More Inclusive Spaces Create Better Learning Environments

A Quick Introduction to Universal Design for Learning

Not all spaces work for everyone.  The same goes for classrooms.  The methods of delivery for education have changed over time.  The technology is different and the educational theories have advanced.  In short, we’re not copying content repeatedly on slate tablets anymore.

However, this will not be a discussion of learning styles.

It will be so much better.  Also, learning styles are widely debunked anyway.

Universal Design for Learning (UDL) is an effective approach to making educational experiences more inclusive and designed for all learners.  The three foundational concepts of UDL are:

• Conveying information through multiple methods and representations

• More than one type of action and expression for learners to demonstrate their learning gains

• Choices of content, tools, and challenges

This sounds like a lot.  It sounds like one of those create your own adventure books, where the reader makes a decision at different points to shape their story experience.  Perhaps this is not the worst analogy.  However, the development and implementation of a course following UDL principles is less daunting than this makes it seem.

The foundational concepts can be translated into a central concept:  students have more “ownership” of their learning.  This includes the what, the why, and the how of learning.  This presents itself in several ways.  Students might choose to listen to a podcast instead of reading an article.  Students might have options for a final project like choosing to write a paper or create a video.  The overall course design typically is more inclusive and avoids activities like high-stakes exams. 

The movement towards UDL developed in the architecture and product spaces.  The general idea is that accessibility for some specific needs benefit others.  Like many other important societal concepts, UDL was brought into education.  Essentially, course design with UDL is considering accessibility even when it is not legally required.  This centers diversity and inclusion in the course without yet even considering the content to be taught.

Benefits of applying UDL are improved access, increased participation, and better progression (particularly in general education courses).  UDL is a good way to respect and value the lived experiences, backgrounds, interests, and abilities of the students.  It also can make the course more interesting for the instructor.  More excited and engaged students with options on types of activities make grading more interesting.  Instead of grading 80 of the exact same project and nearly identical content, 80 different activities where students employ their creativity show that students are engaged and involved in the work.  Typical outcomes of applying UDL in course design for instructors are increased student satisfaction, retention, and diversity, as well as decreased individual adjustments and alternative assessment needs.  Students often find increased motivation and abilities to engage in their own way, as well as decreased need for support services and to request educational adjustments.

Course design takes a lot of effort.  When it is done right it takes a lot of time.  Having a UDL approach and mindset may be considered an addition to this, but it pays dividends.  Like most things, practice makes perfect.

A buddy makes designing for UDL easier.  This buddy might be another educator, an instructional designer, or even a person knowledgeable about the content area to talk through ideas and activities.

Suggested activities for educators interested in UDL are considering reflections on what works well in their classes and what does not, how more flexibility and options can be built in, and having mid-semester check-ins.  More advanced considerations for UDL focus on four broad areas - the syllabus, assessment practices, course materials, and the use of class time.  Further, thinking through the accessibility of different technologies and course materials used becomes foundational, rather than an option.  A number of great resources to evaluate video, audio, images, text, web conferencing, open educational resources, and other activities can be employed.

Learning about UDL and applying it in course design is worth the time.  A little effort early on in course design or redesign makes a more inclusive and engaging educational experience for students and instructors alike.