So hello everyone my name is Sam Samantha Harlow and I'm the online learning librarian as well as the kinesiology and public health education librarian for UNCG libraries UNCG libraries created a series of webinars for the UNCG community on online learning innovation and welcome in this series different UNCG instructional technology consultants IPS staff and.
Faculty will cover topics on online learning pedagogies UNCG instructional technology tools such as canvas google box etc and more these are 30 minute webinars that are recorded in WebEx meetings which we are in now and placed on the library webpage that I'm going to throw into the chat these are under the online learning tab but there's also one.
On research and application so we also give the recording file to the ITC itea staff member or faculty member presenting the materials and they can do whatever they want with the recording as well these recordings are put on YouTube and closed captions as soon as we are able so I'm going to cover some logistical things about how this webinar is going to run please mute your audio.
During the presentation by clicking the audio X icon next to your name to turn it red so feel free to turn your audio back on by clicking the audio icon again at the end of the webinar to participate in the conversation with the presenters if you don't have a microphone if you're having trouble and muting yourself just use the chat on the bottom of your screen there's a little icon and I can.
Unmute you and help you with anything and as well as that if there are any technical issues during the webinar you can put them in the chat if you can find it or you can email me I'm throwing that in the chat as well as call me I'll be muted so it won't interrupt Rob Lowe so are there any questions before I introduce our presenter okay so this session is hosted by Rob.
Owens an instructional technology consultant for the Bryan School and it is on Universal Design for Learning the basics or a primer and Rob you can begin hello can everyone hear me okay great well actually I'm think I'm going to turn since I'm wearing a head so I'm going to turn off the video my video so we'll just do audio for this.
Particular session thanks Sam again my name is Rob Owens and I am an instructional technology consultant for the Brown School of Business and we're going to be talking about universal design some of you may have already heard of this concept and so it might be a verb you for some of you so I'm an instructional designer with the Brown School of Business I've been here at the.
University since 1998 it's set for three years when I actually went to winston-salem State University to work in their Center for Excellence in teaching and learning as a faculty development specialist and then I taught full time as a visiting assistant professor at Campbell other than that I've spent most of my time here at UNC Greensboro either in a bar in school or.
In the university teaching and learning center I also teach part-time in the sport and performance psychology program at the University of Western States which is located in Portland Oregon so this presentation is going to come from two different foci one I'm going to talk about my experience using Universal Design as an instructional designer as well as a faculty member at Western.
States so the learning objectives we're going to talk about what universal design is why we should use universal design particularly when we're working with students and online and online learning I'm going to talk about two different approaches a universal design that have been used in higher education and then I'm going to do a brief demo in canvas.
Suggest some resources for faculty who might be new to Universal Design in the course I'll ask answer any questions that you might have so in terms of Universal Design Universal Design is actually based on the design of physical spaces and it was developed by Ron mace and colleagues back in the 1990s so basically when we're talking about universal design we're talking about how.
Can we design physical spaces to accommodate people of various sensory mental health intellectual health abilities or disabilities and originally under seven principles of universal design I'm not going to go over all of these right now because I'm going to come back to it when I talk about Universal Design for instruction but just to let you know that when the.
Universal design was first created it had seven different principles to help architects design physical spaces in order to accommodate the needs of people with various abilities okay so getting into the instructional aspect of universal design it was developed by Scott universal design for instruction - let me clarify that because I'm going to talk about.
Universal design for learning here in a little bit but Universal Design for instruction was developed by Scott and colleagues back in 2001 drawing on principles from North Carolina States University's Center for universal design and basically when we're talking about Universal Design for instruction we're talking about how can we maximize student learning by applying universal.
Design principles to all aspects of instruction and that will become clearer when we get to the actual principles of universal design here in a second the other thing I want to briefly mention because many of you have probably heard about Chickering and Gamson seven principles for good practice in undergraduate education when Scott and colleagues are developing.
Universal Design for instruction they also want to incorporate these seven principles which includes encouraging contact between students and faculty so when I talk about Universal Design we're going to talk a lot about interaction between students and faculty and students and students develop reciprocity and cooperation among students encourage active learning.
Giving prompt feedback emphasizing time on task communicating high expectations of our students and respecting diverse talents and ways of learning so retirement universal design for instruction we're not only talking about universal design principles we're also talking about the seven principles for good practice in undergraduate education.
Okay so getting back to the principles as I mentioned previously originally there were seven principles for universal design but that was again universal design was intended for physical spaces until you know Scott and colleagues and the people that Cass and I'll talk about cast here in a little bit decide to take those original seven principles and then add two principles.
To create what's known as universal design for instruction so the first principle of universal design for instruction is equitable use so we're trying to from a physical standpoint its designing physical spaces to help people with diverse abilities as instructors our objective is to provide different ways for students to demonstrate their knowledge so what Universal Design is.
Basically telling us as instructors is that we should provide a variety of assessments to our students it shouldn't just all be qualitative like written assessments or quantitative assessments like multiple-choice true/false exams so in order to meet the needs of diverse learners we should provide a variety of assessments in our online courses the second principle is flexibility and use.
So flexibility and use says that as instructors we should use a variety of instructional methods so that means when we're communicating our content we should communicate it and multimodal ways and what I mean by that is that we should communicate it using text we should communicate it using audios communicate it using video so some instructors like to create narrated.
PowerPoint lectures to kind of add audio with audio audio with graphics you can design group activities or you can have discussion based assignments another thing about flexibility and use which I did not include here but it's very important for Universal Design is that we provide students with choice so if the students are learning a particular topic you might provide them.
Instead of providing them with one or two articles to read on that topic you might provide them with six different articles and let them choose which articles to read that will help them learn content so that's also what when Universal Design for instruction means by flexibility in use the third principle of simple and intuitive use.
That means our design should be straightforward so students can understand it that might include using canvas using modules in canvas for those of you who use canvas I'm sure most of you do I'm designing your online course and the easy ways that students can find what they need it also means using things like rubrics so students can understand how they will.
Be graded so a lot of these principles in Universal Design I'm sure that most of you are using already but you may not have put it within the context of Universal Design the next principle is called perceptible information and this really attends to students who might have some sort of sensory disability so they might have some sort of hearing impairment or they might be blind for.
Example in a Brian school we have a student who's blind who is one of our online programs and so when designing for him we have to take into a number of things because he cannot see so when it comes to perceptible information you may want to include like textbooks that can be digitized put in a digital format so for example Pablo our student in the business school he cannot read a.
Hardcopy textbook we had to put his textbooks in a digital format by going through the office of accessibility resources and services and not only does this textbook need to be put in a digital format and PDF but it also needs to be in a format where screen readers can read it because not all screen readers can read all PDFs and that's a common misconception among faculty they.
Think like ok if I go take I can go scan this book chapter and then screen readers would be able to read it in most cases when you're scanning textual information you're scanning it actually as a graphic so each of the pages are being read being seen by screen readers this graphic did not as text so there's a particular way of scanning textual information to make sure it's readable.
By a screen reader the other thing we're talk about perception from information we need to provide transcripts for any videos for example with Pablo because he cannot see he can hear but he can't see exactly what might be going on on the screen in the video so we need to create a transcript actually describes not only what's being said but what's actually.
Happening in the video ok the next principle of UD eyes tolerance for error and this can and this can be a little confusing at first because but it was first developed for as a universal design principle for physical spaces it really meant we need to design physical spaces in ways that prevent accidents to try to minimize accidents when it comes to instruction tolerance for error means.
That we want to design our instruction and ways to accommodate individual learning pace so students that might have some type of learning deficit or students that may not have the prerequisite knowledge for the course it also means that in order to do that some of the strategies that we can use as instructors are giving students practice so instead of just having a midterm exam.
And a final exam you have quizzes in there that are low stakes that prepare students for the midterm exam or the final exam when you're teaching online it also means if you're having any sort of assignment that requires writing that you allow students to submit rough drafts because we can't automatically assume that all of our students depending on on the programs that you're.
Teaching in that may have been 10 years since they've written a 20-page paper the next principle of unit of UDI is low physical effort and that means design can be used efficiently and comfortably with the minimum of fatigue and this principle really refers to again people that have physical disabilities so for example with our blind student Pablo he since he cannot see a webpage so I can't.
See what's going on in canvas he the screen reader has to be able to show his video controls and he has to be able to navigate that using a keyboard not all students can use use a mouse to navigate so it's important that we design our courses in ways to minimize physical effort for our students unless the course is like an exercise course or something where there is supposed to be.
Physical effort but we need to design our courses in ways that students can use a keyboard to navigate through the course and that's all we have instructional technology consultants on campus and the Bryan School I'm here in the Bryan School we have a second person in the Bryan School each unit academic unit has at least one instructional technology consultant that is familiar.
With these principles and can assist instructors with incorporating them and their online courses the last main principle universal design the size of space for our protein use and I'm not going to really spend too much time on this because basically is meant for physical spaces one design our classrooms and ways to accommodate diverse learners so if you're teaching.
In a face-to-face class you may want to arrange seats seats in the ways where students can actually see your mouth because students who might be hard of hearing I might who have or might have like attention deficit disorder they need to actually see your face in order to cut to focus and try to understand what you're talking about we are communicating your content the two.
Additional principles that were added to UDI that were not part of the original universal design our community of learners and instructional climate so UDI when it talks about community of learners is really referring to designing instruction to promote learner to learner and learner to instructor interaction and it's important for us to consider those things for example I.
Mentioned that I teach part-time for the university of western states and I perform a psychology classes so one of the classes I teach is in organizational and group dynamics and so one of the assumptions of students have to do that the completed weekly discussion forum so that I design that in ways so students could kind of learn from each other so they have to read a chapter that.
Different articles and then they have a discussion prompt and they talk about the topic within themselves as a group now some instructors see discussion forums as a means of having students communicate but also as a means for the instructor to also communicate with students I don't approach it from that perspective I see my discussion forms as.
Learner to learner interaction where I will only intervene in the case where I feel like the discussion is really going off topic or if students are not getting a particular concept I might intervene then but oftentimes what I do is I wait until after discussion the discussion period is over and then I summarize what was in a discussion and then I add additional detail if I feel if I feel.
That students have missed something during that particular discussion period so the second way the second thing you want to do and we already all do this is that we want to have learner to instructor interaction so in general we're going to provide feedback on assignments to our students and this really falls in line with the community of inquiry framework if you have heard.
Heard of this framework before is one of the main frameworks used in online learning because it argues that instructors should use cognitive presence social presence and teaching presence when teaching on line so if you're not familiar with that framework I suggest that you look it up and do some reading on it if you are teaching an online environment the last of our.
Nine principles is instructional climate so we want our courses to be welcoming and inclusive to students of all different abilities and we want to set high expectations so it's important for for us in the riding school to make sure that even though Pablo is blind that we still set high expectations for him and not assume that okay well you can't perform as well as the sighted students.
In the online program okay now turning our attention away from UDI for a second and talking about we're going to talk I'm going to talk a little bit about a Universal Design for Learning UDI came first I want it to give everyone kind of like a broad overview what UDI is but now I want to talk a little bit about Universal Design for Learning because it's probably the.
More it's a more common approach that people may have been that MIT people may have heard of so Universal Design for Learning is a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn so it's based on cognitive neuroscience and it basically argues that learners learn through three different networks through affective.
Networks recognition networks and strategic networks so affective networks are the way of learning as instructors we want to stimulate student interest and motivation of learning and so we know that you know when it comes to cognitive neuroscience in the Olympic system and amygdala they're all about stimulating interest and engagement recognition networks the what of.
Learning as instructors we want to present information in different ways to accommodate the needs of diverse learners and then with strategic networks the how of learning as instructors you want to differentiate the ways that students can express what they know so we want to stimulate interest and motivation for learning we want to present information and content.
In different ways and we want to differentiate the ways that students can express what they know so basically what UDL says is that we need to give students choices choices choices choices you'll see that if you read any of the scholarly articles about UDL you can't you can't read an article without the word choice being in that article because it's all about giving.
Our learners choices when we're talking about Universal Design and we give our students sources through three different ways multiple means of representation multiple means of expression and multiple means of engagement so the first principle of UDL provide multiple means of representation we want to present our content in multiple ways so instead of just having all videos out.
There if you're doing lectures you want to provide transcripts of the videos you won't have captions for students that might be hearing-impaired other things that you can do you can create an outline ahead of time for each module so if you have like your first weeks module might be introducing students to a particular concept you can actually provide an outline saying this is where.
We're going this is where we are these other concepts are going to learn and this is what you should know by the end of this module so you don't want your students to just be looking at a video not knowing exactly where they're going in terms of their learning you want to give them those props ahead of time in terms of to provide multiple means of action and.
Expression this again goes back to our learners and giving them ways to express what they know so in terms of for example students that don't like to write a lot if you do have an assignment you can give them an option of either do a 10 15 page paper or do a PowerPoint narrate a PowerPoint presentation or let them create a video is give them a way to like express themselves creatively in.
Order to demonstrate what they know because what we're trying to do really is encourage executive functioning within our students so we want to guide our students and guide our students in the learning process so for example and one of the courses I'm teaching now the students the final project is what's called an organizational assessment plan and working in groups what they do is.
That they take an organization and they go into that organization and look at a particular issue or performance problem that the organization might be experiencing at the time and then they design an intervention to to minimize that problem or to alleviate the problem that the organization has so it might be a problem to go and do an assessment of the organization they find that there's.
A problem with the employee wellness so they might design a wellness program for the organization or one of the projects that might one of the team's is working on right now is resilience so oftentimes when students are working with people who are working organizations where the workers are in high stress high performance environment so it usually includes professional sports teams.
Includes some military it includes tactical populations like the police or Fire Rescue and so they're very high stressed type of environments anyway and so one of my groups is working on a resilience intervention and how to make employees more resilient and in particular organization and so one of the things that I do that I've done for them is I like modeled this I model like.
How what I would do if I was consulting with that particular organization for example I would say that you need to allow that organization to define resilience because even the resilience comes from positive psychology the organization may have a different definition of resilience than the definition that's within the scholarly literature because if you want them to.
Adopt the intervention that you're designing it they need to be they need to have that buy-in so that's one way to that I you that one way I help my students a modeling decision making when it comes to their projects so the third principle is provide multiple means of engagement so there's a couple ways we can do that as instructors we can design our learning we can design our.
Assignments to have some sort of experience or learning opportunity of service learning opportunity the example I just described previously with my students at the organizational assessment plan that's more of something it's like an experience or learning opportunity that can go into an organization and they can work with that organization to design an organizational.
Performance intervention you can use things like case studies to get the students to think through problems you can also if you have a culminating assignment you can break that assignment up into smaller projects or what I call milestones the organizational assessment plans I use in my organizational dynamics class is broken up into milestones you can provide students with.
Examples of excellent work so you can if you D identify if you ask permission and D I identified past projects from students you can incorporate them into your future courses you also want to help students with self-regulation now with where I teach is like this the course I'm teaching now is all doctoral students and most of them are pretty well self regulated Muslim are holding.
Down full-time jobs as well as studying studying for their doctorate but in cases where you might be teaching at the undergraduate level you may want to model that self regulation through your own communication so one of the things that I do with my students I tell them if they email me I'll tell them I'll get back to you next day so it's like I might say I'm in.
The middle of something now get back to you next day I might tell them I might send an email saying okay well I'm doing this too speaking I'll have your projects graded by Sunday at this time to show them that I that I myself am very self regulated I planned things out so modeling self-regulation for your students to communications one thing you can also have them journal do self.
Reflective activities in order to promote self-regulation and another things and this is particularly something I do often with my students because they're in a program where a lot of them are positive anyway sometimes they're so positive that it's like oh you know students positivity coming at me but you want them to help you want them to achieve a growth mindset of a.
Fixed mindset especially when they encounter difficult course materials and if you haven't read the work by Carol Dweck you certainly should so you should certainly do so so those are basically the three principles and what I want to do now if there are no questions I want to go into canvas and give you a demo of how I actually use some of these principles and my own teaching so this.
Is a course in canvas I've taught this course in canvas and in blackboard it's basically a multicultural counseling course because the program that I'm in that I teach in sport and performance psychology but when students graduate they I'll have the opportunity to become licensed professional counselors so it's basically a kind of a glorified counseling program for.
Specialized populations so in canvas what I do I always organize my materials for my online courses by modules so I have a begin here module that includes a syllabus it includes the assignment descriptions and includes all the rubrics for all the assignments the students know exactly how they're going to be graded and then I take each modules a.
Particular topic like the first week we talked about what is multicultural psychology in the second week we talked about worldviews and cultural competence so you can see here that each week I have a particular topic and each week's topic has a lesson and I'll show you the lesson here and in a second and then there's also links to resources to articles scholarly articles that.
Students can read in order to get a better grasp of the concept that we're talking about for the week now since I'm actually doing this course right now I'm going to go ahead in the future because I don't want you to see what my students have been writing ok so module 8 so this week we're talking about multicultural issues and research testing and assessment and this can be a difficult.
Concept for students to get because we're taught and taught are not research that okay well you know research is objective if we're talking about if atomic mostly qualitative research we're taught that you know that type of research is objective and so students have to learn how to rap have to learn how to like look at research from a had to learn how to look at research from a.
Practitioner perspective how can I use my multicultural research when working with with different sorts different types of clients so here we have our lesson there's an overview of what the students are going to learn they have to read a chapter and the textbook and then there's four different articles they don't have to read all of these four articles so goes back to the universal.
Design i'm concept of giving them more information that they need to know and allowing them the choice of picking what they want to read in order to learn that the concepts the other thing that i do i do include a video so there's a video for students and then the video includes captions the captions are turned on you have to turn them on so that's one thing to think about we.
You're working these students in canvas I also give students the opportunity to download the lecture slides so if they looked at the video and they got the concepts for for the most part but then they want to go back and review instead of rewatching the video they can actually just download the lecture slides or they can download a transcript of the lecture so I give them a couple.
Different opportunities on how to access the content then they have their particularly then they have their assessment activities that the answer questions I use discussion forms for that so this is the question that they have to answer this week regarding multicultural practice and sport and sport psychology and then they have an assessment which is basically a.
Low-stakes assessment it's just a quiz that quiz helps to prepare them for the high-stakes assessment at the end of the course which is a final exam and a final exam actually prepares them for certification which is called the certified mental performance consultant credential so it's important for me when I'm teaching this course and other courses that I actually give to students.
Enough knowledge where they're able to pass a certified mental performance consultant exam because we want them to be able to get that credential I'm talking about different types of assignments in the course I do have quantitative assignments like I mentioned a final exam I have quizzes to help students prepare for the final exam I also have qualitative assignments so.
The students have to complete what's called a cultural plunge activity and this is an experience all activity where they have to go into a setting where the unfamiliar with a particular group of people so students might go to some sort of Fair they might go to a homeless shelter so they were the whole purpose is to help them learn about a group of people that are different than from them.
So they go into that particular setting they did take filled notes and then they report Dave self reflect on their experience being the minority in that particular setting they also have to write a personal identity development paper where there again are self reflecting about themselves working with different populations that might be different than.
Them and taking to account their own growth and development and their own like social and personal identities again this is one way on how you might structure your course so it's kind of goes to the tenets of universal design for instruction and you know Universal Design for Learning this providing choice to our students and giving them the opportunity to do projects using.
Multiple giving them opportunity to access content and multiple ways up yes sorry about that if anyone has any questions okay yeah so basically you know Universal Design for Learning in particular is it's pretty straightforward we want to give our students we want to express our content in different ways so our students have choices and how they're learning that.
Are learning and interacting with the content we want to give students the ability to show what they learned in different ways by either rewriting or using presentations or other forms of creativity and our assignments and we just want to engage them so thinking through those three different principles providing multiple means of representation providing multiple means.
Of action and expression for our students and providing multiple means of engagement is really what Universal Design for Learning is all about in some of the more high-level technical things again if you're unaware of how to make PDFs accessible for example you can talk to your instructional technology consultant about that but that's basically all I have.
I do recommend I do have a few resources for those of you who might be new to Universal Design for Learning first resource is called teaching every student in a digital age Universal Design for Learning and the other is Universal Design for Learning theory and practice you can get both of these books from jackson library right so does anyone have any questions.
Or comments for Rob feel free to put them in the chat or you can unmute yourself if you're having trouble unmute and you're muting yourself I am happy to do it you can just let me know through your chat or by raising your hand in your video and as you guys are thinking of your questions I do want to know that there the next one in this series online.
Learning and innovation that is coming up is in April Thursday April 4th at 11 a.m. and it's on library online tutorials and research for students and instructors and it's talked about various online tutorials that we do at UNCG libraries I very much enjoyed the session I love UDL sure I know when I make my tutorials Ellie asked are your modules about a week long yes so.
Basically my module start Monday morning and run through Sunday evening so students are given a discussion prompt on Monday morning they have until Thursday evening to craft their initial post and then they have to reply to at least two different students by Sunday evening if there's a project that's due as always due on Sunday evenings except for at the very end of the semester.
Where it's due during the middle of week so one of the things I think that helps students to self-regulate so they know every Thursday night I have to do my initial post and I need to complete the follow-up post by Sunday evening or I need to submit a project or submit a major assignment by Sunday evening so that helps with self-regulation right are there any other questions.
You well that's great again it's pretty straightforward I might encourage you to also and you'll see this in the in the video but I will also send Sam my slide so here are the references I encourage you to take a look at the online community of inquiry review that's talking about I'm social Pregnant's cognitive presence.
And teaching presence if you if you're unaware as a community of inquiry model and if you want to learn a little bit more about the kind of the history of a beauty ellen has been using college teaching the McGuire article from 2011 is is extremely helpful inclusive college teaching universal design for instruction and diverse learners so that's another article I suggest that.
You take a look at great thank you guys hopefully I will see you in other series feel free to email me or Rob if you think of any questions after the fact and I hope everyone's having a good semester I'm gonna sign everyone off thank you thanks Rob yeah thanks you.