{"id":373,"date":"2021-09-22T14:54:30","date_gmt":"2021-09-22T14:54:30","guid":{"rendered":"https:\/\/pressbooks.publishdot.com\/sbvqualitycourses\/chapter\/three-principles-of-udl\/"},"modified":"2021-12-09T03:54:27","modified_gmt":"2021-12-09T03:54:27","slug":"three-principles-of-udl","status":"publish","type":"chapter","link":"https:\/\/pressbooks.publishdot.com\/sbvqualitycourses\/chapter\/three-principles-of-udl\/","title":{"raw":"Three Principles of UDL","rendered":"Three Principles of UDL"},"content":{"raw":"Last section, we started to explore what UDL is and its importance in how we design and deliver courses. In this section, we will examine the three principles of UDL; Multiple Means of Engagement Multiple Means of Representation, Multiple Means of Action and Expression, in more depth.\r\n\r\nRemember, one goal of UDL is to maximize learning for students with a wide range of experience, knowledge and skills by applying UDL principles to all aspects of instruction. These aspects include delivery methods, physical spaces, information resources, technology, personal interactions, assessments, etc.\r\n\r\nAfter this section you will present a brief summary of the three principles of UDL. For each principle, you will suggest one possible application in your specific course content.\r\n\r\nThere are three principles that you are learning from the CAST's UDL Graphic organizer introduced last section: UDL Guidelines (CAST)<\/a>\r\n
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Explore<\/h2>\r\n<\/header>\r\n
It can be helpful to understand why we are doing something in our course development from a student perspective. Let\u2019s check in with what students have to say:[footnote]AHEAD (Producer). (2015, March 20). Student voices on teaching and learning<\/a><\/em> [Video file]. Retrieved November 30, 2021, from https:\/\/youtu.be\/uZOKvbgYqQQ.[\/footnote]<\/div>\r\n[embed]https:\/\/www.youtube.com\/watch?v=uZOKvbgYqQQ[\/embed]\r\n\r\n \r\n\r\n<\/div>\r\nIt is interesting how what the students were reflecting on is reflected in the three principles of UDL.\r\n\r\n \r\n\r\n[h5p id=\"110\"]\r\n

Application of UDL Principles to Your Course<\/h2>\r\nWith what you have learned thus far about UDL it is your turn to reflect and share. Summarize the three principles of UDL. For each principle, suggest one application in your specific course content. You can complete this activity in any way that you prefer \u2013 Word document, PDF, PPT, visual, audio, video, etc.\r\n
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Reflection<\/h2>\r\n<\/header>\r\n
We have also provided you with an online form below so that you can capture your reflections and export a copy of your work.<\/div>\r\n[h5p id=\"111\"]\r\n\r\n<\/div>\r\n

Considering Current Teaching Practice<\/h2>\r\nWe have spent the past two sections exploring UDL. In this section, you will spend time looking at a course you currently teach through the lens of UDL.\r\n

Reflect<\/h3>\r\nPerhaps you have seen this image by Craig Froehle in one of its many reiterations:\r\n\r\n[caption id=\"\" align=\"alignleft\" width=\"1024\"]\"Illustration Caption: Equality is represented by three spectators (tall, medium, and short) watching baseball over a fence. Each spectator is standing on the same size box. The short spectator cannot see. Equity is represented by three spectators (tall, medium, and short) watching baseball over a fence. The tall spectator is standing on the ground. The medium spectator is standing on one box. The short spectator is standing on two boxes. All spectators can see the baseball game.
Source: Photo<\/a> by Craig Froehle<\/a> on Medium<\/a>[\/caption]\r\n\r\nThis image invites us to consider the idea that giving everyone the same thing does not make access equal. We need to provide the options so that students can utilize what provides access for them. Notice in the image that the solution is to provide more boxes but the options for providing equal access could have been a ramp up to the fence or a ladder. Replacing the fence with a see through option might be an option that allows access to all. In today\u2019s educational environment, with its fast changing array of tools, the idea of providing everyone access and choice is incredible. If we can totally design our courses from the onset to eliminate barriers, that is the ideal. Let\u2019s explore your course to really view it through an UDL lens so we can see where some chances might mean better access to all.\r\n
\r\n\r\nExplore\/ Reflect on Your Own Work\/ Self Evaluation<\/strong>\r\n
Download and Complete: UDL Guidelines Educator Worksheet<\/a><\/div>\r\n<\/div>\r\nNow that you have reflected on a current course or one that you are designing, let's continue.\r\n

\u201cPlus One\u201d<\/h2>\r\nFor the past three sections you have been exploring UDL and its implications at the post-secondary school level. Last section you took time to evaluate a course through a UDL lens. In this section you, as a learner, will engage in some activities that will reflect the third principle of UDL; Action and Expression.\r\n\r\nHave you noticed that if you learn new teaching pedagogy our reaction is \u201cOh no! I need to redo my whole course\u201d! In his book, Reach Everyone, Teach Everyone, Tobin (2018) Tobin introduces the idea of \u201c+ 1\u201d.\r\n
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Explore<\/h2>\r\n<\/header>\r\n
\r\n\r\nYou can either read the chapter here: Reach Everyone, Teach Everyone-- A Practitioner's Guide to Universal Design for Learning in Higher Education. Adopt the Plus-One Approach<\/a>\r\n\r\nor<\/em>\r\n\r\nWatch the video here (approx. 40 minutes): Tips for Getting your Colleagues to Adopt Universal Design for Learning<\/a> from 2:40 to 44.36\r\n\r\n<\/div>\r\n<\/div>\r\nInstead of thinking that we have to take a wrecking ball to our course, Thomas Tobin helps us take a breath and realize that we can take a step at a time.\r\n\r\nNow you will integrate UDL principles into your teaching and apply Tobin\u2019s idea of +1. This is an opportunity to reflect on how you are embracing UDL principles into your course.\r\n\r\nFor example, you might apply some UDL principles to your syllabus\/addendum. In the Orientation of the Virtual Space, Structuring the Online Course module you were introduced to the idea of a liquid syllabus, an excellent platform for incorporating UDL.\r\n
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Reflection<\/h2>\r\n<\/header>[h5p id=\"112\"]\r\n\r\n<\/div>\r\n

Here are some resources that might help with this task.<\/p>\r\n\r\n

Analyze your Syllabus<\/summary>\r\n
\r\n\r\nUniversal Design for Learning: A Rubric for Evaluating Your Course Syllabus<\/a>\r\n\r\nUDL on Campus: Universal Design for Learning in Higher Education; UDL Syllabus<\/a>\r\n\r\nRyerson University: Using Universal Design in the University Classroom<\/a>\r\n\r\n<\/div>\r\n<\/details>
Alternative Ways to Represent Content<\/summary>\r\n
\r\n\r\nUDL On Campus: Media & Material<\/a>\r\n\r\nEnsuring Access Through Collaboration & Technology. Postsecondary Examples of Universal Design for Learning (UDL)\u00a0<\/a>\r\n\r\nTop 10 UDL Tips for Designing an Engaging Learning Environment<\/a>\r\n\r\n<\/div>\r\n<\/details>
Assessments<\/summary>\r\n
\r\n\r\nThe Center for Excellence in Teaching and Learning Quick Notes<\/a>\r\n\r\nUDL on Campus; UDL And Assessment <\/a>\r\n\r\nUDL Tips for Assessment<\/a>\r\n\r\n<\/div>\r\n<\/details>\r\n
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UDL is for all learners!\r\nIncorporate the principles of UDL into your online course design.<\/strong><\/p>\r\n\r\n<\/div>\r\n<\/div>\r\n

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Key Takeaways: Terms & Concepts<\/h2>\r\n<\/header>\r\n