Each of the categories of Access, Build and Internalize are broken down is the areas of Engagement, Representation and Action & Expression with the goal of creating a student who is purposeful and motivated, resourceful and knowledgeable, and strategic and goal directed. CAST (About Universal Design, 2020) explains the process as the WHY of learning, the WHAT of learning and the HOW of learning.

UDL and Blended Learning

Technology has opened the doors for students to select more diverse array of classes through online learning. The traditional in-person classrooms are often limited to amount of resources, which can be detrimental to diverse learner due the fact that that textbooks can often only offer a narrow viewpoint, which not all students are able to connect. The challenge of online learning is the difficulty in building personal relationships and connection with the students. Though online curriculum can be created that allows students to control their own learning, getting to know your students, backgrounds and preferences is crucial to building efficacy and build an effective UDL environment. Blended learning may be the best compromise between the traditional classroom and online learning. Student typically complete assignment tasks, discussion, collaboration and formative assessments at home, then meet one time per week for an in-person session.

The goal in UDL is to allow curriculum design that can help teachers customize curriculum to serve all learners, regardless of ability, disability, age, gender, or cultural and linguistic background (Teal Center Staff, 2010). The blended learning environment lends itself to the enhancement of UDL engagement and expression goals in the aforementioned Figure 1. While implementing UDL does not require technology, technology does facilitate flexibility and personalization (Technology, 2017). In the blended learning model, differentiation for all students is created, because students can choose the styles of learning that is a personal best fit. Lessons can be presented in written and video lecture form, be links to resources such as YouTube video and website, and students can choose their own research methods. Discussion post and responses allow students to state and support the ideas based on their own research, and allows the teacher to see how well the students progressing on understanding the learning objectives. The teacher and students are able to receive feedback quickly through the formative assessments. Short formative assessments can be added in the form of quizzes, surveys and activities, and provide excellent check point for student progress.

The in-person sessions allow the teacher to get to know the faces behind the work. The in-person sessions provide a great opportunity for small group and class discussion based on responses from the online discussion. Concerns for the accountability of students completing their own work are addressed the through the use of summative assessment tests and/or projects. Students complete their online work with the knowledge that they will be given a summative assessment when the attend the class in-person. An alternative may be to use the class time to place student in small groups to work on or present a summative project. The face to face time gives students a chance to organize and create strategize to meet a projects expectation, the throughout the week the students can collaborate by discussion posts, messages, video chats and collaborative works spaces, such as G-suite by Google. Though communication is increasingly done digitally, the in-person sessions re-enforce interpersonal verbal and non-verbal skills. Group presentation of their projects helps demonstrate their creative and communication skills, and it also often exposes students who have contributed less than the other members of the group. The in-person session is a great time to ensure that the online content is helping student obtain the desired learning outcomes.

Student reflection and surveys are a great way to gain insights on the best ways to assessment student understanding, and allows student to make personal connections to what they have learned. The reflection can be completed during the in-person session or anytime while they are working on the online portion. If the teacher has a desire to create an effective UDL environment, reflective activities will allow the teacher to better assess fit the CAST guidelines of engagement, representation, and action and expression are being met by all students. Survey evaluations on how well the individual and/or small group accomplished and participated in meeting activity expectations. The reflections and surveys help measure the level of students learning, and help identify students who may be struggling with mastering concepts. Once a struggling student has been identified, the teacher can work with the student to find better strategies towards achieving desired learning outcomes.

Blended learning does have a few obstacles that should be considers. Students need to have access to the technology tools that allow them to an equal opportunity to learn. Access to a computing device and efficient Internet, presentation applications, adaptive or assistive technology tools, and the ability to attend the time the in-person sessions are offered, can have a signification impact a teacher’s ability to create a true differentiated UDL environment. Careful planning by the teachers is also required. Activities, discussions, and assessments need to be design so the diverse range of learning are able to demonstrate their true understanding of learning outcomes. The availability and ability of the teacher to utilize a learning management system (LMS), such a Canvas and Google Classroom, should also be considered. Teachers need to have access to professional development opportunities to receive training, collaborate and assess the effectiveness of the content, and discuss best practices.

Conclusion

Technology to a great addition to the UDL environment, but it is important to keep in mind the technology should not be the learning, but rather it should provide more opportunities for student to express their learning. Technology provides many avenues for students to make connections with their learning style, cultural background and personal experiences. Teachers must take the time to develop lesson plans that attempt to promote differentiated learning. The utilization of technology tools creates almost endless opportunities for learning.

References

About universal design for learning (2020) CAST. Retrieved from http://www.cast.org/our-work/about-udl.html

McGhie-Richmond, D. and Sung, A. (2013) Applying universal design for learning to instructional lesson planning. International Journal of Whole Schooling. 9(1) 43-59

Teal Center Staff (2010). Universal Design for Learning. Teaching Excellence in Adult Literacy. Retrieved from https://lincs.ed.gov/sites/default/files/2_TEAL_UDL.pdf

Technology in the UDL classroom (2017) British Colombia, Ministry of Education. Retrieved from https://udlresource.ca/2017/12/technology-in-the-udl-classroom-2/

Universal design for learning guidelines version 2.2 (2018) CAST Retrieved from http://udlguidelines.cast.org