UDL - Principle of Representation, Guideline 3 - Comprehension

(This a series on Universal Design for Learning)

Universal Design for Learning

Principle of Representation - Guideline 3 - Comprehension 

The first principle of Universal Design for Learning, 'provide multiple means of representation', help promote an inclusive learning environments on many levels. When developing a course and focusing on this principle, there are three guidelines to follow. They are:

1. Perception
2. Language and Symbols
3. Comprehension.

We are now going to take a deeper the third guideline.

Education is about teaching learners to transform information into usable knowledge.  Making the information accessible is just the first step for learners to process the information. We also need to promote active processing of the information to construct knowledge that can be accessed in the future.  This rests not only on perceiving, but by employing active learning that includes information processing skills like:

• selective attending,
• integrating new information with prior knowledge,
• strategic categorization, and
• active memorization.    

Learners vary greatly with these skills and their ability to access their prior knowledge that will assist them in assimilating new information as knowledge.  Good design presents the information such that it scaffolds so all learners have can access to construct knowledge. When doing this, you should:

1. Activate or supply background knowledge
2. Highlight patterns, critical features, big ideas, and relationships
3. Guide information processing and visualization by encouraging the application of meta-strategies.
4. Maximize transfer and generalization so students can apply learning to new contexts.  

By adopting this instructional strategy, more learners benefit. The design and presentation will provide the scaffolds necessary for all learners to access the information and construct usable knowledge.

Rethinking the Traditional Paper

When moving content to an online format, it is important to consider what delivery and learning activities will be most effective. This is the time to rethink the traditional written assignment.  Term papers are a staple of college.  Students dread the same stale form of expression. Faculty dread reading them even more.   Offering alternatives is always preferable for adult learners.  Why not examine if your term paper is the best way to meet your learning objectives?

What is key to student learning is meeting the learning outcomes.  Provided that the assignment does so, there is no reason to assume that this process is not multiply realizable.  Offering options to accomplish these outcomes is good pedagogical practice.  It also conforms with  the Theory of Universal Design for Learning. 

This is great in theory, but does it really work? Yes – it really works.  Assignments where students create materials that demonstrate they can meet the learning outcomes is a proven Constructivist strategy.

For example, Dr. Jodie Nader, department chair of history at Thomas More University has adopted this approach and documented its success. Students were more engaged and stepped up to meet the learning objectives.  The assignment sparked creativity and allowed students to better related to course concepts.  It also makes the course unique and ‘fresh’ each time for the instructor.  

So - you want to give it a try?  Remember part of the assignment is for the students to demonstrate how their assignment better demonstrates their knowledge than the way a paper would.  While projects are open to interpretation, expectations should be rigorously laid out for students.  Nader suggestions that when creating the assignment be sure to:

• Come to a consensus on grading.  Let students know your expectations.
• Write an open-ended assignment.  You may offer an example, but emphasize that that it is open for students.
• Make room for reflection. This is in line with the third criterion of the Principle of Engagement in the Theory of Universal Design for Learning.

One should note that these are solid principles in instructional design with years of research confirming their success. They apply to all assignments, non-traditional or not.  In fact, the single thing holding back increased student engagement is the general acceptance and implementation of this strategy.  However, now you know and can start re-thinking assignments, for both online and in the classroom.

Tips for Virtual Instruction

Teaching online poses several challenges for instructors, such as managing to keep or increase student engagement in a traditionally sterile environment. It has always been a challenge to leveraging instructional technology to motivate and inspire student interest.  The rapid pivot to virtual instruction due to the pandemic has exacerbated this issue, as now many instructors are still learning a new medium of instruction while working at engaging students.

The following guide is a collection resources that can both help online instruction as well as enhance traditional or hybrid instruction.  Included is a collection of standards, such as our guides to maximizing instructional technology and design to make teaching more accessible and effective.  The guide also includes collections of tips for using PowerPoint, YouTube, and Podcasts that can be harnessed to enhance instruction.

The guide is designed for your convenience.  Selecting the number on the tab on the home screen will take you directly to the category. Each tip is hyperlinked to a webpage or video to assist you quickly. You can select the arrowhead on the bottom right to return to the home screen.

 

You might want to download the guide for whenever you want to explore new options on a raining day.  Alternatively, it may give have answers for you when you need for assistance. An interactive tabbed Powerpoint like this can also easily be build and use to present your own lessons as well.  

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.