Universal Design
Making Instruction Universally Accessible
“In a classroom environment that conforms to Universal Design, the teacher is not required to specially modify [their] lectures when a student with a disability is present, nor do the course materials need to be "retrofitted" to any student.” (UNC ARS)
"Universal Design (UD) in teaching is the principle of creating a learning environment where everyone can learn without special concessions or treatment." (UNC ARS) The Center for Universal Design (1997) provides the following definition: "The design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design." Many of the recommendations from the Best Practices page are derived from universal design principles.
Universal Design has seven principles for creating equitable and accessible environments (Center for Universal Design, 1997):
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Equitable Use: The design is useful and marketable to people with diverse abilities.
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Flexibility in Use: The design accommodates a wide range of individual preferences and abilities.
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Simple and Intuitive Use: Use of the design is easy to understand, regardless of the user’s experience, knowledge, language skills, or current concentration level.
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Perceptible Information: The design communicates necessary information effectively to the user, regardless of ambient conditions or the user’s sensory abilities.
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Tolerance for Error: The design minimizes hazards and the adverse consequences of accidental or unintended actions.
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Low Physical Effort: The design can be used efficiently and comfortably and with a minimum of fatigue.
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Size and Space for Approach and Use: Appropriate size and space [are] provided for approach, reach, manipulation, and use regardless of the user’s body size, posture, or mobility. (“Copyright © 1997 NC State University, The Center for Universal Design.”)
CAST Universal Design for Learning Guidelines:
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Provide multiple means of engagement (reaching Affective Networks - the "WHY" of learning) - For purposeful, motivated learners, stimulate interest and motivation for learning.
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Provide multiple means of representation (reaching Recognition Networks - the "WHAT" of learning) - For resourceful, knowledgeable learners, present information and content in different ways.
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Provide multiple means of action and expression (reaching Strategic Networks - the "HOW" of learning) - For strategic, goal-directed learners, differentiate the ways that students can express what they know.
Universal Design for Instruction Categories (Burgstahler & Cory, 2010)
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Class Climate
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Interaction
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Physical Environments & Products
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Delivery Methods
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Information Resources & Technology
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Feedback
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Assessment
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Accommodation
References:
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“The Center for Universal Design (1997). The Principles of Universal Design, Version 2.0. Raleigh, NC: North Carolina State University.”
Characteristics of Universal Design (Burgstahler, 2015, p. 15)
Instructional Design
Applying Design Methodology to Instruction
When you sit down to put together a lesson plan, what do you typically think of first? Do you start brainstorming what databases you want your students to explore? Discussion topics you want to cover? Group activities that will be fun and engaging for the group? All of these can form important building blocks of what will end up in your final lesson plan, but how do you know where to start, and the organizational logic behind everything? Starting from scratch can be overwhelming, but even starting with an existing lesson plan "template" from another instructor, online toolkit or instruction book and attempting to adapt it can be challenging. Luckily, there is a methodology to approaching instructional design, and when it comes right down to it, the steps aren't as complicated as they can seem at first. The key is breaking the process down into its individual, component parts, making manageable, bite-sized chunks out of the larger whole- just like we do for students in the context of a longer class session! By examining each step in turn, along with the justification for why we approach the design phase in this order, you'll gradually become more comfortable with applying these steps in your own instruction program. First, let's explore what this approach is called and where it came from.
Backward Design
Originally published in 1998 with an expanded 2nd edition in 2005, Understanding by Design (Wiggins & McTighe) was a groundbreaking work in the field of education and instructional design that introduced the now widely accepted approach of Backward Design. The concept of backward design was so revolutionary because it is the exact opposite of what most novice instructors' first inclination is often to do - that is, jump right into what they are going to teach (content) or what students are going to do (activities) in the classroom. While these are definitely important components, structuring a cohesive lesson requires more than stringing together those elements, and focusing only on those can leave students feeling lost or overwhelmed. It also leaves instructors vulnerable to common pitfalls in lesson planning- covering too much material too quickly, failing to clearly draw connections between concepts, lacking strong overarching organization or methodology, or failing to clearly impress upon students the why behind the importance of the material (remember from the Foundations page that material is much more likely to "stick" when learners understand the why behind their learning!).
Instead, backward design requires that instructors first ask themselves what they want to happen at the end of instruction - what are the goals, or results, they want to see achieved? Only once you have identified those goals, or learning outcomes, will you progress to the second step, which is determining how you will determine that the learning outcomes have been achieved- the evidence, or more typically, assessments or evaluations. The final stage in backward design (the one that we might have otherwise started with!) is planning the learning experiences and instruction that will best help students achieve the desired learning outcomes that we previously identified in step one. Throughout each step of the process, we are constantly referring back to the learning outcomes from step one to guide our planning. All of this can be summed up in the UbD (Understanding by Design) diagram below: Stages of Backward Design (Wiggins & McTighe, 1998).
Identify Desired Results - Learning Outcomes
Determine Acceptable Evidence - Assessment & Evaluation
Plan Learning Experiences & Instruction
