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My workplace integrates technology to shift toward a paper-less learning - the integration of technology in the classroom has enabled creative gamification of tasks (i.e. kahoot!)

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My workplace has an established OCL, where we use microsoft teams and whatsapp to facilitate our projects and communication

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UDL in postgraduate professional practice learning

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UDL in postgraduate professional practice learning

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Its all in the name, isn't it? 'universal' and 'design' - good words for what we want to achieve in the setting of 'courses' or 'programs' for adult (working) learners i.e. those people who have experienced classroom pedagogy at school and perhaps even at university, but who now do not have the time nor the space to commit to that format for their learning in their graduate practices whether or not they wish to learn to research.  The concept of creating opportunities for learners of all persuasions and professional cultures is an important one and it appears that appreciation of all the components of the framework for UDL will provide a useful starting point and a useful evaluation point. Lynette Lee

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This model appears to be a more developed RAT model. I don't think this model is the most applicable to my context, as there are other models that are more relevant with the same focus.

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The PICRAT model seems to be a more developed version of other models. It was interesting to consider whether the learning experience my company currently offers is reaching the bloom's level of questioning and allowing users to demonstrate creativity. I will definitely consider this model when designing future learning experiences.

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TPaCK is a straightforward model in considering learning design. I feel as though it is relevant to consider how to teach a subject, what you're teaching and how you can effectively use tech to create a meaningful learning experience for users. However, I feel as though PICRAT is a more developed model worth using.

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This model may be relevant when my company is at the stage where we need an LMS system. I am very interested in the prospects of micro-learning and for users to generate their own learning passports/wallets, where they can take learning that they have used to different workplaces. I think it is important for learning to be personalised and authentic and sharing knowledge helps sustain a learning culture.

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This framework is less relevant to my context considering our learning product is already a 'serious game' and alot of of internal learning is self-directed currently. However, when designing future learning and developing more specific internal learning needs, this may become more useful to my context.

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My organisation already facilitates alot of OCL internally. However, this is something that is less developed for our learners. Given our learning experience already demands 1-2 hours per week for the game, there is less engagement in the collaborative space. I could use this model to consider how to facilitate user engagement in the collaborative space so that it becomes less of a leaderboard post space and more engaging.

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I think this model has potential in my context. Our key problem with remote learning is that there is no direct substitute for a live performance, but with this model it gives teachers and students time to think creatively about how we could substitute e.g. Zoom performance to camera, then modify, work on Zoom with camera as audience eye so focusing on camera techniques, then a total recalibration of the original task we could connect with other schools and produce interactive performances across a live platform.

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Unconsciously, I believe I have used the RAT model for integrating healthcare simulation technology into clinical simulation. As facilitators we have been able to review the scenarios run using the audio visual recording, including the debrief delivered by the facilitator. This has supported the ongoing reflection and refinement while integrating digital technologies into clinical education to support learners.

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My organisation already uses a similar framework in guiding how we use technology in collaboration with clinicians. It has proved to be successful and has come about as a result of COVID's impact on face to face training. Using a clinical facilitator, participants are guided through skills in breakout "Zoom Rooms" while sharing knowledge and experience of clinical practice experiences.

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Here is a new article that might interest those who are wanting to look a little further at UDL application in learning

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'UDL and HITS are complimentary... ways to deliver high quality education to all students.' ©DEEMKA STUDIO/Shutterstock

In part one of this two-part series, we presented some benefits of inclusive education, as well as some common challenges that teachers face when planning for and enacting inclusive education. In this article, we share some practical and research-informed strategies, to combine with your existing expertise and favoured teaching approaches that will support you in teaching inclusively. Specifically, we will describe a way to integrate High Impact Teaching Strategies (or HITS) into a Universal Design for Learning (or UDL) framework.
Universal Design for Learning and High Impact Teaching Strategies

Universal Design for Learning (UDL) is an approach to teaching and learning that aims to give all students equal opportunities to learn. UDL is based on the assumption that there is no 'regular' or 'average' student; rather, it recognises that all students are different and unique with respect to their learning history, strengths, preferences, and areas of need.

In this approach student difference is the norm, rather than the exception, in the classroom setting. For this reason, UDL is beneficial in all educational settings because it is designed to improve the learning experience and outcomes for all students.

Rather than a teaching strategy, UDL is a blueprint for delivering a range of different teaching strategies. The blueprint can guide the process of developing and delivering inclusive education in the following ways, many of which you are probably already doing:

1. Determine what it is you want students to know and do at the end of the lesson.

2. Decide how you will assess student learning, using both formative and summative assessment methods. In addition, decide if one, some, or all students will need accommodations or modifications to participate in assessment.

3. Identify any barriers to learning that your students may experience (or ask students what barriers they feel they are experiencing).

4. Create your lesson plan with student strengths and these barriers in mind, and take steps to reduce barriers to learning by proactively providing accommodations or modifications for one, some, or all students.

5. Teach your lesson using a range of teaching strategies that provide all students with lots of opportunities to respond, demonstrate their learning, and receive feedback.

6. Reflect on your teaching - what worked, and what would you do differently next time?

In addition to the steps in the blueprint, UDL is underpinned by three principles:

1. Provide multiple means of representation. This involves presenting content in different formats, such as text, pictures, audio, video, modelling, etc.

2. Provide multiple means of engagement. This involves providing students with different ways to actively engage with the content.

3. Provide multiple means of action and expression. This involves providing students with different ways to demonstrate their learning.

Once these three principles are planned for, we can begin to weave in High Impact Teaching Strategies.

As you may be aware, High Impact Teaching Strategies (HITS) are evidence-based teaching practices that have been identified as most likely to improve student learning. HITS may include strategies for designing instruction, strategies for enacting instruction, and strategies for assessing student learning. HITS are not designed to replace the type of teaching strategies teachers are currently using with success, but should be used strategically to complement other existing effective practices.

Why might integrating HITS into the UDL framework help teachers?

We propose that UDL and HITS are complementary, rather than substitutable, ways to deliver high quality education to all students. Both UDL and HITS are flexible. That is, they are meant to provide guidance rather than rules around how to deliver inclusive education.

In addition, both UDL and HITS are underpinned by a strengths-based approach and adopt a success mindset. That is, UDL and HITS are underpinned by the idea that all students can and will learn and succeed when provided with the right support. If students are not succeeding in the classroom, the solution is to evaluate how the learning context can be adapted to better meet their needs, rather than viewing the problem as originating from within the students themselves.

We consider UDL to be the blueprint for delivering high quality education that is matched to student needs, and HITS to be the specific strategies used within the blueprint. By integrating UDL and HITS, teachers may be better prepared to deliver more inclusive education. Here are five tips for integrating UDL and HITS to deliver effective and inclusive education that will proactively meet the needs of diverse learners.

Tip #1: Make learning outcomes clear and purposeful (UDL) by setting goals (HITS)

To positively impact learning, the purpose of each lesson must be clear, succinct, specific and measurable. Whilst we as teachers may be clear on the learning goals (or intentions) for each lesson, the learner must be also. We recommend avoiding verbs such as 'will know' or 'will understand' when developing goals, as these terms are subjective and can be difficult to measure. We recommend incorporating more specific and measurable action verbs, such as identify, describe, create, build, solve, reflect, and analyse. Using clear and measurable action verbs will help students identify and describe what they are expected to be able to say and do by the end of the lesson (success criteria).

Writing goals in this way can also support students in carrying out self and peer assessment. Starting with clear, specific, and measurable goals will then help you strategically design assessment tasks and select and deliver content that helps students achieve the stated goals (illustrating the process of constructive alignment).

Tip #2: Ensure students are provided with instruction that is well-aligned to learning outcomes (UDL) by structuring lessons (HITS) and using differentiated teaching (HITS)

Once you have specific and measurable learning goals, you can use the concept of backward design to structure lessons, ensuring that all students are given the necessary support to achieve what is expected of them. Structuring lessons involves creating learning materials and learning activities that are well-aligned to the learning goal.

When structuring lessons, the first step is to identify the students' current performance level. This will allow you to build on what students can already do and say, while not setting learning expectations that are not realistic or achievable. Structuring lessons should help you meet students where they are at. At this stage, you might also consider how you will differentiate your teaching and activities for some students who need additional support. Differentiation might include providing accommodations, such as more time to complete a task, a calculator, computer, word bank, or graphic organisation, or more detailed step-by-step instructions.

Tip #3: Ensure students are provided with multiple means of representation (UDL) by incorporating worked examples (HITS) and multiple exposures (HITS)

Providing students with worked examples and multiple exposures can help provide multiple means of representation. Worked examples provide students with a sequence of steps to follow to complete a task or solve a problem. However, as we know, tasks can be performed in different ways. Creating worked examples that show different ways of completing a task or solving a problem can help facilitate flexible and creative ways of thinking and doing.

Worked examples can also be provided in different formats, such as demonstrations, text, video, and pictures. Different worked examples can be provided using multiple exposures. With multiple exposures, concepts are revisited at different times and in different ways. You might consider gradually increasing the difficulty level of a task by providing more complex problems, accompanied by new worked examples, over time. This strategy can help students build fluency with a new concept, and deepen their understanding of the material over time.

Tip #4: Ensure students are provided with multiple means of engagement (UDL) by using explicit teaching (HITS) with questioning (HITS)

First, plan how you will break the larger skill you are teaching down into small teachable components, and use explicit teaching to deliver the foundational knowledge (or building blocks) that all students need. Explicit teaching involves a combination of modelling, practise, and feedback.

Modelling provides you with an opportunity to show students how to perform the skill, practice provides students with the opportunity to perform the skill themselves (e.g., allows for active student engagement), and feedback allows you to provide both corrections and positive statements to students to help shape their learning. Here, we recommend emphasising the practise element of explicit teaching, using questioning.

Questioning can be used to create lots of opportunities for students to respond, stimulate student curiosity, and enhance student motivation. Closed-ended questions can be used to help with recall and facts, and open-ended questions can be used to help students explain, relate, and synthesise what they are learning. It may involve the teacher asking questions of the students (and recruiting individual or choral student responses), or the students asking questions of the teacher. Questioning provides you with in-the-moment opportunities to gauge student understanding of the material and adjust your teaching as needed (either increase or decrease the difficulty level, or your level of assistance).

Tip #5: Ensure students are provided with multiple means of action and expression (UDL) using collaborative learning (HITS)

Collaborative learning allows students the opportunity to work together in groups to solve problems and complete tasks. Following explicit instruction in the foundational concepts, collaborative learning can provide students with an opportunity to explore the content in new ways (and is a great time to incorporate more inquiry-based strategies!).

It's important for groups to be structured and goal oriented, to ensure students can remain on-task and engaged. Students within the group may take on different roles as part of the task, to practise different skills (such as speaking, note taking, instruction following, giving feedback, etc.). Collaborative learning also provides students with opportunities to 'be the teacher' and teach concepts to others, which may deepen their own understanding of the material.

Supporting behaviour and wellbeing

In addition to supporting the academic success of students, the integration of UDL and HITS may also support student behaviour and wellbeing. Students who display challenging behaviour are less likely to participate in learning activities (and thus likely to fall further behind their peers), and are more likely to experience exclusionary disciplinary practices (which further remove them from meaningful learning opportunities). Decades of research suggests that the best way to proactively prevent (and effectively address) challenging behaviour is through the teaching of new skills (Ashdown & Bernard, 2012; Sugai & Horner, 2008).

To be optimally effective, teaching must be matched to the needs of the student, and meet the student where they are at. UDL and HITS provide guidance to teachers about how to adapt their teaching to meet the needs of diverse learners, using a continuum of flexible strategies. What is presented here is only one part of the puzzle, and you will decide if, when and how this approach will be best used in your school and/or classroom space.
References
Ashdown, D. M., & Bernard, M. E. (2012). Can explicit instruction in social and emotional learning skills benefit the social-emotional development, well-being, and academic achievement of young children?. Early Childhood Education Journal, 39(6), 397-405.

Sugai, G., & Horner, R. H. (2008). What we know and need to know about preventing problem behavior in schools. Exceptionality, 16(2), 67-77.
Further reading and resources
ADCET (Australian Disability Clearinghouse on Education and Training). (2021). Webinar: Designing Online Education that Works for All Students - A 7-Step UDL Approach. https://www.adcet.edu.au/resource/10679/adcet-webinar-designing-online-education-that-works-for-all-students-a-7-step-udl-approach

Archer, A. L., & Hughes, C. A. (2010). Explicit instruction: Effective and efficient teaching. Guilford Publications.

Hall, T. E., Meyer, A., & Rose, D. H. (Eds.). (2012). Universal design for learning in the classroom: Practical applications. Guilford Press.

Ministry of Education New Zealand.(n. d.). Guide to Universal Design for Learning. TKI Te Kete Ipurangi, Inclusive Education. https://www.inclusive.tki.org....

Victoria State Government. (2020). High Impact Teaching Strategies. Excellence in Teaching and Learning. Department of Education and Training. https://www.education.vic.gov.au/Documents/school/teachers/support/high-impact-teaching-strategies.pdf (PDF, 859KB)

Wakefield, M. A. (2018). UDL and the learning brain. CAST. https://www.cast.org/binaries/content/assets/common/publications/articles/cast-udlandthebrain-20190501.pdf (PDF, 593KB)

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Practical, research-informed strategies to teach more inclusively

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In part one of this two-part series, we presented some benefits of inclusive education, as well as some common challenges that teachers face when planning for and enacting inclusive education. In this article, we share some practical and research-informed strategies, to combine with your existing expertise and favoured teaching approaches that will support you in teaching inclusively.

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UDL is already a recommendation in public education. I'm unsure how I could translate this to L&D for IT.

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Universal Design for Learning planning tool

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This tool will assist teachers with lesson planning, teaching and assessment for all students in their classroom when learning from home.

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We have a similar framework that has been drafted for schools in alignment with the SEF. I think the the Technology Integration Matrix is too complex for implementation in our context.

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OCL is a great way to engage learners in discussion after reviewing content, say a live workshop or video content - I would love to see open discussion about learning content and have raised this with my corporate counterpart.

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The PICRAT matrix is a nice, clear and easy to use tool that could be used by teachers and leaders of learning within schools to assess how technology has been integrated into learning programs and use the information gathered to enhance and develop these integrations in a targeted manner. This would be highly beneficial for me within my current educational context as well.

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I liked how this framework simplified the process of assessing and planning for the effective integration of technology in the classroom.  I think it could be well used in both planning for effective integration and assessing pre-exisiting integration.

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The focus on differentiation and the ability to cater to all students with UDL is a huge benefit of the framework and something that would be of great benefit within my own professional context. As such it is something I am very interested in finding out more about.

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The OCL model seems to have some fantastic benefits that could be harnessed in terms of building student engagement and interaction through the collaborative nature of the framework.

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I am most drawn to the technology integration matrix as I believe it is an exceptional framework to enhance the learning experience for students. The benefits of integrating technology into the classroom include supporting differentiated learning, preparing students for life after completing their studies and encouraging teamwork and collaboration, to name a few. Creating a space for students to engage in meaningful learning is very important to me, so ensuring that teaching uses technology as it applies to both face-to-face and online learning is the next step to innovate pedagogy continuously.

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Online collaborative learning is a technique that has become extremely important in HE since the pandemic as it allows for students to interact with each other and formulate ideas in a practical learning environment, mirroring that of group work in a physical classroom environment. Whilst I like the idea of the educator facilitating the technique through ‘breakout’ rooms in programs such as Zoom or Blackboard Collaborate, I do have some concerns about the effectiveness of the technique with large classes. My primary concern is that the breakout rooms require high levels of learner agency, as the educator provides the students with guidance and resources, but in order for the exercise to work effectively, the students need to direct the brainstorming and synthesis of ideas.

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mobile learning for frontliners. by kataryna terry

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mobile learning for frontliners. by kataryna terry

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i am excited to share this theory with my colleagues to halp use recognise and reinvigorate our instructional design offering for our post-grad nursing 'students'. whilst there is a willingness to 'innovate' and 'augment' current instructional design, i don't think anyone has really gone past aesthetic changes and considered more profound changes to really engage and facilitate our overworked, time poor student cohort.

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PICRAT matrix would be a simple and useful tool for school teachers, particularly those who are not overly confident with technology, to implement. I like that it is easy to see the relationship between the task and the level of student relationship with the task.

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The UDL Framework is very relevant in my teaching setting. It is essential to provide scope for all children to find success through differentiation. The UDL framework is successful as it supports and extends all students in the classroom.

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I have noticed a preference and in some cases a need to access issues for some students to use mobile devices to join in lessons. The main concern is their ability to participate equally. I'm not sure how realistic/practical it is to be inclusive of this kind of access, yet, but there are clear advantages in functions being mobile device friendly from a UDL point of view at least.

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Providing quality differentiation in the classroom is one of the biggest challenges teachers face. I feel that this for this framework to be used successfully, other frameworks such as RAT would need to be in place first, to ensure teachers have developed their knowledge of digital pedagogy and are able to make selective choices.

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Any framework that references creativity is my kind of framework! Its consideration of the student's engagement with learning would help to keep teachers focused on both the content that needs to be delivered and how technology can help students connect with it.

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This is a clear model that would perhaps be a non-threatening place to start with staff who have only ever operated on the 'substitution' level. Re: the video, I've always had mixed feelings about suggesting digital tools if I'm not an experienced user myself and can therefore provide guidance if they have a problem. It's true that students can often figure it out themselves and teach you and I would never want to limit student choice, but still...

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I liked how this emphasised inclusion of different knowledge to the whole, the idea of the teacher with more tech, pedagogical and content know-how collaborating in a kind of bottom up source of development. It seems to be practical. You can see three aspects at play in the move of face-to-face classes to zoom, were a knowledge of what students need to do in a class room needs to be balanced by the realities of the tech while still exploiting its potential in a way that doesn't lose sight of the course outcomes.

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I had never heard of this matrix before. I like how it is set out as a matrix and takes both the teacher's integration of technology in the learning activities but also the students' relationship with the technology.

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A few weeks ago I completed a Professional Development based on this framework. I found that in my context (Education) it would be applicable as it would provide accessibility the diversity of learners we cater for in Learning Enrichment.

Mary-Jean Gilder

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I see the SAMR model as just an expanded RAT model. I can see it as a continuum from fine use of tech ....to...... rich use of tech. I think it would be very useful to use when looking at tech integration in teaching programs. I would hope that I have a variety of S.A.M.R activities across a term. Rather than a heavy reliance on Substitution.

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Within a classroom environment there will always be students with similarities and differences relating to the multidimensional facets of education, engagement, and social interactions. Once technology is introduced, I believe a plethora of additional considerations are presented. With this in mind, by providing challenging and achieving outcomes/tasks for students is a way of redirecting to the learning intentions, make connections and begin building the associated soft skills. I am interested in Universal Design for Learning as it has the potential to remove the white noise and integrate technology as a valuable tool.

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The UDL model is appealing to me as I feel that I try to use this model in my everyday teaching. Especially teaching a pre-K class, I am constantly looking for different elements to include in my teaching to maximise understanding and engagement.

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Having never heard of the PICRAT Matrix before, I am very drawn to this one. I appreicate that it takes into consideration the learners in a significant way. The PICRAT model provides a framework to consider a wider view of the learning.

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The SAMR Model is one I have previous experience in and refer to in my own professional practice. It does encourage me to consider if I am just using technology as a substitute rather than pursuing its full potential.

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Detailed model of use of technology: Verity

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Detailed model of use of technology: Verity

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I like the detail of this model. I like how it gives you the opportunity to consider the purpose of your technology use, with regards to the level of depth, working through from teacher directed entry level tasks to the deeper level of student centred 'transformative' tasks. It also accounts for different types of learning such as authentic and goal centred. You could use this matrix to ensure that you are including different types of learning and working through to deeper levels of understanding.

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The SAMR model is one I currently use. I don't think you eliminate any of the components because it allows you to differentiate based on the skill level of your students. But it's great to see students and teachers when they first start using technology and how they compare after a few months and dipping into new strategies and pedagogy that applies the model at the modification or redefinition stage

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I liked the TPaCK model as it reminded me that there is a dynamic relationship between the teachers knowledges - their content knowledge, their pedagogical awareness and creativity and their engagement with digital technologies to enhance student learning.
This structure makes room to expand knowledge in any of those domains just as we would expand knowledge in a straightforward way in content, for example.
School teachers are often reluctant to approach new concepts unless they can see that they have some knowledge in the space or something to offer - TPaCK reminds them to conceive of their knowledge as one aspect of the knowledge base they need to be effective classroom practitioners.

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The PICRAT Matrix is definitely a framework I will adopt. I think this framework aids innovation to reflect on producing work that has value and instils confidence and the building of capability amongst teams.

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Using the UDL framework promotes timesaving practices that aids learning that is equitable and convenient. Utilising the constructs of UDL, resources transformed with the augmentation of captions, transcripts and applications enhances the efficacy of intended learning outcomes.

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Online collaborative working spaces enable better practical facilitation to share ideas of technology use and provide real time guidance to demonstrate it's capabilities increasing confidence of participants.

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This is a great model to evaluate technologies against, as we strive for more creative uses, and seek to amplify and transform learning activities. It is one I can really see myself using to assess selection of technologies into the future. When you consider it in conjunction with either Bloom's or Laurillard's Learning Types, you can get really intentional about the incorporation of tech into your learning designs.

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The SAMR model similarly to the RAT model resonated the most. The notion of substituting a traditional approach (essay on paper) with technology is the what all educators and learners have been exposed to during this pandemic in varying degrees. What I like about this model is the gradual development of not only the technological tool implementation but also the academic growth of the task. This would allow students to develop the dynamic digital skills needed for our future society. At our College we have achieved the Substitution and Augmentation of the framework, however, we need to strive towards attaining Modification and Redefinition .

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I was attracted to this model as we covered it in a previous subject (DIL). In my business context there is a blend of blue/white collar workers, with different levels of prior exposure to learning. We strive to cater for diversity (of all kinds) and provide equal opportunity learning environments, but we are 'UDL-lite' in that we are limited to relying on clear sign-posting, explicit plain-English instructions, varied presentation of materials, use of closed captions (where possible) and provide a balance of achievable & more challenging learning activities within our programs. Whilst we try to differentiate participant groups and tailor accordingly, a lot of our programs are 'whole organisation' or 'whole group' (for e.g. 180+ people leaders) so I'm not sure we're able to cater to all needs, all the time. I think we could do more to incorporate this framework more strongly to better cater for different needs and abilities.

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This model describes how we leverage technology in my context, especially exploring Amplification to enhance learning outcomes. We've recently started using Mural Board in ILVT sessions and this speeds up and enhances the contributions of all participants, and taking what were previously classroom based sessions to virtual would be a good example of Transformation.

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OCL is an approach I would love to incorporate into our workplace training, however I suspect it relies on learners with strong agency or high motivation, or at the least, where participation is incentivised in some way. The concept of collaboratively solving problems together would provide rich learning but in my context much of the learning offering is mandatory, so its application at this stage is uncertain.

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Being a creative arts teacher in an inquiry based context, I value the integration of technology in the classroom. The inquiry process correlates with the gradual release of autonomy and student agency that is displayed in the technology matrix. Through this lens, I use the matrix to integrate technology as an entry point that communicates procedures for students to commence their learning through a recommended tool. Once students have mastered the procedure, choice is given in the next task to select tools with similar accessibility and functions. This therefore initiates a slow release of autonomy through activities that fuel collaboration and peer feedback. Students therefore learn innovative ways to engage with technology directed by collective acquisition of skills.

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The UDL framework is aimed at designing accessible learning experiences. This framework would enable individuals within my context to partake in work that is accessible through different methods of instruction and delivery. In the context of education, this framework is important and would encourage educators to design learning experiences using technology that can be undertaken by all students.

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I really like the PICRAT model. I had never heard of it before. I think it could be a really simple tool to help evaluate the digital inclusions were currently have in place, which have traditionally just been shoved in as they were new and different, to assess their value and purpose in the learning initiative moving forward.

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OCL is an area that we are trying to better incorporate into our workplace learning approach. As a national organisation it is very difficult to connect with all staff, so facilitating this through digital means is a practical solution. Also, as a very small L&D team we are not able to be experts in all the knowledge areas the organisation requires, so supporting staff, many who are experts in their own right, to connect and collaborate is a key solution to bridging this gap. Using the OCL framework would help us to organise and implement this in a strategic and purposeful way.

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The UDL framework is deeply embedded in my learning designs. Working with and supporting people with a wide range of disabilities and other support needs, such as English as a second language, accessibility is a priority to ensure they can participate successfully in the learning offerings.