Browse Books by Keyword: "Universal Design for Learning"

Learning Objectives Identify sources of instructional barriers for students; Identify essential elements of UDL to lesson planning; Apply UDL guidelines and principles through technology; Access resources to incorporate UDL principles into a…

Designing educational programs and curricula involves developing understandings of the learner and instructional environment characteristics that could impact learning success. While there may be some commonalities among learners, it is important for…

In online environments, active learning techniques can facilitate varied ways that learners engage and enact skill development, understandings, and connections across concepts. The Universal Design for Learning (UDL) framework supports providing opti…

The significant increase in online learning, particularly in higher education, has raised questions about the methods instructional designers (IDs) consider to maximize learners’ cognitive functioning and abilities. The literature suggests that Uni…

Universal Design for Learning (UDL) is an educational framework that has been employed in K-12 environments and generally improves learning outcomes for a variety of learners; however, its use in Higher Education (HE) to date has been much more limit…

Universal Design for Learning (UDL) is a framework that can guide the development of inclusive learning environments. The UDL guidelines, used as part of an instructional design process, provide a structure to proactively design flexible pathways and…

In this article, we share the opportunities and the challenges in adhering to the Universal Design for Learning (UDL) framework to design higher education online courses. We highlight specific instructional design examples to discuss the opportunitie…

The Universal Design for Learning (UDL) principles suggest that providing learners multiple means for engagement, representation, and action and expression will help learners become purposeful and motivated, resourceful and knowledgeable, and strate…

This study examined whether higher education faculty knowingly and/or unknowingly applied UDL principles prior to and during the COVID-19 rapid online teaching and learning (ROTL) transition. Researchers collected data through a survey that was disse…

This chapter investigates how to support the pedagogy of choice as a means of developing learner agency. In this case study, 30 preservice student teachers participated in a hybrid pedagogical approach combining heutagogy, problem-based learning (PBL…

This position paper focuses on inclusive instructional design and development of informal learning in online environments. The literature-based position is developed from the lenses of typology of culture, learning, and technology, universal design f…

In this reflective practitioner essay, we describe our redesign of a large undergraduate course, “Education and Film” (EdFilm), which teaches Critical Media Literacy (CML) to 181 students at a large state university. Using Practitioner In…

Teaching and learning in higher education have dramatically changed during the COVID-19 pandemic. The global health crisis has forced faculty to experiment with virtual teaching in a short amount of time, and students were compelled to learn online. …

One of the factors that makes a design compelling is when it has a sense of harmony and completeness. When we experience the design, it does not feel like a collection of individual parts that just happen to be together. Instead, they “fit&rdqu…

Universal Design for Learning (UDL) was conceptualized as a curriculum design framework grounded in neuroscience research addressing learner variability in the forefront of instructional design. We argue that over the past 30 years, UDL has “ma…