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Scroll down the following columns containing thought provoking questions regarding the UDL guidelines.

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How do we make the learning activity ADA compliant and accessible to learning disabilities?

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What I recommend is trying your best to meet as many of the WCAG success criteria as best you can.

Also, ask yourself the following two questions:

1. What is the primary purpose of my website?

2. What are the common paths that visitors take once they're on my website?

You want to make absolutely sure both the primary purpose and common paths are clear of any barriers that could potentially prevent access or cause frustration.

Overlay Widgets

By now I'm sure you've seen some vendors claiming instant accessibility.

These guys claim, in some form or fashion, that they have a magical widget that can instantly make your website accessible / ADA compliant by injecting JavaScript code into your website.

This is an outright lie.

These vendors are taking advantage of the confusion and ambiguity of the current situation to sell worthless widgets.

I like that alliteration. #worthlesswidgets

The way it works is they get you to paste some code into your website and a menu widget with an array of supposed "accessibility" options will be available.

Before we even get to the non-accessibility of these #worthlesswidgets, you're taking on huge security and privacy risks by injecting this code into your website.

Now, getting to the accessibility part, these widgets don't make your website's code or content accessible / WCAG conformant.

Instead, you get a JavaScript menu that lays over (hence, "overlay") your website once activated.

The menu is largely redundant with screen reader options.

Activating the menu forces someone into a different experience that they likely do not want for a variety of reasons:

A widget is also a separate and unequal experience (language from the ADA) which is a violation of the ADA.

Think about it, why would one person have to go through a separate toolbar to access a website when everyone else can simply access the website?

And, beyond all of this, even if we assumed that the widget didn't have these problems, it still doesn't make your website accessible.

And it doesn't take into account all disabilities.

Accessibility professionals have repeatedly and routinely denounced overlay widgets.

Here are some claims or slogans that signal you're dealing with an overlay:

Automatic website accessibility

Instant website accessibility

Instant ADA compliance

Effortless ADA compliance

Fully automated solution

Install a single line of JavaScript

Install a simple plugin

Easy toolbar or app for accessibility

Leading artificial intelligence

AI powered

If it seems like you're being a sold an instant fix to website accessibility, you're on the wrong path.

There are none.

Real accessibility takes genuine time and manual effort.

There's a reason all of the established, reputable companies never claim instant accessibility.

P.S. Yes, websites with overlays from a variety of vendors have received lawsuits.

Automatic Scans

Website accessibility scans give the ability to flag about 20-25% of WCAG 2.1 AA success criteria.

Some of the issues flagged are more conclusive while others are only a partial catch (e.g., 50% of a success criterion is able to be automatically flagged).

It's important to understand that overlays and scans are two completely different things.

Scans are useful. Overlays are a ruse.

An overlay claims that it can instantly make your website accessible.

A scan is a useful accessibility tool that can identify a handful of accessibility issues that can automatically be flagged.

Scans are helpful but very limited.

A scan saves time and reduces human error in catching accessibility issues but there's only so much automation can catch.

And even on the issues that can be caught with a scan, it's important to know that they still require a manual review.

Scans work as a series of rules that are if-then statements.

For example, if an image has no alt attribute, then show an alt text error.

But, in this example, we still need to manually determine whether the image is decorative or meaningful and what a good concise, descriptive alt text value would be.

And thus, scans are only a small part of the accessibility picture.

They're helpful but limited.

Single page scans are free with WAVE or AXE.

Multiple page scans (e.g., to scan your entire website at once) will cost but prices are very fair.

Note: Logically, if the best scans on the market can only catch 25% of issues - not fix but catch - how can there be a software (i.e., an overlay) that not only catches but even fixes most, if not all, accessibility issues?

Accessibility Audits

An audit is a formal evaluation performed by an accessibility expert who manually evaluates and tests a website against WCAG 2.0 AA or 2.1 AA.

Once an audit is completed, a report is delivered to the client detailing all of the accessibility issues for a given scope (e.g., the primary 15 layouts of a website or 10 screens of an app).

The key here is that the audit is conducted manually.

There are many digital marketing agencies (I highly advise against having an SEO-social media company handle your accessibility) and even some accessibility agencies who attempt to pass off a scan as an audit.

A good accessibility audit from a reputable provider will be in the 4-figure range for most websites.

Demand Letters and Lawsuits

COVID-19 only slowed lawsuit filings for a few months in 2020.

And we don't know about demand letters because those don't go on public record.

But what we do know is that a cottage industry around digital accessibility litigation has formed and is here to stay for the foreseeable future.

Of significance is that there has been a surge in state lawsuits including Unruh Act lawsuits in California and Human Rights Law lawsuits in New York.

So even if you hear that ADA website accessibility cases have gone down, this doesn't speak to the number of state-filed cases since the ADA is a federal claim.

The answer to reducing risk of litigation is easy: make your website or mobile app accessible; the solution, however, is not, and takes time.

And while you figure out your plan of action and are in the process of making your website accessible, you might get hit by a demand letter or lawsuit.

Settlements in ADA website compliance cases typically range from $5,000 to $25,000+ depending on the size of the entity.

The best course of action is to get started as soon as possible. Auditing and remediating your current website will take some time.

And here's the kicker: if you do get hit with a demand letter and end up settling, you still have to make your website accessible.

Want another kicker? Just because you're sued once doesn't mean you can't get sued again by someone else (this is actually very common - many companies have already had this happen).

How about a third kicker on your fantasy football team? Here it is: the Americans with Disabilities Act is a strict liability law, which means there are no excuses to non-compliance.

Strict liability means the only saving grace is compliance, which means your website is currently a sitting duck as-is.

Corporations and small businesses alike are being targeted.

I talk to people who have been sued or received demand letters on a daily basis.

From mom bloggers and small motels in tiny towns to the biggest corporations in the world, all sizes of entities are the target of litigation.

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The ADA Checklist: Website Compliance Guidelines for 2019 in Plain English

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What I recommend is trying your best to meet as many of the WCAG success criteria as best you can. Also, ask yourself the following two questions: What is the primary purpose of my website? What are the common paths that visitors take once they're on my website?

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What is Universal Design for Learning (UDL)?

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Kia Hill

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I design robust and engaging learner-centered learning experiences by carefully analyzing the learner's prior knowledge, interests, ability, cultural inferences, learning environment, and challenges.

I hold a demonstrated history of over six years working in higher education and the healthcare industry. I possess strong technology, analytical, project management, instructional design, evaluation and assessment, and strategic planning skills.

Learning Experience Designer (Instructional Designer/Curriculum Specialist)
Ultimately, my role is to help others by imploring sound learning and motivation theories and instructional strategies to aid learners' mastery orientation and knowledge and skills acquisition.

Learning Management System Administrator (Education Technologist)
To better support the learner's need and address institutionalized barriers, I optimize the organization's learning ecosystem as an LMS administrator to maximize both the formal and informal learning offerings and resources to support the real-life application of the acquired knowledge and skills in practice for the learner.

Learning Philosophy
My learning philosophy is that all learners can learn and are inherently intrinsically motivated to learn when learning activities activate prior knowledge to support the three stages of information processing (cognitive information processing theory) for encoding, storage, and retrieval of information into long-term memory.

My responsibility as an instructional designer/LMS administrator is to develop a learner-centered learning environment with resources that support the exchange of explicit knowledge, ongoing skill development, application(promote transfer), problem-solving, and nurtures a community of practice.

Areas of Expertise

Program and Project Management
§ Curriculum Development
§ Assessment and Evaluation

Learning Management System Administration
□ Implementation and Integration
□ System Administration

Education Technology Consulting
□ SCORN Compliant LMS, LXP, & CMS
□ Video Conferencing & Survey Tools
□ Productivity & Authoring Tools

Healthcare Administration (Medical Education)
□ Medical Education Curriculum Development
□ Medical Education Program Operations

Research, Development, and Analytics
§ Relational Database Management & Qualitative Research
§ eLearning Development

Hobbies and Interests
* Volunteering (Los Angeles Science Fair Judge)
* Cooking and home décor
* Podcasts and audiobooks
* Hiking and skiing

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Kia Hill - Continuing Medical Education (CME) Coordinator/Administrator - AltaMed Health Services | LinkedIn

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I design robust and engaging learner-centered learning experiences by carefully analyzing the learner's prior knowledge, interests, ability, cultural inferences, learning environment, and challenges. I hold a demonstrated history of over six years working in higher education and the healthcare industry. I possess strong technology, analytical, project management, instructional design, evaluation and assessment, and strategic planning skills.

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Universal Design for Learning (UDL) Guidelines 

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Universal Design for Learning (UDL) Guidelines 

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

Reenvisioning the UDL Guidelines

Because the UDL Guidelines are meant to be informed by feedback from the field as well as new research, they have been updated several times in the past. We are in the process of updating the Guidelines once again in our UDL Rising to Equity initiative.

This update will focus specifically on addressing systemic barriers that result in inequitable learning opportunities and outcomes. CAST aims to develop a transparent, inclusive, and community-driven process. If you are interested in collaborating and staying updated on our progress, we invite you to complete a brief survey.

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

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How do we make the learning activity representative of the designated learners (target audience)?

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Christine Belzie

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How do we get and keep learners interested?

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As an experienced educator, you may know that adult learners are completely different from younger students. While younger students accept whatever teaching style is thrown their way, it can be more difficult to engage an adult learner. View these learners as consumers-they are typically in your class voluntarily, and they want to make sure that they get the most out of learning for their time and money. How can you keep this unique and diverse group of learners engaged?

Here are five simple tips to implement in your classroom:

1. Make it relevant. Adult learners need more context and relevance in their learning compared to younger students. When creating a lesson, consider the relevancy of the information you're going to be teaching. Also, consider the primary learning objectives of your students, and make sure that your curriculum serves those needs well. Adult learners want the information to be delivered in a focused and relevant manner.

2. Provide plenty of practice opportunities. Practice makes perfect, especially for adult learners. Make sure that there is plenty of practice time built into your lessons. Ensure that your learners fully understand a topic before moving on. Repetition is key in the adult learning process.

3. Facilitate group discussion and interaction. Group interaction is important to the learning process. Let your learners discuss topics to learn from each other and to develop important career soft skills. Be sure to act as a moderator during these group discussions to give everyone a chance to speak his or her mind and feel included in the conversation.

4. Understand that adult learners need flexible and diverse resources. Adult learners are faced with unique challenges, background experiences, and skill gaps. Provide diverse learning options for your learners to keep them engaged and focused on the material in your curriculum. Flexible and wide-ranging resources can help learners master skills they haven't already obtained and keep them from becoming bored.

5. Personalize your instruction through assessments. Determine what resources should be used for which learner through periodical assessments. Use a system of benchmarking assessments to help you drive instruction through data. Assessments, whether summative or formative, are the most accurate way to pinpoint students' strengths and gaps and to inform your decisions. Ultimately, they will help you appropriately place your learners in the curriculum.

Looking for more ways to enhance your teaching with data and assessments? Check out these five tips to improve student outcomes with data!

Brita started with Edmentum in March 2018 and currently serves as a Marketing Associate. She is passionate about providing teachers resources to help their students achieve in and out of the classroom. Brita earned a B.S. in Marketing from North Dakota State University.

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As an experienced educator, you may know that adult learners are completely different from younger students. While younger students accept whatever teaching style is thrown their way, it can be more difficult to engage an adult learner.

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How do we keep learners motivated?

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How do we encourage self-directed learners?

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Self-directed learning (SDL) is on the minds of many L&D professionals right now. Training managers, HR professionals, and instructional designers want to promote this strategy at the workplace because it facilitates the creation of a robust and sustainable learning culture in the organization.

In this post, learn about the features and benefits of SDL and how you can implement this learning model at the workplace to turn reluctant and dispassionate learners into dedicated and inspired ones.

Adult learners are mature, responsible individuals who want to take charge of their own learning. This is a natural psychological and cognitive development that takes place as human beings mature intellectually (Knowles, 1975). In this respect, the concept of SDL is a cornerstone of adult learning because it taps into a natural human behavior.

SDL includes knowing what you need to learn, how to learn it, and being able to judge if you've learnt it. It assumes that learners have a role in selecting those learning tasks that fit their learning needs.

(Loyens, Magda, & Rikers, 2008).

Self-directed learning is a revolutionary shift away from the traditional classroom-based way of learning. This is evident from its characteristic features:

Flexibility: It is the most distinctive feature of SDL. Learners have the flexibility and freedom to design and structure their learning. The steady development of information and communication technologies enhances this flexibility.

Learner Responsibility and Ownership: SDL hinges on learners assuming responsibility for their own learning. Adult learners view learning as a tool that will help them solve their real-life problems so that they can fulfill their personal and professional duties and obligations. They are intrinsically motivated to learn, and they take ownership of their learning endeavors.

Learner Empowerment: SDL empowers learners to take charge of their learning journey and steer it along whatever track they want. The training is developed keeping in mind the learning style of adult learners. So experiential learning and training that can be readily transitioned from the desk to the job are the critical features of SDL. The availability of the right tools and technology, easy access to content, and an organizational learning culture that encourages and facilitates SDL are integral for empowering learners to make their own decisions regarding their learning paths.

Also read: The Rise of the Empowered Learner: 4 Things You Need to Know

There are several benefits of implementing SDL, and many of these advantages translate to improved bottom line for your company.

Let's take a look:

Improved Scheduling: According to the cognitive flexibility theory, learning is more effective if complex information is explained through multiple perspectives, analogies, and examples. Adults claim that they learn more effectively when they analyze and internalize knowledge on their own by switching between viewpoints, referring to case studies, and looking up other resources within the virtual space. SDL gives adult learners the flexibility to schedule and learn whenever and however it is convenient for them to do so.

Greater Synchronicity with Adult Learning Styles: SDL aligns perfectly with the natural learning style of adult learners who don't want to be spoon-fed by teachers. This synchronicity removes resistance and motivates adult learners to seek out the learning.

Greater Relevance to Learner Needs: SDL facilitates learning at one's own pace, according to one's needs, and per one's unique learning preferences. This makes SDL more relevant to learner needs. The relevance also increases because employees are motivated to learn from their own experiences while applying their newly-acquired knowledge to the job in hand.

Greater Facilitation of Knowledge Updates: When learners are motivated to learn and have the tools and resources easily available to them to chart their own learning path, they can be on top of the latest information. Employees who keep up with the developments in their industries are assets to an organization.

Improved Learning of Specialized Skills: Adult learners want to learn and master specialized skills to keep up with competition at the workplace. Being able to choose how they want to go about it is a huge motivation. Also being able to schedule their learning according to their convenience without waiting around for training managers to organize classroom sessions gives learners the opportunity to practice and master their skills.

Greater Facilitation of Subject Mastery: When learners can learn the way they do best-by pacing the lessons according to their needs and moving between resources to analyze and synthesize information to build their own body of understanding-there is greater mastery of a subject.

To survive in the marketplace, you need employees who are motivated to learn and evolve continuously. You need employees who are masters in their fields and keep on top of the trends and thoughts in their industries. Creating a culture of SDL achieves these purposes.

Here are some tips on how you can promote a culture of SDL in your organization:

Encourage employees to embark on the path of SDL by informing them about its benefits and educate them on how they can take charge of their own learning journeys.

Elicit the support of the top brass. Create a supportive workplace environment where learners feel encouraged to pursue their learning journeys. The top brass should not only believe in the competence and ability of the employees to manage their learning but also exhibit their confidence by creating opportunities for employees to pursue their learning goals.

Show support for the SDL culture by allowing for experimentation, tolerating errors, and giving time off from work to pursue unplanned learning activities.

Allow Self-Paced Learning. Allow learners to choose training times, schedule learning activities, and select topics.

Facilitate SDL by investing in the appropriate technologies. Broadcast webinars, roll out eLearning modules, and create linked resources databases to let learners easily access learning.

Build a robust and sophisticated learning infrastructure by tapping into the latest offerings in mobile, social, and cloud technologies. Powerful learning platforms let you host various types of learning content, update information easily, and let learners manage their endeavors more efficiently.

Train employees to use the digital tools and technologies that facilitate SDL.

Obtain feedback from employees on how you can improve their SDL experience.

Create platforms where employees can connect with each other and share resources and their learning experiences.

Create a resource library: Curate multiple resources from different places and make them easy to access when needed by your employees.

More tips on how to promote SDL in your company here: How to Promote Self-Directed Learning in Your Company

Creating a culture of SDL in your organization not only helps your employees improve their skills and productivity but also optimizes your L&D investment. In a business environment where not knowing is akin to falling behind the competition, you can no longer ignore the power of SDL at the workplace.

Additional reads:
Self-directed Learning in the Technological Age Nuts and Bolts: Self-Directed Learning But how do I help learners be self-directed? REFERENCES:
A Conceptual Model for Understanding Self-Directed Learning in Online Environments

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Here's Everything You Need to Know About Self-Directed Learning at the Workplace

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Self-directed learning (SDL) is on the minds of many L&D professionals right now. Training managers, HR professionals, and instructional designers want to promote this strategy at the workplace because it facilitates the creation of a robust and sustainable learning culture in the organization.

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How do we make the learning experience accessible to other languages?

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Be consistent: Online course design should follow a consistent structure throughout the entirety of the course. The image below outlines clear steps for students. For each module there is a lecture, a video, slides, assignments (online discussion and a task) and a quiz.

Learning styles: Every student has a unique profile of abilities, strengths, learning styles, and previous experience. The Universal Design for Learning (UDL) framework guides educational practice, flexibility in presenting information, and reducing barriers in instruction.

To learn more about UDL about visit CELT's Universal Design for Learning Overview website.

Provide adequate time: How am I ensuring students have adequate time to complete activities and assessments?

To determine if students have adequate time to complete activities and assessments consider using Rice University's Course Workload Estimator website tool.

Build in course feedback: You can learn a great deal about how your students are learning in a course, and what adjustments both you and your students might make, by asking your students to give your course a mid-term evaluation. One way to do this is by using a PLUS/DELTA feedback tool. The beauty of this tool is that it asks students to focus on what is working to advance their learning in the course and what could be improved by the teacher and by the student. This tool is available through the CELT's Mid-term Formative Evaluation: Using a PLUS/DELTA Assessment Technique website.

Tip 2: Constructive Course Alignment

Constructive alignment in teaching links the constructivist theory of learning (where students link new material to previous knowledge and experiences, and extrapolate to future understandings) with outcomes-based teaching. Implementing constructive alignment in course design results in explicitly linking teaching and learning activities, to classroom assessments and evaluation, to course learning objectives, and ultimately to course learning outcomes.

How: Visit CELT's Basic Course Design: Aligning Course Objectives with Class Assignments and Your Teaching Approach website.

Tip 3: Developing Assessments and Evaluation

Once learning objectives are established, the next step is to create assessment and evaluation tools that will allow you to determine if students have achieved a learning objective.

Using a combination of assessment (not graded) and evaluation (graded) approaches provides students a variety of opportunities to show their mastery of the course content.

For a broad range of evaluation methods visit CELT's Classroom Assessment Techniques website.

Tip 4: Use the Quality Matters (QM) Framework

Quality Matters is a learner-centered course framework with a faculty peer review process that is designed to certify the quality of online and blended courses.

All of the 8 QM course components (listed below) work together to ensure that students achieve the desired learning outcomes. When aligned, each of these components is directly tied to and supports the course learning objectives.

1. Course Overview Introductions

2. Learning Objectives (Competencies)

3. Assessment and Measurement

4. Instructional Materials

5. Course Activities and Learner Interaction

6. Course Technology

7. Learner Support

8. Accessibility and Usability

To become a part of the QM professional development cohort visit CELT's Quality Matters Tracks for Faculty Development website. For more information about QM or to access the full rubric visit the Quality Matters website.

Tip 5: Use Consistent Page Titles and Headings

For users who rely on screen readers to interact with content, this step is crucial. Consistent and clear page titles help to orient visually impaired users who are unable to see the full layout of the site. For examples of this practice view the Section Headings/Structure - Do it Yourself Digital Access website.

Tip 6: Use Alt-Text, Captions, or Long Descriptions on All Images

Every image must have alt-text, which can be set in Canvas, visit the How do I embed images from the web in the Rich Content Editor? web guide. This alt-text should be a concise description of the information conveyed by the image. Visit the Alternate (alt) Text - Do It Yourself Digital Access website.

Tip 7: Account for Users with Visual Disabilities

Ensure color is not the sole means of conveying important information. The examples below show the differences between not accessible and accessible color-coding.

Use a color analyzer to see if the colors you are choosing for your website or PowerPoint will pass the contrast ratio.

For additional resources about color visit the Color your website accessible web article from Inside Iowa State.

Tip 8: Use Descriptive and Unique Hyperlinks

This is another strategy to help users who use screen readers. When providing a hyperlink, the link text should describe what is being linked to. Learn how through the Links that do the job web article from Inside Iowa State.

Tip 9: Create Accessible Media

PDF, MS Word and PowerPoint

PDF files, MS Word documents and PowerPoint are all popular tools used when presenting information to students. These files need to in an accessible format, or content must be provided to students in an alternative format.

One-page accessibility resources, or "cheatsheets," have been developed to assist in creating accessible content. View the Accessibility Cheatsheets website (National Center on Disability and Access to Education).

Audio/Video Transcripts and Captioning

Provide transcripts for audio clips and synchronous captioning for video clips. Captions also benefit non-native speakers or students experiencing audio glitches.

How: Visit the Captioning, with an assist from YouTube on the Inside Iowa State website or Captioning, Transcripts and Audio Descriptions WebAIM website.

Example: Create a syllabus overview using a combination of different media

Instead of using class time to read through the syllabus on the first day of class, consider creating a video that explains your syllabus. Your students can watch and re-watch the video as many times as they need. And you can be certain that everyone hears and reads the same message, even students who add the class later.

Tip 10: Include the Accessibility Statement in the Syllabus

Include the university's syllabus statement on student with disability accommodations. Consider placing the information towards the start of your syllabus to emphasize the importance of the information.

How: For the appropriate wording visit CELT's Faculty Senate Recommendations for Syllabus Inclusion website.

Next Steps: Scaffold for Success

Break down the barriers, develop implementation strategies, and begin using a timeline to parcel out "Accessifying" your course. Use a resource such as CELT's Individual Action Plan Digital Accessibility: Online Course Design (PDF)

Instructional Support

If you aren't sure where to start with digital accessibility, or have additional questions, contact a staff member from your college via the College-based instructional support website, or make an appointment with CELT via email celt@iastate.edu or call 515-294-5357.
Adapted from:

Accessibility vs. Usability vs. W3C Web "Standards". From Accessibility and Usability at Pennsylvania State University.

Center for Excellence in Learning and Teaching (CELT). (n/d). Basic course design: Aligning course objectives with class assignments and your teaching approach. Iowa State University. Retrieved from http://www.celt.iastate.edu/teaching/preparing-to-teach/basic-course-design-aligning-course-objectives-with-class-assignments-and-your-teaching-approach

Course Accessibility Guidelines. From Accessibility and Usability at Pennsylvania State University.

Creating Accessible Course Content. From Online @ UCF, University of Central Florida.

Institute for Teaching and Learning Excellence. (n/d). Course structure examples. Oklahoma State University.

Kaplan, P., Howard, L., & Rainwater, B. (2016, September 21). BITS - Make news with accessibility awareness: Strategies to help faculty get started. Presented at the Higher Ed Blackboard Innovation Teaching Series (BITS). Retrieved from https://community.blackboard.com/

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10 Tips for Creating Accessible Course Content

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Be consistent: Online course design should follow a consistent structure throughout the entirety of the course. The image below outlines clear steps for students. For each module there is a lecture, a video, slides, assignments (online discussion and a task) and a quiz.

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How do we encourage learners to apply their new-found knowledge into their practice?

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Contextualized Instruction: Real-World Problems and Tasks: Instructional Evaluation Service Course: Gain Experience for Good

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How do we promote lifelong learners?

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"I don't divide the world into the weak and the strong, or the successes and the failures... I divide the world into learners and nonlearners." -Benjamin Barber, sociologist
Is your capacity for learning is fixed or fluid? Can you improve your intelligence and talents through hard work and practice, or are you stuck with the brains you've got? Stanford psychologist Carol Dweck says most of us have either a "fixed" or "growth" mindset when it comes to learning. Most of us can get through sixteen years of schooling regardless of which mindset we have, but when it comes to lifelong learning-learning for the sake of learning, without outside pressure-only a growth mindset will cut it.

Lifelong learning is now recognized by educators, governing bodies, accreditation organizations, certification boards, employers, third-party payers, and the general public as one of the most important competencies a person can possess. But even if we all agree on its value, and harbor the best intentions of possessing it ourselves, it can easily escape our grasp if we approach it the wrong way.

First off-and this is what Dweck was getting at-we must believe that, at any point in time, we always have the potential to change and grow through application and experience.

"In a fixed mindset students believe their basic abilities, their intelligence, their talents, are just fixed traits. They have a certain amount and that's that, and then their goal becomes to look smart all the time and never look dumb. In a growth mindset students understand that their talents and abilities can be developed through effort, good teaching and persistence. They don't necessarily think everyone's the same or anyone can be Einstein, but they believe everyone can get smarter if they work at it."

In fact, we are all born with a growth mindset, Dweck says. It's just that some of us don't hold onto it:

"Everyone is born with an intense drive [I prefer need] to learn. Infants stretch their skills daily. Not just ordinary skills, but the most difficult tasks of a lifetime, like learning to walk and talk. They never decide it's too hard or not worth the effort. Babies don't worry about making mistakes or humiliating themselves. They walk, they fall, they get up. They just barge forward.

"What could put an end to this exuberant learning? The fixed mindset. As soon as children become able to evaluate themselves, some of them become afraid of challenges. They become afraid of not being smart. I have studied thousands of people from preschoolers on, and it's breathtaking how many reject an opportunity to learn."

Lifelong learning requires embracing opportunities to learn. Do lifelong learners believe that, with enough motivation and hard work, they can become Einstein or Beethoven? No, but they believe that a person's true potential is "unknown (and unknowable); that it's impossible to foresee what can be accomplished with years of passion, toil and training."

So how do you cultivate a growth mindset if it doesn't come naturally? And how do you hold onto it if you've got it already? Below are 25 recommendations to guide you in the right direction.

1. Begin with the end in mind.

When you approach a new concept or subject, don't think of it as an isolated learning experience. Think of it as a new territory you've begun to conquer. More than likely, you will find in the future that you'll have many uses for it that weren't obvious to you during your initial studies, so think of each learning experience as an investment rather than a one-time transaction.

2. Accept responsibility for your own learning.

We've all had bad teachers and various obstacles that prevented us from sailing smoothly through formal education, but ultimately, we are responsible for our own learning outcomes. This becomes clearer than ever when formal schooling ends and adult life begins. The knowledge you cultivate is directly related to the effort you put into gaining it.

3. View challenges as opportunities for growth.

Challenges excite lifelong learners. Why? Because lifelong learners see challenges as learning opportunities and, ultimately, a chance to enhance their own competence and intelligence. Relishing challenges is one of the most distinctive differences between people with growth versus fixed mindsets.

4. Have confidence in yourself as a competent, effective learner.

You may have had trouble performing well in school, or maybe you feel that you have a poor memory and can't soak up all the facts that other people can. The first step towards correcting this is to combat it first-hand. Improve your memory with puzzles and reward yourself when you do perform well now. Have the confidence to say you can become a competent, effective learner-through a growth mindset-if you aren't already.

5. Create your own learning toolbox.

What personal learning strategies do you use? Do you listen to podcasts, jot down notes, draw concept maps, or rehearse what you've learned aloud? What's your routine like? Do you enjoy reading the news in the morning while you drink your coffee? Skim the Twitter headlines during your lunch break? Study French after dinner? Identify the tools you use to promote your own learning, and create new ones to add to your collection. Being aware of how you learn is an important part of being an effective lifelong learner.

6. Use technology to your advantage.

Mobile learning has never been more possible. Take advantage of it! You are what you do, so make a habit of using technology to boost your skills and knowledge on a daily basis.

7. Teach/mentor others.

If you can't explain what you've learned to someone else in a way they can understand, then you probably don't really understand it yourself. Sharing knowledge with others is an excellent way to reveal your own strengths and weaknesses and really lock learning into place.

8. Play.

You've heard of the "importance of play," maybe a little too frequently lately, and it's essential not only to immediate, short term learning but also to lifelong learning. Keep it fun and it will remain interesting as well.

9. Look at the science.

One thing that might be keeping you back from learning new things is the belief that you can't learn new things. But neuroscience and psychology have shown this to be false. Our brains remain plastic and malleable well into old age, and it's possible to create new connections among neurons and learn new things even if you're 80 years old.

10. Try new things on a frequent basis.

Trying new things not only keeps our brains sharp but also feeds the growth mindset. When you broaden your perspective, you start to realize there's far more left to learn about the world than you ever imagined.

11. Learn from those who have a strong growth mindset.

Surround yourself with people who are constantly learning, reading, sharing, discovering. It will inspire you to do the same for yourself.

12. Design personal learning goals.

It always helps to have a plan. Sure, one of the best things about learning is that you're free to explore any topic, any time you want. But mastery feels good. That's why some of us decide to learn Italian in six weeks or memorize all the decimals in Pi. Identifying and visualizing goals helps us become driven, effective learners.

13. Talk about what you've learned.

This one becomes increasingly important as you meet people throughout adulthood. We all want to sound educated and informed to others, and lifelong learning ensures that we will. Be sure to use what you learn in conversation.

14. Always have an answer to the question, "What are you reading?"

It can be a series of articles, a short story collection, a novel, a memoir, a textbook. Anything, as long as you're invested and willing to learn.

15. Keep a "to-learn" list.

It can consist of entire languages or quirky facts, as long as it's yours. There's something permanent-feeling about writing something down-try it, you'll see the difference.

16. Ask questions when you're confused.

Many of us think asking questions is a sign of ignorance, but I say it's a sign of maturity. If you are confident enough in your own intelligence to speak up when you need clarification, you'll have no trouble becoming a lifelong learner-and you'll know more than you did if you'd been too shy.

17. Practice thinking for yourself.

Albert Einstein once said, "Any man who reads too much and uses his own brain too little falls into lazy habits of thinking." Simply studying the wisdom of others isn't enough, you have to think through ideas yourself. Spend time journaling, meditating, or contemplating over ideas you have learned.

18. Put it into practice.

Skill-based learning is useless if it isn't applied. Reading a book on C++ isn't the same thing as writing a program. Studying painting isn't the same as picking up a brush. If your knowledge can be applied, put it into practice and create something.

19. Filter your information stream.

There's a lot of information out there, much of it unreliable or presented in a way that seems new but actually repeats what you already knew. Lifelong learners know when to pay attention and when to say, "Next, please."

20. Learn in groups.

Some of us don't like doing this-it reminds us of group projects in school. The truth is, learning with others is often more rewarding than learning on your own. For one thing, you get to see how other people interpret the same information in different ways, which is priceless information in and of itself.

21. Unlearn assumptions.

We all have long-held assumptions about the way the world works (or doesn't work). To be lifelong learners, we need to be open to every and all possibilities. The world changes rapidly each decade, year, month, day-can you keep up?

22. Choose a career that encourages learning.

Pick a career that encourages continual learning. If you are in a job that doesn't have much intellectual freedom, consider switching to one that does. Don't spend forty hours of your week in a job that doesn't challenge you.

23. Have projects and hobbies.

It seems like a simple idea, but the truth is, projects and hobbies can easily slip away from us when we're not looking. And we tend to fall into patterns of low variety. Sure, you can learn plenty watching Breaking Bad every at night after work, but what if you also pick up knitting or read a Shakespeare play every other morning? It will only feel like work until you've slipped into a routine (which usually doesn't take long).

24. Learn something new every day.

A short Education Life piece about a young "Renaissance man" describes how he has learned something new every day since his junior year in high school: For two and a half years, Jeremy Gleick, a sophomore majoring in bioengineering at the University of California, Los Angeles, has devoted an hour a day to learning something new. His rule: It can't be related to schoolwork, or merely reading a novel. Even if he's sleeping at a friend's house, he squeezes in his hour. "At some point in the evening, I just excuse myself and go do it." He recently passed his 1,000th hour of self-study, most of it done online.

25. Improve your memory.

If you can't remember what you've learned, learning can be frustrating. There are plenty of techniques available to help improve your working memory capacity so that you can recall more of what you've learned. Try the card game "Set" for starters.

Promoting lifelong learning as continuous, collaborative, self-directed, active, broad in domain, everlasting, positive and fulfilling, and applicable to one's profession as well as all aspects of one's life has emerged as a major global educational challenge. Meeting this challenge will require changes in the way teachers teach and learners learn, as teachers take on a more facilitative role and learners take more responsibility for setting goals, identifying resources for learning, and reflecting on and evaluating their learning. Start with these 25 recommendations and you'll be off on the right foot.

Saga Briggs is Managing Editor of InformED. You can follow her on Twitter@sagamilena or read more of her writing here.

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25 Practices That Foster Lifelong Learning | InformED

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"I don't divide the world into the weak and the strong, or the successes and the failures... I divide the world into learners and nonlearners." -Benjamin Barber, sociologist Is your capacity for learning is fixed or fluid? Can you improve your intelligence and talents through hard work and practice, or are you stuck with the...

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What sources can we use to make it easier for learners to access the needed materials?

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The following tips may be useful to consider when teaching with Zoom. Not only can they improve the learning experience of students with disabilities, but some of these approaches may also help those students participating by phone or whose first language is not English.

Live captions

If your student has a need for live captions, their Accommodation Letter should indicate this. Please contact SAS as soon as possible to arrange for remote CART or other live captioning options.

Keyboard shortcuts

Send out the Zoom Keyboard Shortcuts ahead of time for anyone with a temporary or permanent disability that may make it challenging to use a full keyboard when participating.

Audio descriptions of visual materials

Describing content that is displayed on Zoom will help anyone with vision or learning disabilities, as well as students who need to call in due to internet issues.

Managing participants' questions

There are several ways that participants can ask questions in Zoom: by raising their hand, unmuting when called upon, or by entering the question into the chat. Please keep in mind that some students may not find it easy or even possible to access the chat window and the main Zoom room simultaneously, and those using a screen reader to listen to the chat may encounter audio interference with the conversation in the main room. Whenever possible, sticking to a single communication mode within Zoom will make learning easier for a wide range of students.

Repeat questions

If you are hosting a Zoom meeting and choose to have students write questions in the chat, try to repeat the question for everyone to hear before answering it. Consider asking another student to help manage side conversations in the chat, and to share the questions and comments at regular intervals with everyone in the main Zoom room. This practice will be helpful to students with a variety of disabilities that make it difficult or impossible to attend to multiple streams of information at the same time.

Links in Zoom Chat

If students in your class require assistive technology, we recommend that you do not post important hyperlinks in the Zoom chat. The assistive technology some students use will not be able to activate any links embedded in the chat. You can instead share links and resources before or after the meeting through email or on Canvas. If other participants post links in the chat, remember to share (or designate a student or TF to share) those links with the class by email or through Canvas. You can also save the chat before ending the meeting to distribute as a text file to your students after the session ends.

Spotlight the speaker

If you're using Zoom in a seminar or smaller section, you might consider using the "Spotlight" video feature to make the current speaker larger and more visible to the class. This can assist with lip-reading and other techniques students use to communicate.

Other Zoom tools

The whiteboard and polling features in Zoom are currently not accessible for people with motor or visual disabilities. If you use these tools, you may need to work with your students on suitable accommodations. You can also reach out to the Poorvu Center to learn about similar, more accessible teaching strategies to accomplish your teaching and learning goals.

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Zoom Considerations for Teaching Students with Disabilities

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The following tips may be useful to consider when teaching with Zoom. Not only can they improve the learning experience of students with disabilities, but some of these approaches may also help those students participating by phone or whose first language is not English.

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Design Challenge Inspiration by Dana Kocalis

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Design Challenge Inspiration by Dana Kocalis

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Promoted by NylaXD

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I can help your organization create custom eLearning solutions using the latest tools, such as, Storyline 360, Articulate Rise, Adobe Captivate, and Camtasia.

I have helped small and large organizations create eLearning solutions including, Splunk, Michelin, USPS, Veteran's Association (VA) - for their Telehealth department, loanDepot, Banc of California, Capital Group, B.Braun Medical Inc., and the Canadian government.

I have created eLearning courses on the topics of, product knowledge, technical and IT topics, financial services, medical and pharma (example cGMPs), leadership, customer service, awareness campaigns, DEI (diversity, ethics, and inclusion), compliance, sales, various components of the mortgage process, new-hire orientation, and software tutorials and simulations, plus more.

I use the latest tools and stay up-to-date on the latest trends in the eLearning and visual design industries.

I am an expert in the latest eLearning authoring tools and creative tools to create custom eLearning solutions tailored to your company's culture, brand and speific learning needs and desired outcomes.

I can create your eLearning courses using:
Articulate - Storyline 360 and Rise
Adobe Captivate
Adobe Presenter
iSpring Suite
Techsmith Camtasia

Here are the creative tools I use to deliver custom eLearning experiences:
Adobe Creative Cloud:
Adobe Illustrator
Adobe Photoshop
Adobe XD
Adobe Audition
Adobe InDesign
Canva
Vyond

Other tools that I use to create custom eLearning solutions:
MS Office tools, Word, PowerPoint, Excel
Canva
Visme
iSpring

I have expertise in:
Creating audio scripts
Creating storyboards
Working in an Agile workflow
Managing eLearning projects from start to finish
Creating animations - Gifs for learning
Developing various levels of eLearning - from simple to complex
Creating or following feedback and review cycles
Partnering with Subject Matter Experts (SMEs)

See my online eLearning portfolio in action at:
www.eLearningbyDana.com

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Dana Kocalis, MSIDT - Lake Havasu City, Arizona, United States | Professional Profile | LinkedIn

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I can help your organization create custom eLearning solutions using the latest tools, such as, Storyline 360, Articulate Rise, Adobe Captivate, and Camtasia. I have helped small and large organizations create eLearning solutions including, Splunk, Michelin, USPS, Veteran's Association (VA) - for their Telehealth department, loanDepot, Banc of California, Capital Group, B.Braun Medical Inc., and the Canadian government.

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1. How do we get and keep learners interested? (Recurring Interest)

2. How do we keep learners motivated? (Sustaining Effort & Persistence)

3. How do we encourage learners to take ownership of their learning?( Self-Regulation)

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1. How do we make the learning activity ADA compliant and accessible to learning disabilities? (Perception)

2. How do we make the learning experience accessible to other languages? (Language & Symbols)

3. How do we make the learning activity representative of the designated learners (target audience)? (Comprehension)

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1. How do we encourage learners to apply their new-found knowledge into their practice? (Executive Functions)

2. How do we promote lifelong learners? (Expression and communication)

3. How do we optimize the points of access of materials to learners to promote retrieval practices? (Physical Action)

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Scroll down the following columns containing thought provoking articles and videos for engagement, representation and action and expression.

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Special thanks to Nyla Spooner for challenging us to complete weekly design challenges to incite creativity and collaboration.

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1. How do we optimize the points of access of materials to learners to promote retrieval practices? (Physical Action)

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Do you use study guides in your classroom, where students are presented with key information in outline form and students fill in the blanks during a lesson?

A quick tip from Powerful Teaching co-author, Patrice Bain: turn study guides into Retrieval Guides. No prep and no grading with our free Retrieval Guide Template . Just powerful retrieval practice for successful long-term learning.

P.S. Listen and learn about more strategies from Powerful Teaching at the Cult of Pedagogy .

Typically, "study guides" are outlines of key concepts created by the teacher and handed out to students to fill in during a lesson or while reading for class. But with a simple twist, turn study guides into powerful Retrieval Guides.

Here's how: In Patrice Bain's classroom, veteran K-12 teacher and co-author of Powerful Teaching , students read from a social studies textbook aloud. Critically, during the read aloud, all pencils are down. After reading a few paragraphs, Patrice pauses her lesson and gives students time to retrieve, filling in the blanks from what they just learned. This is followed by a brief pause or discussion for feedback, and the class moves on.

By switching the timing from filling in a study guide during the read aloud to retrieving after the read aloud, Patrice offers students a no-stakes opportunity and models retrieval practice - without any additional prep or grading. Download our free Retrieval Guide template and comment below to share how it's going in your classroom.

Featuring Patrice M. Bain, Ed.S.

If you're familiar with the IES Practice Guide , Organizing Instruction and Study to Improve Student Learning, then you already know veteran K-12 teacher Patrice M. Bain, Ed.S. Patrice was the only classroom teacher on the panel that created the IES Practice Guide. For more than 15 years, she has been actively sharing the science of learning with educators and also sharing her powerful teaching strategies with researchers.

Patrice co-authored Powerful Teaching: Unleash the Science of Learning and she speaks with educators, students, and parents around the world . In Powerful Teaching, Patrice shares her research-based strategies including Retrieval Guides, Four Steps of Metacognition, and Power Tickets .

As a finalist for Illinois Teacher of the Year and a Fulbright Scholar in Russia, Patrice has been featured in podcasts and popular press, including NOVA and Scientific American. Watch how Patrice sets up her students for success , read how she leads conversations about learning with her students , and follow her on Twitter @PatriceBain1 .

At a recent workshop at Carl Sandburg High School near Chicago, Illinois, Patrice modeled Retrieval Guides for teachers. Attendees received a printed Retrieval Guide with blanks and throughout the workshop, Patrice paused, provided question prompts, and gave teachers the opportunity to reflect and retrieve. That's Powerful Teaching!

Join our Powerful Teaching Facebook Group ! More than 600 educators from around the world are sharing their strategies, insights, and questions about the science of learning on Facebook. Download free templates directly from our Facebook group (including Retrieval Guides) and get exclusive access to announcements about Powerful Teaching.

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Forget about study guides. Use Retrieval Guides instead. - Retrieval Practice

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Do you use study guides in your classroom, where key information is in outline form and students fill in the blanks during a lesson? Turn your study guides into Retrieval Guides without additional prep, grading, or class time! Download our Retrieval Guide Template for successful long-term learning.