# data[].attributes.headline
Making Sense of Universal Design for Learning (video)

# data[].attributes.subject
Making Sense of Universal Design for Learning (video)

# data[].attributes.body
Description:
In this 2018 YouTube video, the creators introduce, discuss, and evaluate the Universal Design for Learning and how the system is and can be used in the classroom. The creators incorporate visual examples accompanied with written text to thoroughly introduce newcomers to the concepts used within UDL. The creators maintain the notion that UDL benefits all students, and the goal of UDL is to blend the lines between "regular education" and "special education".
Resource Relevancy:
The resource is relevant due to its comprehensible definition of what UDL is and how it may be approached within the classroom. There is specific language related to UDL used within the video that supports the overall understanding, and later, possible implementation.

# data[].attributes.attachment_link.title
Making sense of universal design for learning

# data[].attributes.body
Description:
As UDL is a practice that is widespread in the current state of education, Sacramento State explored the basics of UDL on their webpage. In their take on UDL, the creators of the site open by defining what UDL is and why educational systems are opting to adapt the learning process. The main principals: representation, action and expression, and engagement, are also discussed and defined. One of the central takeaways of Sacramento State's write up of UDL is that there is no one-size fits all approach to education, there is an inventive way to go after finding the proper responses in education.
Resource Relevancy:
The resource is relevant due to its credible creator being an esteemed educational institution. The source's relevancy is also supported by the opportunity that Sacramento provides visitors to the website which is a sign up portal for consultations on what UDL is.

# data[].attributes.attachment_link.readable_text
Universal Design for Learning (UDL) is a set of principles for curriculum development that give all individuals equal opportunities to learn. UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone - not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs.

We're Here to Help
Schedule a Consultation

At a Glance

Universal Design for Learning (UDL) is a way of thinking about teaching and learning that helps give all students an equal opportunity to succeed.

This approach offers flexibility in the ways students access material, engage with it and show what they know.

Three Main Principles of UDL

UDL is a framework for how to develop lesson plans and assessments that is based on three main principles:

Representation: UDL recommends offering information in more than one format. For example, textbooks are primarily visual. But providing text, audio, video and hands-on learning gives all students a chance to access the material in whichever way is best suited to their learning strengths.

Action and expression: UDL suggests giving students more than one way to interact with the material and to show what they've learned. For example, students might get to choose between taking a pencil-and-paper test, giving an oral presentation or doing a group project.

Engagement: UDL encourages teachers to look for multiple ways to motivate students. Letting students make choices and giving them assignments that feel relevant to their lives are some examples of how teachers can sustain students' interest. Other common strategies include making skillbuilding feel like a game and creating opportunities for students to get up and move around the classroom.

# data[].attributes.attachment_link.description
Universal Design for Learning (UDL) is a set of principles for curriculum development that give all individuals equal opportunities to learn. UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone - not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs.

# data[].attributes.headline
The Three Block Model of Universal Design for Learning 

# data[].attributes.subject
The Three Block Model of Universal Design for Learning 

# data[].attributes.body
Description:
In 2013, Jennifer Katz conducted research on not only UDL, but the Three Block Model of UDL and engaging students in inconclusive education. Up until the publishing of the article in 2013, the research on the outcomes of UDL had been limited. The three blocks of the Three Block Model of UDL are: systems ands structures, social and emotional learning, and inclusive instructional practice. Mrs. Katz conducted the research on a large sample size of students and came to the conclusions that support the hypothesis that the Three Block Model of UDL does support reaching all types of different learners in the classroom even if the amount of support is not able to be quantified.
Resource Relevancy:
The resource is relevant due to its well researched and supported stance of UDL as well as the article's publication within many scholarly journals. The source's relevancy is also supported by the opportunity that the researcher, Jennifer Katz, took when assessing the Three Block UDL model with a well rounded student body for results.

# data[].attributes.headline
Why UDL Matters for English Language Learners

# data[].attributes.subject
Why UDL Matters for English Language Learners

# data[].attributes.body
Description:
The world of UDL often seems to support learners who have different exceptionalities, but equally important in that support would be new learners to the English language, or English Language Learners. In her 2018 article, Katie Novak explores why the approach to UDL is imperative within ELL and how it can support the development of learners overall. The article opens by giving an example of UDL in action through the lens of her grandmother using her surroundings and different renditions of information to learn how to succeed in the new world. Throughout the article, Novak continues to explore UDL, focusing on the three principles and what they may look like in practice in and outside of the classroom.
Resource Relevancy:
The resource is relevant due to its natural ability to combine real life experiences with the research that has been done over time to support the conclusions made. The source is also relevant because it allows readers to understand that the concept of UDL is not far fetched and can be accessed by all types of learners if created the proper way.

# data[].attributes.attachment_link.readable_text
K atie Novak explains why the implementation of universal design for learning (UDL) is best practice to increase engagement in all students

In 1922, my grandmother moved from Trois-Rivières, a city in Quebec, Canada, at the age of eleven. Speaking only French, and traveling with her older sister, she was determined to learn English once she arrived. Each day, after she finished her official au pair duties, she walked to the local market to teach herself English. Her textbooks? The handwritten signs posted above the food and day-old newspapers. Her teachers? The store owner and passersby completing their nightly shopping.

Before she died, she bragged that she was fluent in groceries long before she mastered conversational English. Her strategy was simple, she said. She befriended the store owner, who gave her the permission she needed to amble around the store, picking up fruits, vegetables, boxes of cereal, and newspapers. And if the signs did not exist?

She would pick up a shiny apple or a handful of walnuts and ask anyone who would listen, " Qu'est-ce que c'est? " She recalls the kindness of her strangers, always patient as they helped build her comprehension and provided her with feedback.

Without any formal education beyond third grade, Mémère became fluent in English because of her daily market visits. Knowing now what I know about education, it is clear that Mémère's "teachers" exemplified the principles of universal design for learning (UDL), a framework that provides options to ensure that all students have the opportunity to experience growth and success. Mémère got not just one way but a whole basket of tips and assistance to learn English.

The Building Blocks of UDL

The Every Student Succeeds Act (ESSA) urges states to adopt UDL in a number of areas. For example, it says assessments should be designed using the principles of UDL. It also requires schools to use the principles of UDL to support the learning needs of all students, including English learners (ESSA, 2015, Section 4104).

In a recent publication of WIDA Focus On, a series of bulletins on topics of interest to educators of English language learners, it notes, "Accessibility principles, including processes like Universal Design for Learning (CAST, 2008), can help educators rethink how they position language development support within activities." The building blocks of UDL include three core principles, which remind educators to provide options to ensure that all students have equal opportunities to access and engage with rigorous academic curriculum.

Provide Multiple Means of Representation

The first principle of UDL reminds educators to provide multiple means of representation to build knowledge and comprehension in all learners. In the case of my Mémère, she had manipulatives: pungent onions, stalks of celery, and newspapers that stamped her fingers with black ink. But that was not enough for her to develop and use English. In addition, she had options to build background knowledge by accessing visual support through pictures and words and accessing auditory support through conversations with individuals who encouraged her language expression.

She also had access to her native language, as the storeowner spoke French. We can foster multiple means of representation in the classroom by providing all students with access to visual support as well as the option to listen to texts in English via peer reading, audio books, and text-to-speech.

One of my colleagues, ELL teacher Cheney Harper, designed a lesson for her students on the rainforest and took them on a "virtual field trip." At the beginning of the lesson, Cheney welcomed all students at the door, which was decorated with a lush, green poster of the rain forest. She then opened up an "explorer backpack," from which she gave them each rain forest props to begin their rain forest scavenger hunt.

Each student received a scavenger hunt list, and they had to find twelve animals that live in the rain forest by searching around the classroom and in books. In the classroom, she had hidden twelve stuffed animals, each attached to informational text that provided details about the animals. As they found the animals, she identified the names of the animals (i.e., jaguar, caiman, speckled bear) and shared characteristics of the animals.

She then took them on a "rain forest tour" on the iPad so they could build more background knowledge on the rain forest. As they worked, they had access to translation software and dictionaries, so they had access to their native languages. Having access to the multiple means of representation allowed all students to actively participate in the activity, learn academic vocabulary, and engage with peers in a fun, meaningful way.

Provide Multiple Means of Action and Expression

It is not enough to comprehend information if there is no way to express it. Students need numerous methods to express their understanding as they develop into writers and speakers.

When we examine the Common Core State Standards, teaching methods, materials, and assessments are not outlined. This provides us with an opportunity to create multiple pathways to meet the same destination by providing students with options.

This is no accident, as the Common Core endorses UDL as the framework to support all students as they reach for the standards. The standards are only the "what." UDL is the "how."

There are many different paths to reach the same destination. We, as educators, need to embrace the many possible journeys that our students can take in order to arrive at the same place. Traditional assessments are one-size-fits-all and expect the same product from all students (i.e., everyone is expected to write informative text as a five-paragraph essay).

UDL encourages multiple options for expression and multiple scaffolds to help all students reach the goal. Take the anchor standard, "Write informative/explanatory texts to examine and convey complex ideas and information clearly."

Sentence frames, graphic organizers, collaborative work, exemplars, and the use of the WIDA English Language Development Standards provide necessary supports that allow all students to express what they know in inclusive, diverse classrooms while working toward the same standard. Additionally, since students master speaking before writing, educators may provide English learners the option to audio record their learning, supplement with visuals, or use voice-recognition software to scaffold the language process as they continue to develop into writers.

Provide Multiple Means of Engagement

Engagement is at the core of all learning experiences. If we want students to learn, we have to foster both attention and commitment by providing students with authentic, meaningful experiences in learning. All students need access to options that help them connect their own cultural backgrounds to new learning activities, as well as access to their peers to foster collaboration and community. In order to master a skill, one needs practice.

A lot of practice. Peers provide an amazing opportunity for English learners to practice speaking in the classroom. Just as my Mémère befriended countless customers at the market, our students need to interact with their peers.

From "do-nows" to brainstorming sessions to collaborative discussions, authentic opportunities to build language with others are what build a solid foundation to learn academic English. Teachers can observe these collaborative conversations, informally assess students, and give feedback on their language structures and use of vocabulary to provide additional means for action and expression in authentic settings.

These three principles of UDL-provide multiple means of representation, provide multiple means of action and expression, and provide multiple means of engagement-remind all educators to ensure that English language learners always have the option to build background knowledge, interact with information visually and auditorily, access rich scaffolds and supports to help highlight the patterns of language, and have numerous opportunities to express what they know in ways that are authentic and meaningful, all while experiencing the value of collaboration and feedback.

Of course, in the early 1900s, my grandmother had no concept of universal design for learning, nor did her teachers. David Rose, Anne Meyer, and their colleagues at CAST would not articulate the UDL principles until the very end of the century. But something happened in that marketplace which exemplifies what we want teaching and learning to look like today.

Now that we have a framework that is intertwined with our Common Core State Standards, WIDA briefs, and federal legislation, it is time to optimize and scale the framework in all classrooms. Let us make that happen so our students can experience the same magic that my Mémère did, as she learned to appreciate the power of language.

Katie Novak, EdD, is the assistant superintendent of the Groton-Dunstable Regional School District in Massachusetts and a leading expert on universal design for learning implementation. She is the author of four books, including UDL Now! (CAST Professional Publishing, 2016), Universally Designed Leadership (CAST, 2016), and Let Them Thrive (CAST, 2017). Learn more at http://www.katienovakudl.com.

# data[].attributes.attachment_link.title
Why UDL Matters for English Language Learners - Language Magazine

# data[].attributes.attachment_link.description
Katie Novak explains why the implementation of universal design for learning (UDL) is best practice to increase engagement in all students In 1922, my grandmother moved from Trois-Rivières, a city in Quebec, Canada, at the age of eleven. Speaking only French, and traveling with her older sister, she was determined to learn English once she [...]

# data[].attributes.headline
Why UDL is Essential in the Post-Pandemic Learning Environment

# data[].attributes.subject
Why UDL is Essential in the Post-Pandemic Learning Environment

# data[].attributes.body
Description:
There never seemed like a more ideal time to incorporate UDL than at the height of the pandemic. In the 2020 article by ESchoolMedia, researchers discuss what limitations the pandemic showcased within the way schools were operating and how UDL is expertly designed to respond to said limitations. The article opens with explaining the three blocks of UDL and how they can be transferred into the digital classroom. Not only does the article discuss what the three blocks of UDL are, but article goes into detail about different strategies to ensure that all learners and their needs are met.
Resource Relevancy:
The resource is relevant due to its connectivity to the current state of education and where the Covid-19 pandemic has left education. The source is also relevant because as opposed to trying to get readers to understand what UDL solely, visitors are able to see what UDL looks like in multiple different environment.

# data[].attributes.attachment_link.readable_text
The shock has passed, the sadness comes and goes, and the stretchy waistband pants are becoming a mainstay. While the impact of the COVID-19 pandemic persists, it may be time to settle into an educational environment that will be more online than previously imagined.
Related content: 10 ways to stay connected when going remote
Universal Design for Learning (UDL) can offer a unique lens or path toward a semblance of normalcy in this abnormal time.

UDL comes from an educational framework first conceptualized in architecture with Universal Design - creating spaces that are accessible to all - and the challenges of special education, where learning and teaching based on the "average" student was not effective.

In this pandemic, nothing about learning is average. Especially for business training and certifications. A framework that considers wide differences in human behavior and teaches to every student is critical now more than ever. UDL provides a framework to reach every student through online teaching by utilizing neuroscience for learning and following the 3 main principles of engagement, representation, and action and expression.

The first step for educators seeking to transition to an online and effectively teach all students is to start with the concept of engagement. There are a variety of ways people can begin teaching and learning online. But it is critical to start by addressing anxiety and destabilization that results from training center closures and the loss of the in-person connections and community they create.

If we all do not allow space for the sadness and acknowledge the anxiety and frustration of this new normal, then it will be a struggle for students and teachers to embrace and explore the potential of a new world of online and digital learning.

The following strategies for learner engagement are based on the principles of UDL. This engagement is critical before teaching any content:

Check in often with students. Send an email or message frequently during instruction days. Make this a bullet pointed summary of what is expected of them. While this may seem redundant to you, it is important to ensure every student is engaged.

Create a short survey every week for students to let you know where they are in the material and to see how they are feeling.

Share your own feelings with your students/learners.

The second step is to attend to the different way students understand, perceive, and comprehend information that is presented to them. This means providing multiple means of representation.

Make sure you are delivering all information and content in more than one way. If you are delivering information by text, also have a video or voice recording with it too. If you are delivering by Zoom or another web casting service, have a text version ready as well. There are great tools like Screencastomatic, YouTube, Screencastify, and Zoom recording.

Use existing resources that have the same learning objectives or information as your usual lecture or textbook. Without the face-to-face connection and personal attention that in person classes provide, representing the course material in different ways becomes even more important. Explore Google, reach out to your Librarians, and venture into TEDx talks and YouTube territory.

Keep in mind that learners may be feeling especially out of touch with their own emotions at this time and can find comprehension even more challenging. Giving yourself and your learners the opportunity to explore different ways of looking at content and providing different content sources is helpful.

When presenting new information to learners, support comprehension by highlighting patterns, critical features, and big ideas more than you would in the past.

Find ways to clarify new vocabulary.

One very powerful way to support learning is to use metacognition. Record yourself (Zoom, Screencastify, video) experiencing some new content.

How do you know students are engaged and interacting with new content? Instructors need to understand what students know, and what they do not know. This can be addressed through different forms of formative and summative assessments, giving a grade on an assignment, or a final grade. If we cannot understand what are students are "getting", then instruction gets stuck.

Make sure you are asking students/learners to show what they know in more than one way. If you are asking for an essay, also let students choose to share the same information in a video.

Action and Expression. Utilize assistive technologies increases accessibility to the material and benefits all students. This is an opportune time for educators to learn about, understand, and use assistive technologies. An interesting thought experiment is to view of all of your students as anything but average. Think of a bell curve of skills and abilities. Take a moment to think of all of your students at one end of the curve or the other, with no one in the middle.

If everyone is on the edges, then using assistive technology connects you back together again. Although new technology can be daunting, it is not that difficult or time consuming and the benefits can be profound. When assistive technology is applied there is greater comprehension and retention than when the lever of assistive technology is not used. Google does an impressive amount of work around accessibility.

Record your presentations, with captions, (YouTube) for students to watch or listen to as homework. This frees up time for Google Meet or Zoom time to be more interactive.

Ask students to record their understandings.

Encourage students to listen to podcasts and analyze how the information is organized. Then have them imitate the organization with information they need to demonstrate knowledge on.

Allow students to show their understanding by having them choose how they deliver the information. Allow students to write, record a video or podcast, and other creative ways for learners to demonstrate knowledge. Using a simple rubric will help you keep the goals of the content knowledge in mind.

# data[].attributes.attachment_link.title
Why UDL is Essential in the Post-Pandemic Learning Environment

# data[].attributes.attachment_link.description
The shock has passed, the sadness comes and goes, and the stretchy waistband pants are becoming a mainstay. While the impact of the COVID-19 pandemic persists, it may be time to settle into an educational environment that will be more online than previously imagined.

# data[].attributes.headline
Teacher Perceptions of Barriers to Universal Design for Learning 

# data[].attributes.subject
Teacher Perceptions of Barriers to Universal Design for Learning 

# data[].attributes.body
Description:
Although there are many benefits and advantageous aspects of UDL, there can be some barriers that are within UDL. In the scholarly article written by Mary Elizabeth and Jordan Anstead, the authors aim to look into not only the barriers that do exist within UDL and how there are some mixed perceptions from educators regarding said barriers. In the article, the authors express that while UDL model is exceptional at attempting to reach all learners in the classroom, there are not uniform practices across the filed that leads to limitations within how UDL can be executed.
Resource Relevancy:
The resource is relevant due to its critical analysis of UDL and how it can and cannot be used in the classroom. This insight allows learners to get and understand the focus of UDL, but also allows them to make decisions based on what UDL may be able to do versus what is may not be able to.

# data[].attributes.headline
A Parent’s Guide toUniversal Design for Learning (UDL)

# data[].attributes.subject
A Parent’s Guide toUniversal Design for Learning (UDL)

# data[].attributes.body
Description:
In A Parent's Guide to Universal Design for Learning (UDL), researchers explore what UDL looks like and what it means from the perspective of a parent. The article begins by defining what learning disabilities are and how UDL was designed to overcome the limitations that classrooms used to be filled with. The informational article continues by discussing what moving through school looks like for students learning through UDL. There are also general statistics provided to help families understand how UDL impacts the learning of students.
Resource Relevancy:
The resource is relevant due to its fresh take on what UDL means and how the information might look when being shared with families. The article is also relevant due to the fact that it starts with giving background with where UDL comes from, the goals of UDL, and how families may be able to support UDL for their children at home.

# data[].attributes.headline
Challenges and Opportunities in Adhering to UDL Principles to Design Online Courses

# data[].attributes.subject
Challenges and Opportunities in Adhering to UDL Principles to Design Online Courses

# data[].attributes.body
Description:
In the article written by Ahmed Lachheb, Victoria Abramenka-Lachheb, and Lesa Huber, the researchers explore the many different challenges and opportunities that come with exploring a UDL model in the classroom. The article begins with defining what the current view and understanding of UDL is based on what has been researched and proven through history. The article continues by analyzing different opportunities for UDL in the classroom and breaking down how they might look different based on the approach taken.
Resource Relevancy:
The resource is relevant due to its critical analysis of UDL and not only are there are opportunities, there are multiple ways to approach those opportunities. The article is also relevant due to the fact that is roots the new analysis of UDL in the UDL historical research that has been tried and proven.

# data[].attributes.attachment_link.readable_text
23 minutes

Introduction

The knowledge of design practitioners has always been valuable, benefiting design theory, education, and practice (Cross, 2001; Nelson & Stolterman, 2014; Stolterman et al., 2009; Schön, 1983; 1987). Scholars rely on designers' knowledge to understand design practice in situ, to introduce design tools grounded in practice, to develop signature pedagogies for educating future designers, and to suggest ways that can improve design practice. Designers' knowledge in the instructional design and technology (IDT) discipline is also valuable, as contemporary IDT scholarship emphasized (Boling et al., 2017; Gray et al., 2015; Lachheb & Boling, 2018; Rowland, 1992; Sentz et al., 2019; Sentz & Stefaniak, 2019; Smith & Boling, 2009; Tracey & Boling, 2014). In that spirit, we-the authors who work as instructional and learning designers-share in this article the challenges and opportunities in adhering to the Universal Design for Learning (UDL) framework to design online courses in graduate and undergraduate higher education settings. We do so by relying on our repertoires of design precedents (Boling, 2021) and by reflecting on our combined 40 years of instructional and learning design experience.

What UDL Means to Us?

Broadly speaking, a design prescription is a recommendation for how to design something that is authoritatively put forward by a group, organization, and/or entity in the design profession. From our practitioner perspective, the UDL framework fits this definition of a design prescription. It is packed as a set of design guidelines and grounded in the 'authority' of scientific knowledge and principles, which mandates to design instruction in a way that results in: (1) multiple types and means of learning materials; (2) multiple opportunities for student engagement; and (3) multiple options for students to demonstrate mastery of learning. Further, adhering to the UDL framework allows designers to comply with accessibility standards as mandated and authoritatively put forward by Section 508 of the Rehabilitation Act and to design successful learning experiences. The UDL framework-including its sets of design guidelines-could also be an instructional design theory that fits the learner-centered paradigm of instructional design theories and models (Reigeluth et al., 2017). In this sense, UDL is a theoretical design tool (Lachheb & Boling, 2018; Yanchar et al., 2010).

Throughout our design education and professional training, we have been introduced to UDL through foundational literature (e.g., CAST: Center for Applied Special Technology, 2018; Moore, 2007; Spector et al., 2014). We recognize that UDL has roots in the idea of barrier-free design that emerged in the 1950s across the world (Moore & Ellsworth, 2014). Such roots evolved later in the 1990s when Ron Mace, a Professor of North Carolina State University, introduced Universal Design to advocate for designing physical buildings and environments to accommodate all users, particularly those with physical limitations and disabilities. The most comprehensive definition of UDL that we recognize is by Moore (2007):

Using a set of principles for design, it [UDL] takes diversity of the learner population into account from the start and builds features into the learning materials, environment, and system that allow a broad set of learners to access the learning (both the content and the instructional strategies) and accomplish learning goals. (paragraph 4)

The Center for Applied Special Technology (CAST)-where the UDL framework originated-defines UDL as a "design approach to curriculum, that minimizes barriers, and maximizes learning for all learners" (CAST, 2010). When we consider these definitions, we can frame UDL as a design framework that advocates for multiple means of engagement, representation, and action and expression. This framework is based on the notion that there are separate networks in the brain (recognition, strategic, and affective) and ponders how these networks should be thought of when designing instruction. A UDL-guided design expects a great variability among students' needs, preferences, and capacities. Thus, it refutes the idea of one "typical" student persona.

Design Opportunities with UDL

One of the core values that we cherish is that the learning experiences and instructions that we design should be inclusive and responsive to students' diverse needs. After all, we all remember that one class or learning experience where we felt unnoticed, underappreciated, or neglected. We do not wish for any student to experience the same when they interact with what we design. The UDL framework, in this sense, provides our design work with opportunities to put our core design value into practice, so no student we design for is left behind. Being informed with UDL, we designed-and continue to design-online courses that include multiple types and means of learning materials that can speak to the diversity of students' preferences, multiple opportunities for students' engagement, and assessments that include multiple options for students to demonstrate their mastery of learning. Throughout the next sections, we highlight relevant examples to the nine UDL guidelines, as highlighted by CAST (2018). The following table (Table 1) is a graphic organizer of the UDL guidelines and checkpoints, and the corresponding examples and figures referenced in the next sections.

Table 1

Graphic Organizer of the UDL Guidelines and the Corresponding Figures

UDL Guideline/#

Guideline & Checkpoint

Corresponding Figure

#1: Perception

Interact with flexible content that doesn't depend on a single sense like sight, hearing, movement, or touch.

#5: Expression & Communication

Compose and share ideas using tools that help attain learning goals

Multiple Types and Means of Learning Materials

One of the most important points that we discuss in our initial design meetings is the design and development of learning materials. Often, faculty come to us with a predetermined decision about what specific kind of learning material they wish to present to their students (e.g., a paid textbook, a collection of journal articles, and/or only video lectures, etc.). Through negotiation and by presenting to them the idea that learning material variability increases the quality of their course design, we eventually design and develop multiple types and means of learning materials for the online courses we designed. For example, we search for open educational resources (OERs) and advocate for their use instead of (or in addition to) using a textbook (Figure 1). We rely on videos available online and on the institution's repository of video archives to present rich audiovisual content for students (Figure 2).

Figure 1

Weekly Readings

Authors Note: In addition to the video lecture and the course textbook, weekly readings are drawn from OERs (2-5 bulleted points) (UDL guideline/checkpoint 1.2: offer alternatives for auditory information).

Figure 2

Open Educational Resources Used and Provided

Authors Note: Videos from HBO YouTube channel and a news articles are provided to students as "lecture supplements" (UDL guideline/checkpoint 1.3: offer alternatives for visual information; UDL guideline/checkpoint 2.5: illustrate through multiple media).

Additionally, when we produce a video lecture, we always provide the students with a copy of the slides as a 'presentation handout,' giving them the freedom to watch the lectures, read the slides, or do both (Figure 3a and Figure 3b). Additionally, students are provided with options regarding how they can interact with the learning materials by choosing to focus on the slides or the video feed of their instructor (Figure 4).

Figure 3a

Slides are Attached Under the Video Lecture

Authors Note: Slides used in the lecture are available for download in a PDF format (UDL guideline/checkpoint 3.3: guide information processing and visualization).

Figure 3b

Alternative Summary of the Video Lecture is Provided

Authors Note: Slides used in the lecture and an alternative summary of the video lecture are available for download in a PDF format (UDL guideline/checkpoint 3.3: guide information processing and visualization).

Figure 4

Option to Customize the How to View the Video Lecture

Authors note: Students are given the option to customize the way they can view the video lecture (UDL guideline/checkpoint 1.1: offer ways of customizing the display of information).

In addition, given that most courses we design are graduate-level and tailored to specific degree programs, we design activities and materials to activate or supply background knowledge needed for the course ('Getting Started' or 'Pre-Requisite Knowledge' module, Figure 5a and Figure 5b). In the design of learning materials, we work with faculty to highlight the patterns, critical features, big ideas, and their relationships through creating a detailed course syllabus (Figure 6a), custom course structure and navigation (Figure 6b), and module overviews (Figure 6c).

Figure 5a

Getting Started Module for Students to Complete

Authors Note: The 'Getting Started' module is for students to complete before starting the course ( UDL guideline/checkpoint 3.1: activate or supply background knowledge).

Figure 5b

'Civics Refresher' Module for Students to Complete

Authors Note: The 'Civics Refresher' Module is for students to complete before starting the course ( UDL guideline/checkpoint 3.1: activate or supply background knowledge).

Figure 6a

Course Syllabus

Authors Notes: The course syllabus shows the course schedule pattern for each week (UDL guideline/checkpoint 3.2: highlight patterns, critical features, big ideas, and relationships).

Figure 6b

Course Homepage

Authors Note: The course homepage shows a custom course structure/ navigation ( UDL guideline/checkpoint 3.2: highlight patterns, critical features, big ideas, and relationships).

Figure 6c

Timeline for Module Completion

Authors Note: In an online graduate course module, a suggested timeline for module completion for students is listed (UDL guideline/checkpoint 3.2: highlight patterns, critical features, big ideas, and relationships).

Multiple Means of Action and Expression

Being informed with the UDL framework helped us design multiple means for action, expression, and communication from students. For example, when designing a course site, we ensure that students can easily access the necessary resources and do not have unnecessary items in the navigation menu (Figure 7a). Additionally, we ensure that the course home pages include key information about the course, faculty contact information, and course resources. We do this so that students have different methods for navigation (Figure 7b). Each course we design has a separate module called 'Getting Started' that includes sections about accessibility and information on where on-campus students can receive help (Figure 8).

Figure 7a

Course Navigation Menu

Authors Note: A screenshot from an online graduate course that shows a customized navigation menu ( UDL guideline/checkpoint 4.1: vary the methods for response and navigation).

Figure 7b

Graduate Course Homepage
Authors Note: Various methods of course navigation in a course homepage (UDL guideline/checkpoint 4.1: vary the methods for response and navigation).
Figure 8

Accessibility and Adaptability Technology Resources

Authors Note: The page includes resources to accessibility and adaptability technology resources (UDL guideline/checkpoint 4.2: optimize access to tools and assistive technologies).

When we design courses, we ensure that faculty have different options to communicate with their students, specifically during emergencies. Thus, as informed by the UDL guidelines on expression and communication, we work with faculty to consider multiple communication means that students can use to communicate with them. For instance, students can email their faculty, send a message through the learning management system, call a faculty office number, or meet via Zoom. These means are usually listed on the course homepage and the syllabus' first page (Figure 9).

Figure 9

Faculty Contact Information Section

Authors Note: in the course homepage, the faculty contact information is listed (UDL guideline/checkpoint 5.1: use multiple media for communication).

Further, we believe that it is critical that instructional designers and faculty consider and integrate various tools aligned with students' learning needs and can foster students' learning. For instance, we work with faculty to adopt multiple technologies (e.g., Quick Check formative assessment tools, assignments tools, and two different discussion tools; one embedded within the learning management system and the other as an external tool). We see firsthand how these tools have fostered learning, community building, and engagement.

In addition, being informed of the UDL framework has helped us design and integrate different types of scaffolds. Such scaffolds have been necessary to guide students through authentic projects, which has required them to apply their knowledge and skills in real-life settings. For instance, in an online course in which students are assigned to conduct their own population needs analysis, they are offered to complete this project in chunks. That is, students' major project is chunked into several deliverables. The rationale behind this is to engage students in a progression of tasks and provide students with opportunities to track their progress with timely faculty feedback.

Informed with the UDL executive functions guidelines, we provide students with checkpoints and checklists to help them track their learning progress. For instance, each course has an overview page of each module that lists learning objectives, learning materials, and assignments. The rationale for including those overview pages is to help students see the purpose behind each learning activity and assignment and to mentally organize the presented material into a coherent structure (Figure 10a).

Figure 10a

A Screenshot from an Online Undergraduate Course that Shows a Section of a Week Overview Page Home Page (UDL Guideline/Checkpoint 6.3: Facilitate managing information and resources)

Authors Note: The module includes an overview chart (UDL guideline/checkpoint 6.3: facilitate managing information and resources).

Additionally, being informed by the guidelines of facilitating the management of information and resources, the online courses we design typically include detailed descriptions of all course assignments. We also provide templates that students can use to get started on their thought process and organize their ideas to complete their assignments (Figure 10b). Students can also find a brief description of learning materials, such as readings and to-do lists. At the end of each module, students can find a checklist for each week to help them track their progress (Figure 11).

Figure 10b

Assignment Description

Authors Note: A page dedicated to show the assignment description (UDL guideline/checkpoint 6.3: facilitate managing information and resources).

Figure 11

End-of-Module Checklist

Authors Note: A screenshot from an online undergraduate course that shows an end-of-module checklist (UDL guideline/checkpoint 6.1: guide appropriate goal setting).

Multiple Opportunities for Student Engagement

We assert that high student engagement with course materials, activities, faculty, and other students is key for a successful learning experience and, thus, a successful course design. We believe in active learning approaches, which contribute to students taking ownership of their own learning. To this end, as instructional designers, we ensure that the learning materials, activities, and learning interactions are designed for high student engagement. Informed with UDL guidelines of engagement (guidelines 7-9), we design various activities to ensure high student engagement. Graduate courses that we design are often competency-based courses. Such competencies are authentic to the students' future professional practice (e.g., public health practitioner). To optimize relevance, value, and authenticity of the course, we developed video testimonials from former students (Figure 12a) to address the 'So what?' question of learning activities (Figure 12b).

Figure 12a

Video Testimonials from Program Alumni

Author Note: The video testimonials from program alumni highlights the value of the learning experiences the students are about to start (UDL guideline/checkpoint 7.2: optimize relevance, value, and authenticity).

Figure 12b

Rationale for Assignment

Authors Note: The page contains a rationale for the assignment and why it is important (UDL guideline/checkpoint 7.2: optimize relevance, value, and authenticity).

We also rely on group projects and discussions, as well as projects where students work with community groups, to not only foster collaboration and a sense of community but also to increase the authenticity of the learning experiences (Figure 13). Last and not least, to increase self-regulation and to optimize individual choice and autonomy for students, we designed discussion activities in an open-ended way (Figure 14), and we provided multiple formative and informal assessment opportunities for students to check their own understanding of the course materials (Figure 15).

Figure 13A

Screenshot from an Online Graduate Course Group Assignment Where Students Are Asked to Work with an Organization from the Community (UDL Guideline/Checkpoint 8.3: Foster Collaboration and Community)

Authors Note: A group assignment where students are asked to work with an organization from the community (UDL guideline/checkpoint 8.3: foster collaboration and community).

Figure 14

Course Discussion

Authors Note: In an online graduate course discussion, students are free to choose between two formats of introduction posts-a video or a written post (UDL guideline/checkpoint 9.1: promote expectations and beliefs that optimize motivation).

Figure 15

Formative/Ungraded Quiz

Authors Note: A formative/ungraded quiz is included in online graduate class (UDL guideline/checkpoint 9.3: develop self-assessment and reflection).

Challenges of Adhering to the UDL Framework: Obstacles & Opportunities

The opportunities that the UDL framework provides for our design work also come with challenges. Throughout the next sections, we highlight a few challenges that we encountered, framed as obstacles in adhering to the UDL framework, and we comment on how we addressed each obstacle. These obstacles, despite their immense complexity, challenge our design practice but do not make us less committed to the core values and principles of the UDL framework.

Interpretation of the UDL Guidelines: Obstacle & Opportunity

While each UDL guideline's explanation is provided on the CAST website, these explanations are rather broad, which opens room for ambiguous interpretation-an obstacle that we faced in adhering to the UDL framework. We have witnessed how each designer in our team can interpret these guidelines differently, based on their tacit design knowledge and their core design judgments (Boling et al., 2017). As a result, the variety among the UDL framework's interpretations led to inconsistent practices and design structures. For example, we had feedback from faculty about how their experiences in designing courses varied as they heard conflicting and inconsistent design ideas and suggestions. It was challenging for us to make sure the framework was applied with the same purpose for which it was designed.

To overcome this obstacle, we dedicated multiple design meetings and conducted double peer-reviews of course design to calibrate our interpretations of UDL guidelines. For that reason, we believe that instructional designers should have a clear understanding of the UDL guidelines, engage in constant reflection on their design practice (Lachheb & Boling, 2021) with UDL guidelines, and operate using the same terms to design appropriate interactions conducive to learning.

Time Commitment: Obstacle & Opportunity

The time commitment that we faced in adhering to the UDL framework was another obstacle. Following the UDL framework can help ensure that courses are accessible and responsive to diverse student learning needs. However, it requires significant time to follow UDL guidelines and apply its principles. We all want to employ a thoughtful, slow, and rigorous process for course design. Such a process requires enough time for ideation, iteration, high-quality media production, and formative assessments of our design work. However, with the reality of instructional design work in higher education-specifically, when all modes of instructions need to shift to an emergency mode of remote instruction-we are forced to pick efficiency over effectiveness and appeal (Honebein & Honebein, 2015) and to design a minimally viable product (MVP) in which UDL principles were minimally applied.

To overcome this obstacle, we agreed as a design team on what we call 'negotiable' and 'non-negotiable' design practices. We agreed that designing accessible and ADA compliant course is a non-negotiable design practice; every course we design must be accessible and ADA compliant. For example, we collaborated with on-campus units that provided us with tools to generate video captions, thus, taking this workload away from faculty and designers. As for the UDL framework, it was negotiable to some extent; time and resource allocations are the main two factors. Additionally, to save time, we include many UDL-informed design ideas in our design templates, as well as design instructional materials that are reusable.

Resistance to Follow the Guidelines and Design Failures: Obstacle & Opportunity

While working with different faculty on course design, we noticed certain resistance to following UDL guidelines-a third obstacle we faced in adhering to the UDL framework. The main reason for this resistance is that each faculty approached their course design project with their own teaching philosophy and ideas on teaching. After all, most of the faculty we have worked with are excellent teachers with impressive experience. For example, one faculty pushed back against the idea of multiple means for action and expression when we suggested giving students multiple options to submit their assignment of an 'elevator pitch.' They cited a legitimate concern-it will result in an unlevel playing field for students, and thus, it could be an inequitable and a non-inclusive practice. Another faculty was willing to implement the ideas we suggested that are informed with UDL. Still, they insisted on having an efficient process of grading students' artifacts and not worrying about technical issues they may encounter with the students' multiple formats of deliverables.

Additionally, in a few design projects, we have experienced design failure partially due to our advocacy for UDL. For example, one design project had to be completed in a short period, and we lacked the needed resources to empower the course design with UDL guidelines. The design project eventually got scrapped. This project could have been successful if we did not face obstacles in collaborating with the faculty, who, in their defense, could not afford to dedicate the time to the course design project that we wanted. Adhering to UDL in this project caused design constraints, thus introducing modes of design failure. In general, most faculty we work with find the UDL framework enriching and good, but it could make the course design experience more intensive and time-consuming. As we understand, time is a luxury for some of our faculty who do not get fairly compensated for their design efforts and the multiple tasks they have to complete; thus, they deserve our utmost empathy and compassion.

To overcome this obstacle, we had to rely on our repertoires of design precedents (Boling, 2021). We showcase to faculty good examples from their peers to increase their motivation and interest in adopting UDL-informed practices. We also cite personal experiences with teaching and learning to bring more credibility to our UDL-informed design suggestions. We treat each faculty and their course design project as a unique situation in which we address their concerns through empathy and respect.

Conclusion

The challenges we faced adhering to the UDL framework do not make us less committed to designing equitable and inclusive learning experiences. After all, design work is by nature always constrained, challenging, and requires-sometimes difficult-tradeoffs. As we commented throughout the paper, we appreciate the core values of UDL, and we continue to embrace them. We think that we are able to strike a happy balance between the opportunities we have and the challenges we encounter in adhering to UDL; thus, we do not have to sacrifice efficiency over effectiveness and appeal (Honebein & Honebein, 2015).

We firmly believe in the following idea: design tools, such as UDL, serve us and do not guide us. UDL, like any other theoretical design prescriptions, must be put in the service of designers' judgments to design rich, inclusive, and responsive learning experiences. We believe that designers should adopt a designerly approach to design tools' selection and use (Lachheb & Boling, 2018; Stolterman et al., 2009). This approach means that design tools are serving what the designer needs and not scaffold or direct their design in a predetermined way. This approach also mandates designers to grow a good ability to evoke strong instrumental judgments that help them select what design tools to use, how, when, and why (Lachheb & Boling, 2018; Lachheb & Boling, 2021).

Eventually, designers in our discipline can face the challenges-such as we listed earlier with UDL-by coming up with design tools for themselves, informed by their tacit knowledge and the reality of their design practice. Relying solely on scholarly tools as offered in traditional IDT literature will not get instructional designers far enough in facing their intricate design problems and wicked practice. With a designerly approach to design tools, we can "[...] contribute to advancement in the field robustly and affect positively the types of instructional design problems we can take on and the ability of our designers to flex with the nature of those problems" (Lachheb & Boling, 2018, p. 49).

References

Boling, E. (2021). The nature and use of precedent in designing. In J. K. McDonald & R. E. West (Eds.), Design for learning: Principles, processes, and praxis. EdTech Books. https://edtechbooks.org/-Ercd

Boling, E., Alangari, H., Hajdu, I. M., Guo, M., Gyabak, K., Khlaif, Z., Kizilboga, R., Tomita, K., Alsaif, M., Lachheb, A., Bae, H., Ergulec, F., Zhu, M., Basdogan, M., Buggs, C., Sari., R., Techawitthayachinda, R. I. (2017). Core judgments of instructional designers in practice. Performance Improvement Quarterly, 30(3), 199-219. https://edtechbooks.org/-KAqE

Boling, E., & Gray, C. M. (2015). Designerly tools, sketching, and instructional designers and the guarantors of design. In B. Hokanson, G. Clinton, & M. Tracey (Eds.), The design of learning experience: Creating the future of educational technology (pp. 109‐126). Springer. https://edtechbooks.org/-SdNc

Center for Applied Special Technology (CAST). (2018). Universal Design for Learning Guidelines version 2.2. http://udlguidelines.cast.org

Center for Applied Special Technology. [CAST]. (2010, January 6). UDL At A Glance [Video]. YouTube. https://youtu.be/bDvKnY0g6e4

Lachheb, A. & Boling, E. (2021). The role of design judgment and reflection in instructional design. In J. K. McDonald & R. E. West (Eds.), Design for learning: Principles, processes, and praxis. EdTech Books. https://edtechbooks.org/-zPFg

Moore, S. L., & Ellsworth, J. B. (2014). Ethics of educational technology. In Spector, J., M., Merrill, D., M, Elen, J. & Bishop, M., J. (Eds), Handbook of research on educational communications and technology (pp. 113-127). Springer.

Moore, S. L. (2007). Universal design for learning: Online tutorial. Hyperformer. https://edtechbooks.org/-kvhS

Nelson, H. G., & Stolterman, E. (2014). The design way: Intentional change in an unpredictable world (2nd ed.). The MIT Press.

Reigeluth, C. M., Beatty, B. J., & Myers, R. D. (Eds.). (2017). Instructional-design theories and models, Volume IV: The learner-centered paradigm of education. Routledge.

Schön, D. (1983). The reflective practitioner: How professionals think in action. Temple-Smith.

Schön, D. A. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. John Wiley & Sons.

Smith, K. M., & Boling, E. (2009). What do we make of design? Design as a concept in educational technology. Educational Technology, 49(4), 3-17.

Spector, J. M., Merrill, M. D., Elen, J., & Bishop, M. J. (Eds.). (2014). Handbook of research on educational communications and technology. Springer.

Stolterman, E., McAtee, J., Royer, D., & Thandapani, S. (2009). Designerly tools. https://edtechbooks.org/-BqAK

Tracey, M. W., & Boling, E. (2014). Preparing instructional designers: Traditional and emerging perspectives. In J. M. Spector et al. (Eds.), Handbook of research on educational communications and technology (pp. 653-660). Springer.
https://edtechbooks.org/-TeV
Yanchar, S. C., South, J. B., Williams, D. D., Allen, S., & Wilson, B. G. (2010). Struggling with theory? A qualitative investigation of conceptual tool use in instructional design. Educational Technology Research and Development, 58(1), 39-60. https://edtechbooks.org/-ApYi

# data[].attributes.attachment_link.title
Challenges and Opportunities in Adhering to UDL Principles to Design Online Courses

# data[].attributes.attachment_link.description
In this article, we share the opportunities and the challenges in adhering to the Universal Design for Learning (UDL) framework to design higher education online courses. We highlight specific instructional design examples to discuss the opportunities and challenges that we have encountered.

# data[].attributes.headline
UDL Tools For All Grades and Subject Areas

# data[].attributes.subject
UDL Tools For All Grades and Subject Areas

# data[].attributes.body
Description:
With the graphic provided by UDL tools, visitors to the website are able to see in what way might educators focus on implementing UDL in the classroom. The website begins by offering some basic guidelines on UDL. Then, in the graphic provided, there is a rubric educators might follow in order to ensure that UDL is being met and executed properly in the classroom. The rubric includes the three main blocks of UDL and the ranges at which educators might create the UDL environment in the classrooms.
Resource Relevancy:
The resource is relevant due to unique look at UDL in the classroom. As opposed to just providing research, the rubric allows visitors, families, learners, and teachers alike, to see how one might approach genuinely incorporating UDL in the classroom.

# data[].attributes.attachment_link.readable_text
The UDL Implementation Rubric was authored by Melissa Toland, and you can read more about it here. This is an adapted version of The UDL Progression Rubric by Dr. Katie Novak and Dr. Kristian Rodriguez. In the original version, teachers can self-evaluate their performance on each individual checkpoint of the UDL guidelines, whereas the adapted version is less specific in scope and focuses on performance in more general terms in the following areas: multiple means of engagement, multiple means of representation, and multiple means of action and expression. You can view this rubric to see where you may be in your UDL journey across a spectrum ranging from UDL explorer to UDL idol. Click the link below to download the pdf version of this document.

# data[].attributes.attachment_link.description
CAST UDL Guidelines The two files below outline the UDL guidelines by multiple means of representation, multiple means of action & expression, and multiple means of engagement. Knowing the UDL...

# data[].attributes.body
Description:
In this website created by CAST, a organization designed to break down barriers in learning, the data that goes to support UDL and its outcomes is explored and analyzed. The website begins by discussing the evidence that backs up UDL in the classroom and breaks down the research into four main categories: foundational research of UDL, research on the UDL principles, research on promising practices, and research on implementation of UDL. The website then continues by breaking down each research category.
Resource Relevancy:
The resource is relevant due to the main aspects of the website being centered around real research. The website continues its relevance by providing different data checkpoints that reinforce and support the outcomes of UDL.

# data[].attributes.attachment_link.readable_text
UDL is based upon the most widely replicated finding in educational research: learners are highly variable in their response to instruction. In virtually every report of research on instruction or intervention, individual differences are not only evident in the results; they are prominent. However, these individual differences are usually treated as sources of annoying error variance as distractions from the more important "main effects." UDL, on the other hand, treats these individual differences as an equally important focus of attention. In fact, when viewed through the UDL framework these findings are fundamental to understanding and designing effective instruction. The research that supports UDL falls into four categories: foundational research of UDL, research on the UDL principles, research on promising practices, and research on implementation of UDL.

To see the specific research evidence related to each Checkpoint, navigate to the individual Checkpoint's page and select the Research link in the sidebar. We've also included a list of links to those Research pages at the end of this page.

Foundational Research on UDL

UDL draws from a variety of research including the fields of neuroscience, the learning sciences, and cognitive psychology. It is deeply rooted in concepts such as the Zone of Proximal Development, scaffolding, mentors, and modeling, as well as the foundational works of Piaget; Vygotsky; Bruner, Ross, and Wood; and Bloom, who espoused similar principles for understanding individual differences and the pedagogies required for addressing them. For example, Vygotsky emphasized one of the key points of UDL curricula-the importance of graduated "scaffolds". These are important to the novice, but that can be gradually removed as the individual acquires expertise. Scaffolding with graduated release is a practice that is as old as human culture and is relevant to learning in almost any domain, from learning to walk or ride a bike "unaided" to the long apprenticeships of neurosurgery or aircraft flying.

Research on the Principles of UDL

The research basis for the general principles of UDL is also grounded in modern neuroscience. The three basic principles are built upon the knowledge that our learning brains are composed of three different networks, recognition, strategic, and affective. The Guidelines align these three networks with the three principles (recognition to representation, strategic to action and expression, and affective to engagement). This empirical base in neuroscience provides a solid foundation for understanding how the learning brain intersects with effective instruction. This alignment is further extended and clarified by the guidelines and checkpoints.

Promising Practices Research

Promising lines of research include work identifying the specific practices that are critical to meeting the challenge of individual differences-research that has been amassed over decades and by many different researchers. These studies are labeled as "promising" because they appear to fit within the UDL framework, but they have not been tested in a UDL environment or using the framework. It is important that these practices are studied within a UDL environment for them to be considered effective UDL practices. This is an area in which we greatly encourage contributions from the field.

Implementation Research

Fourth, there is research on specific applications of UDL within learning environments, including conditions necessary for implementation, common barriers, and lessons from the field. This new area of research is in its early stages but will take a more prominent place as full-scale curricular applications and system-wide implementations are developed. It should be noted that this is another area in which we greatly encourage contributions from the research field.

Research Evidence by Checkpoint

Explore the research used to develop each UDL Guidelines Checkpoint.

Engagement

Representation

Action & Expression

Do you have UDL-related research you'd like to share? Email us at udlguidelines@cast.org.

# data[].attributes.attachment_link.description
UDL is based upon the most widely replicated finding in educational research: learners are highly variable in their response to instruction. In virtually every report of research on instruction or intervention, individual differences are not only evident in the results; they are prominent.