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How the human brain works

The human brain is an intricate organ. At approximately 3 pounds, it contains about 100 billion neurons and 100 trillion connections. Your brain is command central of all you think, feel, and do.

Your brain is divided into two halves, or hemispheres. Within each half, particular regions control certain functions.

The two sides of your brain look very much alike, but there's a huge difference in how they process information. Despite their contrasting styles, the two halves of your brain don't work independently of each other.

Different parts of your brain are connected by nerve fibers. If a brain injury severed the connection between sides, you could still function. But the lack of integration would cause some impairment.

The human brain is constantly reorganizing itself. It's adaptable to change, whether it's physical or through life experience. It's tailor-made for learning.

As scientists continue mapping the brain, we're gaining more insight into which parts control necessary functions. This information is vital to advancing research into brain diseases and injuries, and how to recover from them.

The theory is that people are either left-brained or right-brained, meaning that one side of their brain is dominant. If you're mostly analytical and methodical in your thinking, you're said to be left-brained. If you tend to be more creative or artistic, you're thought to be right-brained.

This theory is based on the fact that the brain's two hemispheres function differently. This first came to light in the 1960s, thanks to the research of psychobiologist and Nobel Prize winner Roger W. Sperry.

The left brain is more verbal, analytical, and orderly than the right brain. It's sometimes called the digital brain. It's better at things like reading, writing, and computations.

According to Sperry's dated research, the left brain is also connected to:

The right brain is more visual and intuitive. It's sometimes referred to as the analog brain. It has a more creative and less organized way of thinking.

Sperry's dated research suggests the right brain is also connected to:

imagination

holistic thinking

intuition

arts

rhythm

nonverbal cues

feelings visualization

daydreaming

We know the two sides of our brain are different, but does it necessarily follow that we have a dominant brain just as we have a dominant hand?

A team of neuroscientists set out to test this premise. After a two-year analysis, they found no proof that this theory is correct. Magnetic resonance imaging of 1,000 people revealed that the human brain doesn't actually favor one side over the other. The networks on one side aren't generally stronger than the networks on the other side.

The two hemispheres are tied together by bundles of nerve fibers, creating an information highway. Although the two sides function differently, they work together and complement each other. You don't use only one side of your brain at a time.

Whether you're performing a logical or creative function, you're receiving input from both sides of your brain. For example, the left brain is credited with language, but the right brain helps you understand context and tone. The left brain handles mathematical equations, but right brain helps out with comparisons and rough estimates.

General personality traits, individual preferences, or learning style don't translate into the notion that you're left-brained or right-brained.

Still, it's a fact that the two sides of your brain are different, and certain areas of your brain do have specialties. The exact areas of some functions can vary a bit from person to person.

According to the Alzheimer's Association, keeping your brain active may help increase vitality and possibly generate new brain cells. They also suggest that a lack of mental stimulation may increase the risk of developing Alzheimer's disease.

Here are a few tips to keep your brain stimulated:

In addition to thinking exercises, your brain benefits from a good physical workout. Just 120 minutes of aerobic exercise a week can help improve learning and verbal memory.

Avoid junk food and be sure to get all the essential nutrients you need through diet or dietary supplements. And, of course, aim for a full night's sleep every night.

If you're trying to nourish your creative side, here are a few ways to get started:

Read about and listen to the creative ideas of others. You might discover the seed of an idea you can grow, or set your own imagination free.

Try something new. Take up a creative hobby, such as playing an instrument, drawing, or storytelling. A relaxing hobby can help your mind wander to new places.

Look within. This can help you gain a deeper understanding of yourself and what makes you tick. Why do you gravitate toward certain activities and not others?

Keep it fresh. Break your set patterns and go outside your comfort zone. Take a trip to a place you've never been. Immerse yourself in another culture. Take a course in a subject you haven't studied before.

Even something as creative as music takes time, patience, and practice. The more you practice any new activity, the more your brain adapts to the new information.

Whether you're working out a complicated algebraic equation or painting an abstract work of art, both sides of your brain are actively participating and providing input.

You're not truly left-brained or right-brained, but you can play to your strengths and continue broadening your mental horizons. A normal, healthy brain is capable of lifelong learning and boundless creativity.

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Left Brain vs. Right Brain: What's the Difference?

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The human brain is an intricate organ. At approximately 3 pounds, it contains about 100 billion neurons and 100 trillion connections. Your brain is command central of all you think, feel, and do. Your brain is divided into two halves, or hemispheres. Within each half, particular regions control certain functions.

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Millennials have often led older Americans in their adoption and use of technology, and this largely holds true today. But there has been significant growth in tech adoption since 2012 among older generations - particularly Gen Xers and Baby Boomers.

More than nine-in-ten Millennials (93% of those who turn ages 23 to 38 this year) own smartphones, compared with 90% of Gen Xers (those ages 39 to 54 this year), 68% of Baby Boomers (ages 55 to 73) and 40% of the Silent Generation (74 to 91), according to a new analysis of a Pew Research Center survey of U.S. adults conducted in early 2019.

Similarly, the vast majority of Millennials (86%) say they use social media, compared with smaller shares among older generations. While the share of Millennials who say they use social media has remained largely unchanged since 2012, the shares of Gen Xers, Boomers and Silents who use social media all have increased by at least 10 percentage points during this period.

Unlike with smartphones and social media, tablet ownership is now comparable across most generations. Today, 55% of Gen Xers, 53% of Millennials and 52% of Boomers say they own tablets. A smaller share of Silents (33%) report owning tablets.

Those in the Silent Generation also lag when it comes to having broadband service at home. Whereas most Millennials (78%), Gen Xers (78%) and Boomers (74%) say they subscribe to home broadband, fewer than half of Silents (45%) say this.

In terms of specific platforms, around three-fourths or more of both Millennials and Gen Xers now report using Facebook (84% vs. 74%, respectively). Boomers and Silents have both increased their Facebook use by double digits since 2015. In fact, the share of Silents using Facebook has nearly doubled in the past four years, from 22% to 37%.

Almost all Millennials (nearly 100%) now say they use the internet, and 19% of them are smartphone-only internet users - that is, they own a smartphone but do not have broadband internet service at home. Large shares of Gen Xers (91%) and Boomers (85%) use the internet, compared with just 62% of Silents. When it comes to smartphone-only internet users, 17% of Gen Xers go online primarily via a smartphone, as do 11% of Boomers and 15% of Silents.

Baby Boomers continue to trail both Gen Xers and Millennials on most measures of technology adoption, but adoption rates for this group have been growing rapidly in recent years. For example, Boomers are now far more likely to own a smartphone than they were in 2011 (68% now vs. 25% then).

Although Boomers have been adopting a range of technologies in recent years, members of the Silent Generation are less likely to have done so. Four-in-ten Silents (40%) report owning a smartphone, and fewer (33%) indicate that they have a tablet computer or use social media (28%). Previous Pew Research Center surveys have found that the oldest adults face some unique barriers to adopting new technologies - from a lack of confidence in using new technologies to physical challenges manipulating various devices.

While generations differ in their use of various technologies, a 2018 Center survey found that younger internet users also were more likely than older Americans who use the internet to say the internet has had a positive impact on society: 73% of online Millennials said the internet has been mostly a good thing for society, compared with 63% of users in the Silent Generation.

Americans were also less positive about the societal impact of the internet last year than four years earlier. Gen Xers' views of the internet's impact on society declined the most in that time. In 2014, 80% of Gen X internet users believed the internet had been mostly a positive thing for society, a number that dropped to 69% in 2018. Millennial and Silent internet users were also somewhat less optimistic last year than in 2014.

Note: This is an update of a post originally published May 2, 2018, and written by Jingjing Jiang, a former research analyst focusing on internet and technology. See full topline results and methodology here.

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Millennials stand out for their technology use, but older generations also embrace digital life

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Millennials have often led older Americans in their adoption and use of technology. But there has been significant growth in tech adoption among older generations.

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Betts, Kristen, Brian Delaney, Tamara Galoyan, and William Lynch. 2021. "Historical Review of Distance and Online Education from 1700s to 2021 in the United States: Instructional Design and Pivotal Pedagogy in Higher Education." Journal of Online Learning Research and Practice 8 (1).

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Kristen Betts, Brian Delaney, Tamara Galoyan, William Lynch

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Historical Review of Distance and Online Education from 1700s to 2021 in the United States: Instructional Design and Pivotal Pedagogy in Higher Education | Published in Journal of Online Learning Research and Practice

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Betts, Kristen, Brian Delaney, Tamara Galoyan, and William Lynch. 2021. "Historical Review of Distance and Online Education from 1700s to 2021 in the United States: Instructional Design and Pivotal Pedagogy in Higher Education." Journal of Online Learning Research and Practice 8 (1).

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Michelle D. Miller

Available now!
April 2022
288pp
PB 978-1-952271-47-2
$24.99
eBook 978-1-952271-48-9
$24.99

Teaching and Learning in Higher Education Series

Teaching, Learning, and the Science of Memory in a Wired World

Summary

Human minds are made of memories, and today those memories have competition. Biological memory capacities are being supplanted, or at least supplemented, by digital ones, as we rely on recording—phone cameras, digital video, speech-to-text—to capture information we’ll need in the future and then rely on those stored recordings to know what happened in the past. Search engines have taken over not only traditional reference materials but also the knowledge base that used to be encoded in our own brains. Google remembers, so we don’t have to. And when we don’t have to, we no longer can. Or can we?

Remembering and Forgetting in the Age of Technology offers concise, nontechnical explanations of major principles of memory and attention—concepts that all teachers should know and that can inform how technology is used in their classes. Teachers will come away with a new appreciation of the importance of memory for learning, useful ideas for handling and discussing technology with their students, and an understanding of how memory is changing in our technology-saturated world.

Contents

Introduction: Machines, Memory, and Learning
1. What Technology Does to Us (and for Us): Taking a Critical Look at Common Narrative
2. Why We Remember, Why We Forget
3. Enhancing Memory and Why It Matters (Even though Google Exists)
4. Memory Requires Attention
5. The Devices We Can’t Put Down: Smartphones, Laptops, Memory, and Learning
Conclusion: How Memory Can Thrive in a Technology-Saturated Future

Notes
Acknowledgments
Index

Author

Michelle D. Miller is a professor of psychological sciences and President’s Distinguished Teaching Fellow at Northern Arizona University. She is the author of Minds Online: Teaching Effectively with Technology.

Reviews

“This is the book we need: a clear, lively, and authoritative examination of technology, memory, and learning—perhaps the most critical subjects in all of higher education right now.”
Kevin Gannon, author of Radical Hope: A Teaching Manifesto

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Remembering and Forgetting in the Age of Technology: Teaching, Learning, and the Science of Memory in a Wired World

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Remembering and Forgetting in the Age of Technology
Michelle D. Miller

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Low-stakes assignments are forms of evaluation that do not heavily impact students' final grades or other educational outcomes. The purpose of low-stakes assignments is to provide students with an indication of their performance while taking a course and give students an opportunity to improve their performance prior to receiving a final grade, either on an assignment or in a course.

As Vincent Tinto writes in Completing College: Rethinking Institutional Action (2012), "To be effective, assessments must be frequent, early, and formative." At colleges and universities recognized by the National Survey on Student Engagement for their success in promoting student's active engagement in their learning: "Feedback from faculty to students is timely and frequent, as documented both by NSSE data and by interviews with students and faculty members" (Kuh, et al. 2010).

Low-stakes assignments tend to work best when they generate formative feedback regarding where students are in the course, what they are doing well, and where they may need development to ultimately succeed in the class. At DePaul, there is a general expectation that students will be given feedback early in the quarter or term, and low-stakes assignments are a powerful method of doing so.

For students in their first year, whether as freshmen or transfers, such feedback is especially important in order to help them understand the expectations at DePaul. Early feedback also enables faculty to use DePaul's BlueStar system to identify students who may need additional assistance and share that information with the students and their academic advisors.

Benefits of Low-Stakes Assignments

Low-stakes assignments

Give students a realistic idea of their performance early in the term, enabling them to seek appropriate resources as needed

Open up lines of communication between students and their instructors, and may increase students' willingness to ask for help

Provide feedback for instructors on how well students are absorbing information and progressing in their skill development

Allow instructors to direct students to resources if they need further assistance or support

Give students an opportunity to be active participants in the evaluation of their own learning

Increase the likelihood that students will attend class and be active and engaged

Low Stakes-Assignments in Online and Flex Modality Courses

While all classes can benefit from frequent low-stakes assignments, it's especially important in online and Flex modalities. In a face-to-face classroom, instructors may assess student learning in informal ways using nonverbal cues-a puzzled look or an affirming nod, for example. In a online and Flex courses, instructors may have more difficulty picking up these cues from students, especially if they don't always have their cameras on or you're not meeting synchronously. In Flex classes, it can also be more challenging to pick up on nonverbal cues among in-person students if also trying to monitor engagement and participation among remote students at the same time. ​​

D2L Tools for Low-Stakes Assignments

​D2L tools will help you to implement low-stakes assignments in all types of courses and course modalities.

Quizzes are often used for multiple-choice or other objective question types because they can be graded automatically, allowing students to get feedback immediately. For low-stakes assignments, you may want to allow students to review the questions and their answers after they take the quiz. You can set up Submission Views to allow for this. Instructors can also view quiz statistics to see if the class is struggling with a particular concept and review that topic with them.

Discussions

Discussions allow students to share short pieces of writing or other media with you and their classmates. They work well for sharing rough drafts or other early-stage components of larger projects for peer review or for certain journaling assignments.

Submissions

Submission folders allow students to submit work privately to you. You may be used to using Submissions for major assignments like research papers. For shorter, less formal pieces of writing, you can change the Submission Type to "Text" to allow students to type their response directly into D2L rather than uploading a file from their computer.

Examples of Low-Stakes Assignments

Though given less weight, low-stakes assignments may be similar in type and kind to high-stakes assignments: they tend to reflect the kind of work students are going to be expected to do for a final exam, paper, or other summative project.

Components of a Larger Project

When assigning students a writing or research project, break down the elements of the project and use one or more as a low-stakes assignment. Require students to submit their works-in-progress so that they can receive early written feedback and a small grade, which could consist simply of a check or check-minus. Any one (or more) of the following elements could be collected and used as a low-stakes assignment:

Prospectus or proposal

Abstract

Thesis statement

Outline

Annotated bibliography

Specific sections of the final project (e.g., introduction, methods, lit. review)

Early-stage drafts of a paper

Early Drafts and Peer Review

Midway through a writing project, have students bring a full or partial draft of their paper to class and then exchange feedback with a peer. Students will receive valuable feedback that they can use to revise their work.

Try providing students with a rubric to help them give their peers targeted, assignment-specific feedback. Also, consider inviting Writing Center tutors to your class to model how peer review can be conducted effectively.

Mid-Project/Quarter Conferences

Around midterm or during the planning stages of a major course project, ask students to meet with you for conferences. If the class is too large for you to meet with each student individually, assign students to meet with you in groups, or one-on-one with their TA. The conference time might be dedicated to discussing the students' progress towards course goals or providing feedback on a particular project.

To get the most out of your conference time, ask students to complete and bring with them a self-assessment form or project proposal. Alternatively, ask students to write down one question they have about the course, content covered in class, or an assignment they are currently working on. Having a document to reference will keep the conversation on track and help put both you and your students at ease.

Group Work Planning and Reflection

When students are working in groups, require them to submit a statement outlining each group members' responsibilities and/or a timeline that measures their progress. Periodically throughout the group project, ask students to submit short reflections detailing their progress and any areas where they need support.

Weekly Quizzes

For a course where exams are the primary means of summative assessment, give students a quiz at the end of each week with questions based on content covered up to that point. Although the quiz might not count for credit (or might only count for a very small portion of the final grade), it will give students an idea of what they already learned and which concepts they need to spend more time with. Quizzes can be paper-based, conducted during class using Polling or posted online in D2L Quizzes.

Class Problem Solving

In a course where students learn new computational or mathematical concepts, have a problem posted on the board or screen at the start of each class, or in a collaborative document. Students can work individually, in pairs, or in small groups to find the solution. Spend part of class going over the problem as a big group, or review the problem in a short video.

Course Concept Journals

Consider having students keep a regular journal where they can engage with and apply course concepts. For example, in an Introduction to Political Science course, ask students to read the politics section of the New York Times and keep a weekly concept-application journal. For each entry, students should select one article that they read, summarize it, and show how the article demonstrates a theoretical concept discussed that week in class. Review students' journals every other week or so and give each entry brief feedback.

Reading Journals

In a course where students are required to do weekly readings, assign a reading journal. Entries might require students to summarize and respond to the source, or to answer a set of questions provided by the instructor. Students can submit their journal entries through D2L, by handing in hard copies every other week, or by posting them on a course blog.

Short Writing Assignments

Give students a prompt that corresponds to a class reading assignment, concept, or activity and have them turn in a short written response. Return the students' responses with your brief feedback, indicating whether the students are on track or not (a simple "check plus" or "check minus" could be used). In large classes where you might not have time to give individualized written feedback to each student, share and discuss one or two anonymous students responses at the next class meeting or in a D2L News item or weekly introduction.

Discussion Questions

Post open-ended questions designed to promote engagement with the current course content or an upcoming project or assignment. Invite students to ask questions and identify areas of confusion, and answer the questions posted by their peers. See Facilitating Discussions for additional suggestions.

Support for Low-Stakes Assignments at DePaul

University Center for Writing-based Learning (UCWbL)
Discuss how you can incorporate writing in a low-stakes assignment by contacting Matthew Pearson, Director of the UCWbL. You can also invite peer tutors to your classroom to demonstrate effective peer review before having your own students give feedback to one another.

University Libraries
If you're interested in using an element of a research project as a means of giving early feedback to students, connect with a university librarian. University librarians can offer feedback and resources for designing research projects for students.

Center for Teaching and Learning (CTL)
Have a question about integrating discussion forums in your classes? Not sure which platform might be best for setting up a course blog? Contact the CTL for help identifying and implementing a technology tool to help meet your goals.

Further Reading

Angelo, T., & Cross, K.P. (1993). Classroom assessment techniques. San Francisco: Jossey-Bass, Inc.

Bean, J. C. (1996). Engaging ideas: the professors guide to integrating writing,critical thinking and active learning in the classroom. San Francisco: Jossey-Bass Publishers.

Kuh, G. D., Kinzie, J., Schuh, J.S., and Whitt, E.J. (2010). Student success in college: Creating conditions that matter. San Francisco, CA: Jossey-Bass.

Lang, J. M. (2013). Cheating Lessons: Learning from Academic Dishonesty. Cambridge, MA: Harvard University Press.

Nilson, L. B. (2010). Teaching at its best: A research-based resource for college instructors. San Francisco: Jossey-Bass.

Tinto, Vincent. (2012). Completing college: Rethinking institutional action. Chicago, IL: University of Chicago Press.

Warnock, Scott. (2013). Frequent, low-stakes grading: Assessment for communication, confidence. Faculty Focus. Madison, WI: Magna Publications.

​

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Low-stakes assignments are forms of evaluation that do not heavily impact students' final grades or other educational outcomes. The purpose of low-stakes assignments is to provide students with an indication of their performance while taking a course and give students an opportunity to improve their performance prior to receiving a final grade, either on an assignment or in a course.

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Should mobile devices be encouraged in class? Trinity College, CC BY-NC-ND

It's hard not to notice the connection of today's youth to technology.

Fused to their smartphones around the clock, they prefer screens to paper and text message to speech; they consider leaving voicemail an act of interpersonal aggression.

They seem to focus differently too: skimming and sampling their way through multiple streams of data, they look like they're taking it in all at once.

Some educators call them "digital natives," reflecting the idea that tech is at the core of who they are and how they function.

If living with technology really has rewired this generation for multitasking, what implications does this have for how we educate them? Should we tolerate - or maybe even encourage - mobile devices in class? And should we worry when we see students keeping an eye on social media or other diversions while doing homework?

Why attention matters for learning

As a professor who specializes in course design, I deal with these questions frequently as I help fellow faculty devise better strategies. In this work, I draw on my research background in cognitive psychology, a specialization focusing on mental processes such as reasoning, memory and attention.

Of those processes, attention is one that I tell teachers to be particularly attuned to. Research shows that memory - especially working memory, which holds information we're using in the present moment - is deeply intertwined with attention.

Without sustained focus, we retain surprisingly little, and that window of focus is much narrower than we may realize.

So, are the minds of digital natives - or any heavy tech users - better or worse when it comes to attention? It's a complicated question, partly because attention works in some paradoxical ways.

The function of attention is to prioritize where we put our limited cognitive resources at any given moment. One thing attention does is keep irrelevant information at bay. Like a bouncer at an exclusive nightclub, its job is to ensure that only the most important and relevant elements pass through into conscious awareness.

But at the same time, a well-functioning attention system has to stay open to information that's in the background and could be potentially useful. That mental bouncer has to constantly scan the crowd for anyone who might turn out to be a great addition to the party, pick them out and usher them inside.

What technology does to the ability to pay attention

Technology seems to have a bigger impact on that second side of attention.

Certain kinds of tech use - habitually consuming lots of online media at once, or playing certain kinds of video games - appear to boost the ability to efficiently pick up on peripheral information while keeping up with a main task.

And although long-term studies are lacking, there is a growing body of research on how tech-saturated environments shape the minds and brains of kids.

It's unlikely that video games or online media damage kids' ability to pay attention. But comparative research across high-tech and low-tech societies suggests that information processing is different in kids who grow up working with digital rather than physical tools. Neither group is better or worse across the board, but this research suggests that high-tech kids may be less inclined to learn by watching for extended periods of time.

That said, we should be cautious about concluding that today's students have developed the ability to juggle as much technology as they want. Technology has not reshaped the basic ways in which our brains process information.

As cognitive psychologist Daniel Willingham points out, the impact of things like video games is relatively subtle. All they can do is tinker around the edges of our mental systems, rather than altering them at the core.

As Willingham says, something as fundamental as attention couldn't be deeply reshaped without a major overhaul of the brain - something that would be a function of evolution, not life experiences.

All of this means that college teachers should be skeptical of claims that their game- and tech-obsessed students process information completely differently. Compared to earlier generations, today's students are probably no more able to learn while simultaneously engrossed in Twitter, Facebook and texting.

College students and technology

There are other pitfalls to consider.

Research with young adults in college suggests that they are neither as enthusiastic about technology nor as adept at using it as we may assume. Sometimes, they intentionally opt for lower-tech approaches; in one study of California college students, most said that they preferred paper over a browser for their own studying.

This is something my faculty colleagues commonly observe as well - that although their students may use technology like social media casually throughout the day, it doesn't translate to other tech-based tasks, such as navigating a course's online homework system.

Students also get into trouble if they assume - because of the "digital nativism" idea, or simple lack of self-awareness - that they can master demanding coursework while engaged in digital distractions.

Evidence suggests that multitasking - such as tweeting in class - reduces learning, or at the very least makes it take longer.

Even sitting next to a classmate surfing the web on his or her own laptop hampers learning.

In sum, despite that appearance of being fused to their devices, today's students aren't immune to the distraction those devices cause. And they don't necessarily want technology in every corner of their educational lives.

How college teachers can help

College teachers need to include lots of tech support for online assignments and other kinds of educational technologies, because even students who have grown up with computers still get stuck when using them in new contexts.

Teachers must also avoid the trap of adding tech to a class just because they assume digital native students want it. Educational technology can be highly effective, but only when it is tightly coupled to the teacher's goals.

Even better, teachers can help students understand for themselves how attention works - knowledge that everyone ought to have in today's distracting era. Without vilifying technology, teachers can work to raise students' awareness about how attention impacts learning more than we may realize, no matter what our age.

The effects of technology on cognition are intriguing, but they don't justify teaching millennials as if they were a new species. Teachers need to think twice about tolerating devices in class, except as part of structured activities that link to the lesson at hand.

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Can millennials pay attention to classwork while texting, tweeting and being on Facebook?

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From the look of it, the millennials appear to be very comfortable with technology. But are they as immune to the effects of digital distraction as some might assume - especially in the classroom?

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Unlearning Neuromyths — The Learning Scientists

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One of our goals as Learning Scientists is to make sure that research is communicated in an accessible but accurate way. Unfortunately, many times science dissemination results in miscommunication and translation such that the original results and message are skewed.

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Learning and memory under stress: implications for the classroom - npj Science of Learning

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npj Science of Learning - Learning and memory under stress: implications for the classroom

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

Reenvisioning the UDL Guidelines

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

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

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

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Interactive Brain | How the brain works & the impact of injury

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Take an interactive journey to see how the brain works and what impact an injury can have