{"taskDescription":"Worksheet: UDL Framework","pagesList":[{"params":{"elementList":[{"params":{"text":"

The Universal Design for Learning framework is grounded in three cognitive networks: affective, recognition, strategic. Each of these three networks uses a principle which can in turn be used to guide design and practice.<\/p>\n"},"library":"H5P.Text 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"163c63a2-d938-4ffa-89b7-5e5359629cbf"},{"params":{"contentName":"Image","file":{"path":"images\/file-5ea9960c326ba.jpg","mime":"image\/jpeg","copyright":{"license":"U"},"width":1299,"height":495},"alt":"Affective Networks: The Why of Learning. Recognition Networks: The What of Learning.; Strategic Networks: The How of Learning"},"library":"H5P.Image 1.1","metadata":{"contentType":"Image","license":"U","title":"Untitled Image"},"subContentId":"356afa38-60c8-4fb4-820d-45bc7ebb357f"},{"params":{"text":"

Before you move on, please go through the UDL Guidelines<\/a> and identify some key pieces to help begin your journey in navigating the UDL framework:<\/p>\n\n

Brain networks<\/li>\n\t

Connection to learning<\/li>\n\t

Goal<\/li>\n\t

Expert learner<\/li>\n\t

Access<\/li>\n\t

Internalize<\/li>\n<\/ul>\n\n
On the following pages, we will explain Engagement<\/strong>, Representation<\/strong>, and Action & Expression<\/strong> separately and provide you with ideas and reflective prompts. You will be able to export your responses at the end.<\/p>\n"},"library":"H5P.Text 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"81d36753-4e13-45b9-8803-ceea0a02ec34"}],"helpTextLabel":"More information","helpText":""},"library":"H5P.StandardPage 1.5","metadata":{"contentType":"Standard page","license":"U","title":"Universal Design for Learning (UDL)"},"subContentId":"0611acba-a560-4791-a2bb-2fb636fb8071"},{"params":{"elementList":[{"params":{"contentName":"Image","alt":"The Why of Learning","file":{"path":"images\/file-5ea9ab208efd4.png","mime":"image\/png","copyright":{"license":"U"},"width":1920,"height":158}},"library":"H5P.Image 1.1","metadata":{"contentType":"Image","license":"U","title":"Untitled Image"},"subContentId":"dc9ad8ea-e68a-45da-8721-c594f1e43151"},{"params":{"text":"
Engagement is part of the Affective Network and is concerned with the WHY of learning. Research into motivation and affect has shown dramatically that there is diversity in the ways different learners are motivated. Learners hold different experiences, different subject-area knowledge, have different goals for learning and for class participation, different interests, passions, and abilities. Some learners crave and enjoy novelty while others prefer routine. Some students enjoy gathering details and stories and building to a concept; others prefer to learn the theory first and understand how it unfolds in real-life second. Some students prefer to think and work alone; others prefer to work in a group; some even prefer a hybrid.<\/p>\n\n
All of these variables taken together mean that if you are planning on a way to \u201chook\u201d students or hold their interest, you will have to be sure to design for MULTIPLE means of engagement so that everyone gets to jump into the class in ways that not only feel safe, but stimulating and enriching. Offering choices for engagement is a key aspect of UDL. Assessing and getting feedback on engagement as a beginning, middle, and end step are essential aspects of the design process.<\/p>\n\n
\n
Here are three ideas for supporting multiple means of engagement:<\/strong><\/p>\n\n
\n\t
At the beginning of the course or class, ask students to write down or share how the learning outcomes or content is supporting their goals for their program or degree;<\/li>\n\t
At the end of class do a hotwash. Reserve the last ten minutes of class for students to summarize the main points of the class and suggest one change that could be made for the next class. The instructor is strictly a notetaker at this stage. For the next class, the instructor starts the class by summarizing the feedback from the last class to frame the next class;<\/li>\n\t
Have students interview each other on a list of academic strengths and weaknesses (e.g., taking notes, analysis, coming up with big ideas, writing, research) or preferences (e.g., working alone, in groups, in partners; working in quiet or with conversation; novelty vs structure), and have them give three examples of what has worked well in terms of engagement in the past.<\/li>\n<\/ol>\n"},"library":"H5P.Text 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"5c732de2-ba26-4bea-8198-c8cac6a149df"},{"params":{"inputFieldSize":"10","requiredField":false,"remainingChars":"Remaining characters: @chars","taskDescription":"
Your ideas:<\/strong><\/p>\n","placeholderText":"Write or adapt an idea that you could use here."},"library":"H5P.TextInputField 1.2","metadata":{"contentType":"Text input field editor element","license":"U"},"subContentId":"1b34ed71-99ec-4f3a-be69-03956ec60733"}],"helpTextLabel":"More information","helpText":"
PRINCIPLE: Provide multiple means of Engagement<\/a><\/p>\n"},"library":"H5P.StandardPage 1.5","metadata":{"contentType":"Standard page","license":"U","title":"AFFECTIVE: Provide multiple means of Engagement"},"subContentId":"043a8802-77a3-465e-8f01-77aeaa9c3469"},{"params":{"elementList":[{"params":{"contentName":"Image","file":{"path":"images\/file-5ea9abfa39e0b.png","mime":"image\/png","copyright":{"license":"U"},"width":1920,"height":158},"alt":"The What of Learning"},"library":"H5P.Image 1.1","metadata":{"contentType":"Image","license":"U","title":"Untitled Image"},"subContentId":"e931d2c2-69f2-474d-ae5b-8ac79c7e6a6a"},{"params":{"text":"
Representation is the what of learning. Representation is concerned with the ways that we perceive and comprehend information. Representation is about the symbols, words, shapes, and language structures that we use to convey information. Learners vary in the ways we understand and process language and symbols for a number of reasons that are related to culture, language, disability, and educational experience.<\/p>\n\n
To adequately and accurately transfer information from one setting to the next, students should engage in multimodal learning. If students are reading about CPR they should also watch a video and try it out themselves. If students have to learn about implicit bias, they should define the term, observe possible examples, and debate or discuss positive and negative instances of the concept.<\/p>\n\n
To support multiple means of representation, consider offering alternatives for each modality and give students a choice as to which modality they would prefer while encouraging coordinating information across modalities. Explicitly address vocabulary and terminology, providing explicit practice so that terminology can be acquired and used readily and appropriately. UDL principles hold that there should be transparency in the aims of teaching and that holds true when it comes to the ways students learn and communicate.<\/p>\n\n
\n
Here are three ideas for supporting multiple means of Representation:<\/strong><\/p>\n\n
\n\t
Have students conduct a concept interview. Students work independently or in groups to identify 3 - 4 central concepts in the course\/chapter\/module and interview each other on the definitions and connected concepts, including a rationale for why those concepts are central.<\/li>\n\t
Use shapes, colours, and words to draw relationships between concepts: to demonstrate hierarchies, overlaps, maps, and sequences. Rearrange the shapes and words to tap whether students understand how terms are related.<\/li>\n\t
In presenting information, have students choose two modalities for that presentation and explain which modality suited them better and which one did a better job of conveying information. For example, which is better for learning to climb a ladder: written instructions or a video?<\/li>\n<\/ol>\n"},"library":"H5P.Text 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"19e6ecc8-2377-4080-a0e5-614e379a762a"},{"params":{"inputFieldSize":"10","requiredField":false,"remainingChars":"Remaining characters: @chars","taskDescription":"
Your ideas:<\/strong><\/p>\n","placeholderText":"Write or adapt an idea that you could use here."},"library":"H5P.TextInputField 1.2","metadata":{"contentType":"Text input field editor element","license":"U"},"subContentId":"a8091cd9-a5e9-4f79-9182-0a2bffe35a0c"}],"helpTextLabel":"More information","helpText":"
PRINCIPLE : Provide multiple means of Representation<\/a><\/p>\n"},"library":"H5P.StandardPage 1.5","metadata":{"contentType":"Standard page","license":"U","title":"RECOGNITION: Provide multiple means of Representation"},"subContentId":"8a309ddc-3897-4d5d-ab28-79e86f80a971"},{"params":{"elementList":[{"params":{"contentName":"Image","file":{"path":"images\/file-5ea9acaaf2a94.png","mime":"image\/png","copyright":{"license":"U"},"width":1920,"height":158},"alt":"The How of Learning"},"library":"H5P.Image 1.1","metadata":{"contentType":"Image","license":"U","title":"Untitled Image"},"subContentId":"fef6c43d-adad-4e94-bb42-29c70cbe42eb"},{"params":{"text":"
Action and Expression is the how of learning. It prompts us to understand that students can come to learning very differently and will think about, process, demonstrate, and synthesise learning in different ways. Learners differ in the ways they navigate learning environments, instructions, and assignments.<\/p>\n\n
Learners also vary in their skills in various modes of expression of information and also have specific preferences as to how they express their knowledge. We know that some students love to prepare and write exams and some prefer to write papers.<\/p>\n\n
The UDL framework pushes us to think beyond papers and exams, however and think about demonstrating all or parts of our knowledge using speech, writing, building, demonstrating through slide show, crafting, or assembling. It also supports executive functions: the branch of cognition dedicated to organizing, planning, controlling our attention, and monitoring progress. By giving students a sense of mastery over their navigation and expression of learning, it permits them to develop monitoring, planning, and organizing systems since they have autonomy over the process from start to finish and can develop an internal locus of control over the production and expression of learning.<\/p>\n\n
\n
Three ideas for supporting multiple means of Action & Expression:<\/strong><\/p>\n\n
\n\t
Implement a multimedia assignment for which students plan the content, layout, and technology. Develop with students around ways of managing the project to support planning and execution.<\/li>\n\t
Offer students the choice between writing a paper or illustrating a storyboard and have students analyse content in light of which mode of expression suits both their assignment and their preference.<\/li>\n\t
Implement the use of assistive technology in class. Help students learn to use voice recorders, screen readers, or text-to-speech software to enhance their learning and demonstrate that by using many technology alternatives.<\/li>\n<\/ol>\n"},"library":"H5P.Text 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"576f4aaa-6402-464c-b26a-c290e189f7ea"},{"params":{"inputFieldSize":"10","requiredField":false,"remainingChars":"Remaining characters: @chars","taskDescription":"
Your ideas:<\/strong><\/p>\n","placeholderText":"Write or adapt an idea that you could use here."},"library":"H5P.TextInputField 1.2","metadata":{"contentType":"Text input field editor element","license":"U"},"subContentId":"6197c517-0836-492f-8335-8e05cc44c105"}],"helpTextLabel":"More information","helpText":"
PRINCIPLE: Provide multiple means of Action & Expression<\/a><\/p>\n"},"library":"H5P.StandardPage 1.5","metadata":{"contentType":"Standard page","license":"U","title":"STRATEGIC: Provide multiple means of Action & Expression"},"subContentId":"2e3382a3-829a-4976-bfbc-6d4177df4e88"},{"params":{"description":"
On this page you can choose to export ideas for your records.<\/p>\n","createDocumentLabel":"Create document","submitTextLabel":"Submit","submitSuccessTextLabel":"Your report was submitted successfully!","selectAllTextLabel":"Select","exportTextLabel":"Export","helpTextLabel":"More information","requiresInputErrorMessage":"The following pages contain required fields that need to be filled in order to review or submit this document: @pages","helpText":""},"library":"H5P.DocumentExportPage 1.5","metadata":{"contentType":"Document Export Page","license":"U","title":"Document Export"},"subContentId":"52e52675-777b-43d1-99e9-dd2e27bee95e"},{"params":{"description":"Insert the goals that you have chosen to work with.","defineGoalText":"Create a new goal","definedGoalLabel":"User defined goal","defineGoalPlaceholder":"Write here...","goalsAddedText":"Goals added:","specifyGoalText":"Specification","removeGoalText":"Remove","helpTextLabel":"More information","goalDeletionConfirmation":{"header":"Confirm deletion","message":"Are you sure you want to delete this goal?","cancelLabel":"Cancel","confirmLabel":"Confirm"},"helpText":""},"library":"H5P.GoalsPage 1.5","metadata":{"contentType":"Goals page","license":"U","title":"Untitled Goals page"},"subContentId":"1d08d2bf-ad5a-47ff-b054-25ae0f93e862"}],"i10n":{"previousLabel":"Previous","nextLabel":"Next","closeLabel":"Close"}}