# data[].attributes.body
Digital Media Literacy is the ability to access, analyze, evaluate, create, and act using digital tools and media in a critical, responsible, and informed way. It's about understanding, questioning, and creating media in ways that are thoughtful, ethical, and empowering. How can Digital Media Literacy and Universal Design for Learning (UDL) shape online courses to enhance student engagement and learning outcomes using D2L: Brigthspace?

# data[].attributes.headline
What is Universal Design for Learning (UDL)?

# data[].attributes.subject
What is Universal Design for Learning (UDL)?

# data[].attributes.body
Originally developed by researchers at the Center for Applied Special Technology (CAST) in collaboration with Harvard University, the UDL framework functions as a teaching and course development framework that gives all students equal opportunities to learn, and is about creating an inclusive learning environment where all students, regardless of their background or abilities, have an equal opportunity to succeed.

# data[].attributes.attachment_link.description
Learn about CAST’s Universal Design for Learning framework, fostering inclusive educational experiences and improving learning outcomes for all learners.

# data[].attributes.body
UDL can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities. So what is it good for?

Designing inclusive curriculum that works for all learners.

Removing barriers to learning before they happen

Supporting students with diverse needs, abilities, backgrounds, and preferences

Promoting equity, accessibility, and student agency

Improving engagement, comprehension, and expression in any learning environment—online, hybrid, or in-person

# data[].attributes.attachment_caption
CAST (2024). Universal Design for Learning Guidelines version 3.0. Retrieved from https://udlguidelines.cast.org

# data[].attributes.body
The UDL Guidelines are organized into three core principles:

Engagement – The “why” of learning

How we motivate and engage learners

Representation – The “what” of learning

How we present information and content

Action & Expression – The “how” of learning

How learners demonstrate what they know

# data[].attributes.body
If you're developing a course from scratch or thinking about updating one. This chart presents what to consider when organizing your online course.

# data[].attributes.body
The term multimedia can be viewed in three ways - based on the devices used to deliver an instructional message (i.e., the delivery media), the representational formats used to present the instructional message (i.e., the presentation modes), or the sense modalities the learner uses to receive the instructional message (i.e., sensory modalities) (Mayer, 2002, Pg. 5).

# data[].attributes.attachment_link.title
Understanding the Cognitive Theory of Multimedia Learning

# data[].attributes.headline
Student Lived Experience and Online Education

# data[].attributes.subject
Student Lived Experience and Online Education

# data[].attributes.body
Many student experiences are grounded in very complex relationships within transnational identities of class, race, and gender.

The learner is viewed as a knowledge constructor who actively selects and connects pieces of visual and verbal knowledge (Mayer, 1997, Pg. 4).

# data[].attributes.body
Media literacy, the movement to expand notions of literacy to include the powerful post-print media that dominate our informational landscape, helps people understand, produce, and negotiate meanings in a culture made up of powerful images, words, and sounds (Aufderheide, 1993, Pg. 79).

Empowers individuals to be informed, reflective, engaged, and socially responsible participants in a democratic society (Hobbs, 2024).

# data[].attributes.attachment_link.title
Prof. Renee Hobbs: Media and Information Literacy in 90 seconds | DW Akademie

# data[].attributes.body
How can we relate Digital Media Literacy using ULD? Simple, we construct the course in similar way to support students by using UDL best practices.

# data[].attributes.body
Delgado and Stefancic (2017) describe the notion of intersectionality and anti-essentialism, that no person has a single, easily stated, unitary identity; and everyone has potentially conflicting, overlapping identities, loyalties, and allegiances. Critical Media Literacy (CML) aims to challenge and deconstruct established norms and power structures, providing a deeper understanding of social, cultural, and political phenomena.

As a way of inquiry into the power of the media industries and how they determine the stories and messaging to which we are the audience.

(Butler, 2021)

# data[].attributes.body
Literacy is generally assumed to include social practices like reading, writing, speaking, and listening, and it is defined more broadly as the sharing of meaning through symbols (Hobbs, 2024, Pg. 8).

# data[].attributes.attachment_caption
Action and Expression - UDL | Genially | By Nicholas Balderas

# data[].attributes.headline
Action and Expression Module - Click to Learn More

# data[].attributes.subject
Action and Expression Module - Click to Learn More

# data[].attributes.body
In this section, you’ll learn how to support the different ways students interact with learning tasks and show what they know. From using flexible tools to offering varied formats for communication, this module will guide you in creating opportunities for learners to express their understanding in ways that align with their strengths.

# data[].attributes.attachment_caption
Representation - UDL | Genially | By Nicholas Balderas

# data[].attributes.headline
Representation module - Click to Learn More

# data[].attributes.subject
Representation module - Click to Learn More

# data[].attributes.body
In this section we will learn how we present information to support understanding. Here, you’ll discover ways to design content that reflects diverse needs, backgrounds, and perspectives.

# data[].attributes.attachment_caption
Engagement - UDL | Genially | By Nicholas Balderas

# data[].attributes.body
Welcome to the Engagement module. In this section, you’ll explore how learners are motivated in different ways and why offering choice, relevance, and supportive environments helps maintain interest and persistence.

# data[].attributes.body
1. Aufderheide, P. (2018). Media literacy: From a report of the national leadership conference on media literacy. In Media Literacy Around the World (pp. 79-86). Routledge.

2. Butler, A. (2021). Defining Critical Media Literacy. Critical Media Literacy and Civic Learning: Interactive Explorations for Students and Teachers.

3. CAST (2024). Universal Design for Learning Guidelines version 3.0. Retrieved from https://udlguidelines.cast.org

4. Delgado, R., & Stefancic, J. (2017). Critical race theory. New York University Press.

5. Hobbs, R. (2024). Media literacy in action: Questioning the media. Rowman & Littlefield.

6. Hobbs, R. (2024). Media Literacy Is a Lifelong Learning Process [image]. In Media literacy in action: Questioning the media. Rowman & Littlefield (Pg. 7).

7. Mayer, R. E. (1997). Multimedia learning: Are we asking the right questions?. Educational psychologist, 32(1), 1-19.

8. Mayer, R. E. (2018). Thirty Years of research on online learning. Applied Cognitive Psychology, 33(2), 152–159.

9. Mayer, R. E. (2002). Multimedia learning. In Psychology of learning and motivation (Vol. 41, pp. 85-139). Academic Press.

# data[].attributes.body
Start by following the arrows to an overview of UDL. Then, explore how you can use Brightspace features to apply UDL in your own courses. At the end, you will find out how UDL ties into Digital Media Liiteracy!

Join the conversation!

You can interact with any of the panels by adding comments or giving a thumbs up or thumbs down to any section.

Leave Feedback

In the designated feedback panel or add some resources that should be included in the presentation.

# data[].attributes.body
Nicholas Balderas M.S.C.S

Instructional Technology Support Specialist

Center for Online Learning and Teaching Technology

University of Texas Rio Grande Valley

Nicholas.Balderas01@utrgv.edu

# data[].attributes.body
Add your feedback in the comments below.

# data[].attributes.body
© Nicholas Balderas, 2025 - All Rights Reserved

This project was created for academic purposes. Please give appropriate credit if using or referencing any part of this work. Unauthorized copying or distribution is not allowed without permission.