CAST: Home. What is Universal Design for Learning (UDL)? Universal design for learning.
Whakawhanaungatanga - Getting to know our learners : Virtual Learning Network. On the 3rd March, we’ll be hosting a FREE webinar on, “Whakawhanaungatanga - Getting to know our learners.” This is something near and dear to all of our hearts as teachers. Take a look at this movie, Learning How to Know Your Students - Discovering Differences to Teach Them - 1950's (originally posted here). This old clip from the 1950’s demonstrates the power of learning conversations between the learner/teacher/s and whānau beautifully. So what’s changed here? Teaching in a New Zealand context means our students come from a rich diversity of cultural, social and economic backgrounds. Each year is different, so how do we get to know our learners and their families/whānau - to best meet their learning needs and how can digital technologies help?
Ko wai mātou - Who are we? There’s a few good icebreaker activities that are designed to let you and your class find out about each other. A group of three students can create a venn diagram together using circles or hoops. Tēnei au: This is me. Universal Design for Learning | Inclusive Education. Learners differ significantly in the ways they can be engaged or motivated to learn.
Some learners are highly engaged and motivated by spontaneity and novelty, while others are disengaged, even frightened by those aspects, preferring a predictable routine. To create environments that are safe for all learners, teachers need to: develop acute sensitivity to learner differences in order to challenge and stretch learners without ridicule or demotivationensure the physical or online spaces where learning takes place contribute to student learning and wellbeing rather than creating stressensure learning experiences beyond the classroom, such as work experience and camp are designed with the students to minimise risk and stress.
To build further understanding, explore videos and supporting resources from the Alberta UDL Summer Institute 2011 relating to the principle of multiple means of engagement. Everyone’s In: Home. About Universal Design for Learning. UDL: The UDL Guidelines. UDL: About the Graphic Organizer. About Universal Design for Learning. Universal Design. What is universal design for learning (UDL)? Why UDL? How can you incorporate UDL in a course? What are some resources at Cornell related to universal design, disabilities, and learning services? What is universal design for learning (UDL)? Universal Design for Learning (UDL) is a teaching approach that works to accommodate the needs and abilities of all learners and eliminate unnecessary hurdles in the learning process.
This means developing a flexible learning environment in which information is presented in multiple ways, students engage in learning in a variety of ways, and students are provided options when demonstrating their learning. Universal design for learning is similar to ‘universal instructional design’ or UID, and ‘universal design for instruction’ or UDI. There are three main principles of UDL: 1. Giving choices, however, does not mean changing expectations. Why Universal Design for Learning? How can you incorporate UDL in a course? How accessible is your course? References. Illinois Online Network | ION Resources | Online Teaching Activity Index. Examples of Learning Activities - Teaching & Learning - University of Tasmania, Australia. Content Focus (and Interaction) Whether the learning outcomes for a session or module include declarative or functioning knowledge, almost all of them will be supported in some way by the presentation of information to students.
Activities which involve student interaction with content can include listening to and/or watching a live or recorded talk, engaging with a written or visual text, engaging with multimedia, or a combination of these. Typically, students are more likely to retain information presented in these ways if they are asked to interact with the material in some way, which is why it is useful to ask or invite questions, or include another activity type after every 5 or 15 minute 'chunk' of information. Example: Live Lecture (Online or On campus) Provide information orally, supported by slides, in 4 to 7 minute blocks, interspersed with short interactions such as asking students to respond to a related question. Example: Assigned Reading/text Interactivity (with Others) Focus. E-learning examples | William Horton Consulting.
Learning design at the University of Queensland, Australia. Looking through Three. Clive Young clive.young@umist.ac.uk Maria Asensio Lancaster University m.asensio@lancaster.ac.uk ABSTRACT Although the pedagogic use of film and video has a long history, its widespread use has always been limited by production costs and delivery difficulties. Capturing and re-using a communication event (such as a lecture or a presentation) Giving access and depth to real events (by inclusion of original material) Supporting a learning process (documentaries, tutorials, interviews etc) Developing and accessing a library of cases or units of learning material Constructing and sharing ones own resources The authors then explain how these can be used to support communication and can be linked to other information and re-used as part of a learning environment.
The third category warrants some elaboration. However, we were interested to know if there was any connection with the educational value of video as perceived by the participants of our Click and Go Video workshops. Asensio M. DialeProject. What is the DiAL-e? – Simon Paul Atkinson. Digital Artefacts for Learner Engagement (DiAL-e) Since 2006 we have been developing a framework to support educators use digital resources (artefacts). The framework was inspired by a JISC project to support the take-up of digitised artefacts from the NewsFilm Online project. The DiAL-e Framework has since developed to support the pedagogically effective use of a range of digital content, focussing on what the learner does with an artefact rather than giving priority ot its subject or discipline content. We hope to share our work with you and learn from your experiences.
This is a very brief 5 minute introduction to the DiAL-e from the YouTube channel: Feel free to watch the following introductory video in which the authors of the framework, Kevin Burden and Simon Atkinson, explain how it was developed. The framework is a matrix consisting of 2 axis. The first axis contains 10 learning designs and the second axis a series of spaces in which learning takes place. Like this: Like Loading... DiAL-e – Simon Paul Atkinson. The DiAL-e Framework: Digital Artefacts for Learning Engagement Since 2006 Kevin Burden and Simon Atkinson have been developing a framework to support educators use digital resources (artefacts). The framework was inspired by a JISC project to support the take-up of digitised artefacts from the NewsFilm Online project.
The framework is a matrix consisting of 2 axis. The first axis contains 10 learning designs and the second axis a series of spaces in which learning takes place. We have defined the learning designs in terms of what the learner does, actively, cognitively, with a digital artefact. We have provided elaborations of the learning designs themselves and are suggesting ways in which space might change the articulation of that design. Our work to date is focused on, though not exclusively, tertiary education practice. Explore the Framework Like this: Like Loading...
Lds table. ClassroomAssess. Understanding and learning outcomes. Cutting off the branch on which he sits. From the Catalog of Illuminated MS at the British Library: BL Stowe 955 f. 15 Man cutting down a tree I trust we can see what’s happening in this illustration, which comes from a manuscript written in the early 1500s in Europe. This is obviously a problem of considerably long standing for our species.
I believe the problem emerges from the same place that our truly good ideas come from: that fascinating place we call the human brain. The situation we see in the picture is not just a bad idea–It’s almost a good idea. Tricky thing, ingenuity. Take for example the seemingly endless fascination with “learning outcomes.” So the ingenious idea emerges: teachers should think about what they believe should happen in the student as a result of the class. Yet something is deeply amiss, in my view.
Content Skills Values Learning outcomes should use specific language, and should clearly indicate expectations for student performance. Back to Bogost: Bloom's Digital Taxonomy Verbs. When using Bloom’s Digital Taxonomy (a revised take on Bloom’s devised by educator Andrew Churches), it helps to have a list of verbs to know what actions define each stage of the taxonomy. This is useful for lesson planning, rubric making, and any other teacher-oriented task requiring planning and assessment strategies.
The Bloom’s Digital Taxonomy verbs in this handy infographic apply specifically to each stage of the taxonomy. They progress from LOTS (lower-order thinking skills) to the HOTS (higher-order thinking skills). According to Churches on his wiki Edorigami, “Bloom’s Revised Taxonomy describes many traditional classroom practices, behaviours and actions, but does not account for the new processes and actions associated with Web 2.0 technologies …” This means the verbs listed below are applicable to facilitating technology use in the modern classrooms.
A Quick Reference Tool for Bloom’s Taxonomy Verbs Poster Files For You. Blooms. Bloom’s Taxonomy. Background Information | The Original Taxonomy | The Revised Taxonomy | Why Use Bloom’s Taxonomy? | Further Information The above graphic is released under a Creative Commons Attribution license. You’re free to share, reproduce, or otherwise use it, as long as you attribute it to the Vanderbilt University Center for Teaching. For a higher resolution version, visit our Flickr account and look for the “Download this photo” icon. Background Information In 1956, Benjamin Bloom with collaborators Max Englehart, Edward Furst, Walter Hill, and David Krathwohl published a framework for categorizing educational goals: Taxonomy of Educational Objectives. Familiarly known as Bloom’s Taxonomy, this framework has been applied by generations of K-12 teachers and college instructors in their teaching.
The framework elaborated by Bloom and his collaborators consisted of six major categories: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. The Original Taxonomy (1956) Remember. Writing Intended Learning Outcomes | Center for Teaching and Learning. Campfires. EJ1015175. Learning design / Future-focused learning / Teaching. "This construct of learning spaces allows teachers to adapt the learning to meet the needs of students - to personalise instruction and allow students to explore different modes of learning.
"Ann Davis and Kim Kappler-Hewitt (2013) Professor David Thornburg (2007) has given us three very useful terms for thinking about the different kinds of spaces in which learning takes place: the campfire, the cave, and the watering hole. Campfires The campfire has traditionally been a place of knowledge-sharing and story telling. This is where information is transferred, traditionally by an expert, to be built upon by others in the group. Thornburg reminds us that in today's schools, it is not just the teacher taking on the "expert role", but also students who are "empowered to tell stories and share their learning with peers". Campfires in e-learning In an e-learning environment, it's the flipped classroom which provides the campfire experience. Watering holes Watering holes in e-learning Caves. Differences between Educational Design, Learning Design and Instructional Design | Instructional Design Australia.
Education is a product of instruction and learning The terms Educational Design, Learning Design and Instructional Design are used interchangeably depending on the nature of the work and the environment in which it is carried out. A skilled designer in this field can move between all three of titles - Learning Designer, Educational Designer and Instructional Designer - within their working life. Defining Educational Design, Learning Design and Instructional Design Instructional Design aims to optimise the appeal, effectiveness and efficiency of instruction learning experiences. What are the differences between Educational Design, Learning Design and Instructional Design These definitions do highlight some differences.
Within universities Educational Design and Learning Design do have some differences. All three of these roles can be applied to eLearning. References Meg O'Reilly Educational design as transdisciplinary partnership: Supporting assessment design for online Contact Us.