UDL - Principle of Action and Expression (version 3.0)

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. Interaction (previously called Physical Action)
2. Expression and Communication
3. Strategic Development (previously called 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

Universal Design for Learning - Version 3.0

Universal Design for Learning v 3.0

The update builds on earlier versions of Universal Design for Learning by focusing more directly on reducing barriers caused by bias and systems of exclusion for learners with and without disabilities. It intentionally includes the voices and perspectives of practitioners and scholars who were underrepresented in previous editions. The goal is to strengthen the Guidelines as a tool for designing learning environments that better support and value every learner.

This updated version of the UDL Guidelines expands them in several important ways. It connects Universal Design for Learning more clearly with other asset-based approaches and frameworks, especially those that center and sustain learners’ cultural identities and experiences. It places stronger emphasis on identity as an important part of learner variability, recognizing not only how students learn but also who they are. This “who” of learning is woven throughout all three Universal Design for Learning principles.

The update acknowledges barriers at individual, institutional, and system levels, highlights the importance of interdependence and collective learning, and shifts the language from being educator-centered to more learner-centered. Together, these changes strengthen Universal Design for Learning as a more inclusive and responsive framework.

Previous versions technically included these inclusive teaching techniques implicitly throughout the guidelines. However, when we include information implicitly, we risk that some will overlook these or infer that these practices are not as valuable. This is why it is best to explicitly state the material.

How Does This Affect Me?

There is some overlap between different versions of the Guidelines, and many of the guidelines and criteria remain the same. However, you may still find older versions online that use slightly different language. To help reduce confusion, include the previous names alongside the updated ones.

As a general rule, it is a good idea to check which version is being referenced in any material you use.

Principle of Engagement - Guideline 2 - Criterion 1

 

When developing a course using the third principle of Universal Design for Learning, there are three specific guidelines to assist us.  The second, Sustaining Effort and Persistence addresses maintaining focus and determination.

Criterion 1 of this guideline advocates that we focus attention on the salience of goals and objectives

Many sources of interest compete for attention during the course of any long project or practice. For example, some learners will require reminding of their initial goal or what will happen when they obtain that goal. In this case, it is important to regularly offer elements to remind them of the goal and the value of meeting it.  This will assist these learners in sustaining effort or concentration to overcome factors that may distract them from meeting the goal.

When re-enforcing the understanding of goals and objectives, consider:

1. Displaying the goal or objectives in multiple ways or throughout the learning activity
2. Prompting learners to explicitly formulate or restate goals
3. Encouraging division of long-term goals into short-term objectives or demonstrate how this is done
4. Using prompts to visualizing desired outcome
5. Engaging learners in assessment discussions of what constitutes excellence and meeting the goals. Be prepared to accommodate different cultural backgrounds and interests
6. Providing exemplars to demonstrate goal achievement.

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