Principle of Representation - Guideline 2 - Criterion 4

Universal Design for Learning

Principle of Representation - Guideline 2 - Criterion 4

When developing a course using the first principle of Universal Design for Learning, there are three specific guidelines to assist us. The second, Language and Symbols focuses on maintaining clarity about the content provided.

Criterion 4 of this guideline advocates that we illustrate through multiple media.

Materials are often dominated by text, however textual presentations of content are not optimal for presenting information on the web, or possibly in a classroom. This is compounded with those who have language-related disabilities, such as dyslexia. Providing alternatives, such as illustrations or animations, can make the information more accessible for these learners. It may also help learners who favor visual presentations. Remember to:

• Present key concepts in two different forms, such as a symbolic representation of a physics equation and an illustration or animation of its relationship
• Provide explicit connections between information provided textually and other accompanying representations of the information.
  

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.

Guiding Students with College Writing

Sometimes non-traditional students who are not familiar with the demands of college writing. This can impede the success in both tradition classrooms and online environments. This can discourage them and impinge the overall effectiveness of the class and they no longer want to participate.

Like most aspects on teaching and learning, a little preparation before the lesson can save the instructor a lot of work after student falter. Offering tips to students in advance can provide scaffolds that will increase the student success.  Alternatively, setting up an adaptive learning system, these tips can be set to assist students who first demonstrate that they may need writing assistance.  Of course, these tips are help everyone as well.

Below is an set of tips (included in the video above) that can be us to assist students. Feel free to use these to assist any students you have that could benefit from better discussion participation.

Principle of Representation - Guideline 2 - Criterion 3

Universal Design for Learning

Principle of Representation - Guideline 2 - Criterion 3

When developing a course using the first principle of Universal Design for Learning, there are three specific guidelines to assist us. The second, Language and Symbols focuses on maintaining clarity about the content provided.

Criterion 3 of this guideline advocates that we promote understanding across languages.

While the class may be taught in one language, it does not mean that this is the learner’s first language. Accessibility of information is significantly reduced when no linguistic alternatives are available. While it is not always possible to offer every language, there are translation tools to offer to assist the learners. Using these and offer options demonstrating alternatives to key information greatly increases the accessibility. Consider:

• Providing electronic translation tools or links to multilingual dictionaries on the web
• Embedding visual, non-linguistic support, such as images, for vocabulary clarification.

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.

Recorded Webinars - Instructional Technology

Are you moving to virtual learning during the pandemic or want to improve you online presence?  If you are like most teachers, you are pressed for time and attending training or webinars are not a viable option. Luckily, most webinars can be recorded. 

Below are recorded webinars on Blackboard training and other instructional technology that you can access on your own time:

Advice:  Selecting fullscreen allows for better viewing (see far right corner).  You can also download this presentation in PDF format.  Be sure to select the links to launch the recorded webinar.

Principle of Representation - Guideline 2 - Criterion 2

Universal Design for Learning

Principle of Representation - Guideline 2 - Criterion 2

When developing a course using the first principle of Universal Design for Learning, there are three specific guidelines to assist us. The second, Language and Symbols focuses on maintaining clarity about the content provided.

Criterion 2 of this guideline advocates that we support decoding mathematical notation, symbols, and other text.

Decoding words or symbols fluently takes practice, as any young musician knows as they try to read music. Some learners will need meaningful and consistent exposure to specific symbols so they can comprehend the content effectively. Lack of fluency increases their cognitive load and reduces their ability to process the information. To promote equity, provide options to reduce the barriers that decoding may raise for those not familiar with the symbols. Consider: 

• Allowing text-to-speech
• Allow for flexibility and easy access to multiple representations of notation where appropriate (formulas and word problems).
• Offer a list of terms, or hyperlinks, to clarify key terms

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.

Principle of Engagement

The three principles of Universal Design for Learning 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 third principle pertains to how we present information to learner.  Essentially, it focuses on why students are learning - what motivates them and how it does so. To ensure learning is most successful, offer a choice of multiple options for motivation. 

Learners vary greatly and they likewise differ significantly in the way that they can be engaged or motivated to learn.  With the accelerated growth of non-traditional students, this variation will not go away.  Factors contributing to the variation include:

• Background knowledge
• Culture
• Personal relevance
• Neurology
• Subjectivity

While some learners are spontaneous and creative, others may be timid or even frightened by new challenges present d to them in the course.  The latter may prefer a strict path to assist them through the content. Some learners are happy to work alone and others prefer to work with peers. When all is said and done, there is not one optimal way to engage every learner.  For this reason,

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

1. Recruiting Interest
2.  Sustaining Effort and Persistence
3. Self-Regulation

Each of these guidelines, each with their own criteria to meet, ensure students have the best chance to learn.  The goal of these who excel in these is to great expert learners who are purposeful and motivated. Meeting the Principle of Engagement also contributes to student inclusion, as it offers a variety of motivating factors to keep students engaged with the content. This will positively affect their learning and the overall student success.