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Ablesim is something we all consciously and unconsciously fall into. However, just being conscious about it makes a huge difference.

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UDI means that, rather than designing for the average student, you design instruction for potential students who have broad ranges with respect to ability, disability, age, reading level, learning style, native language, race, and ethnicity.

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Universal Instructional Design (UID) is a philosophy of practice that aims to ensure teaching and learning is accessible to the widest group of people. Consider the differences between these two scenarios (Silver, Bourke, & Strehorn, 1998):

A Universal Instructional Design Approach

Students find that many of the accommodations they would have requested are already addressed as part of their course experience. Course design and teaching approaches benefit many students due to flexibility and increased accessibility.

A Disability Approach

Modifications to an instructor's approaches or assessment are made for students with disabilities, but it requires them to self-identify, request specific accommodations, and wait for these adjustments to be implemented.

Principles of Universal Design, Universal Instructional Design and Universal Design for Learning each offer educators a range of considerations that can be applied to course design and instruction. The following table provides a summary of key principles in UID and their implications for instruction (adapted from Black, Weinburg, & Brodwin, 2015).

Universal Design for Learning

Perception: Use multiple ways of customizing and engaging with information such as built-in alternatives for auditory and visual information.

Language and symbols: Clarify vocabulary, syntax, mathematical notation, and promote understanding across languages.

Comprehension: Activate background knowledge, highlight patterns, guide information processing, with the overall goal of maximizing transfer of knowledge between contexts.

Resourceful, knowledgeable learners

Physical action: Vary the methods for navigation and response, optimizing access to tools and assistive technologies.

Expression and Communication: Use multiple media for communication, multiple tools for construction and composition, and build fluencies through graduated levels of support, practice, and guidance.

Executive functions: Guide goal setting, support student planning and development, and enhance students' capacity for monitoring progress.

Strategic, goal-directed learners

Recruiting Interest: Optimize individual choice, autonomy, relevance, and value while minimizing threats and distractions.

Sustaining Effort and Persistence: Heighten the salience of goals and objectives, vary the demands and resources utilized, and increase mastery-oriented feedback.

Self-Regulation: Promote expectations and beliefs that optimize motivation, facilitate personal coping skills and strategies, and develop self-assessment and reflection.

Purposeful, motivated learners

Strategies for Engaging Universal Instructional Design

Reflect on the above principles and note two things: (1) your current teaching practices that already uphold these principles, and (2) possible areas of development or enhancement. This sets the stage for you to make valuable, significant improvments through small, incremental changes. After identifying one principle that you'd like to improve upon, focus on that principle for a while. Explore possibilities for developing a practice around the principle you've selected and plan out ways that you might add to or alter your teaching practices to address the principle.

Questions?

If you have further questions about incorporating Universal Instructional Design into your teaching or course design, please contact one of our educational developers.

Black, R. D., Weinberg, L. A., & Brodwin, M. G. (2015) Universal design for learning and instruction: Perspectives of students with disabilities in higher education. Exceptionality Education International, 25, 1-16.

Silver, P., Bourke, A., & Strehorn, K. C. (1998). Universal instructional design in higher education: An approach for inclusion. Equity & Excellence, 31(2), 47-51.

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Western University, in vibrant London, Ontario, delivers an academic and student experience second to none.

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2021, Journal of Retailing and Consumer Services

This study examines the structural relationships between the perceived value dimensions of quality, emotional, price, and social, positive and negative emotions, psychological well-being, and loyalty in the video game context along with the moderating role of the perceived severity of COVID-19. This study collected data from 258 video game consumers in the United States via three waves of surveys. The findings of structural equation modeling revealed significant associations among the perceived value dimensions, emotions, psychological well-being, and loyalty. In addition, the moderating role of the perceived severity of COVID-19 showed that the impact of video game consumers' positive emotions on psychological well-being would be weaker with a high level of perception of the severity of COVID-19. Based on the empirical results, this research proposes theoretical (i.e., extension of the cognitive appraisal theory in a digital environment, and integration of the cognitive appraisal theory with the two-factor theory of motivation) and practical implications (i.e., how to increase levels of users' psychological well-being and loyalty via video games) for the video game industry during and after the era of COVID-19.

2023, Large-Scale Assessments in Education

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