The Principle of Action and Expression

The three principles of UDL each address specific aspects of learning and how we process information.
They are:

1. Representation: which focuses on recognition networks in the mind
2. Action and Expression: which focuses strategic network in the mind
3. Engagement: which focuses on affective networks in the mind

The second principle pertains to how we present information to learner. Essentially, it is about how they are learning. To ensure learning is most successful, offer a choice of multiple expression of the material to be learned.

We all differ in how we approach a learning environment and how we express our knowledge. Often we approach learning tasks differently depending on our experiences.  We should expect these variations not only from those with significant physiological impairments, but also from cultural differences and those with language barriers.  Simply, we all vary in how we approach learning.  While some may favor writing and not oral presentations, others may prefer oral presentations, such as those with severe dyslexia.  Because our actions and expressions differ in our practices, strategy, and organization, a more inclusive approach is to develop learning environments where learners have options that can accommodate these differences

There are three guidelines to follow when focusing on the action and expression in learning.   They are:

1. Physical Action
2. Expression and Communication
3. Executive Function

Each of these guidelines, each with their own goals to meet, ensure students have the best chance to learn. Meeting the Principle of Action and Expression also contributes to student inclusion, as it offers a variety of ways for students to choose how they will learn. This results in overall student success and is just good practice in teaching.

Principle of Representation - Guideline 1 - Criterion 3

Universal Design for Learning

Principle of Representation - Guideline 1 - Criterion 3

When developing a course using the first principle of Universal Design for Learning, there are three specific guidelines to assist us.  The first, Perception in many ways overlaps with creating accessible content.

Criterion 3 of this guideline advocates that we provide alternatives to visual content.

Images, info-graphics, and video can be a superior way to presenting content.  This is particularly true when demonstrating relationships, such as between actions or events. A picture can state 1000 words, but not if you cannot see it. These presentations can abandon those with visual disabilities. To ensure equitable access, offer non-visual learners alternatives, such as: 

• Providing descriptions (text, spoken, or both) for all images, graphics, tables, and other visual content
• Providing auditory cues for key concepts and transitions in visual information
• Providing physical models (when possible) to convey perspective or interaction
• Adding a primacy to supplying textual representations that can easily be converted to text-to-speech.  The malleable nature of text on the web has an advantage of permanence and flexibility. Having Closed Captions, a transcript, or visual description should always be included. Offering a text-to-speech option alongside the text further benefits the learners.  

By following these suggestions, your course will assist students communicating and expressing their knowledge, as well as being in line the Principle of Representation in the Theory of Universal Design for Learning.