# data[].attributes.body
In the true spirit of multiple forms of visual representation, I present to you one of my favorite infographics about UDL guidelines. I appreciate the application examples shown for each guideline. BRAVO!

https://www.learningdesigned.org/resource/understanding-udl-guidelines-infographics

# data[].attributes.headline
My first stop...academic journals to research UDL in higher education. 

# data[].attributes.subject
My first stop...academic journals to research UDL in higher education. 

# data[].attributes.body
I was surprised to find how little research has been done regarding UDL, higher education, and creativity. Here is a short paper with research on how UDL application can support nursing education. They found benefits in providing a flexible curriculum and a variety of instructional practices, materials, and learning activities.

# data[].attributes.attachment_link.title
Universal design for learning in higher education- A concept analysis

# data[].attributes.headline
Who are the SMEs (Subject Matter Experts) for inclusive learning in higher education? 

# data[].attributes.subject
Who are the SMEs (Subject Matter Experts) for inclusive learning in higher education? 

# data[].attributes.body
While doing my research, I kept coming across references to Dr. Sheryl Burgstahler. I discovered she wrote the book on creating inclusive learning opportunities in higher education...literally (https://tinyurl.com/4pfv6end). She identified UDL as a related, but a more specific application of UDI principles (https://tinyurl.com/2p8uw6hm). In reviewing her guidelines for UDI, I see no key differences between UDL and UDI.

# data[].attributes.attachment_link.title
Universal Design of Instruction (UDI)- Definition, Principles, Guidelines, and Example

# data[].attributes.headline
Universal Design for Learning and Differentiated Learning. Friend or foe? 

# data[].attributes.subject
Universal Design for Learning and Differentiated Learning. Friend or foe? 

# data[].attributes.body
This article compared the relationship between UDL and DI based on a literature review. They identified articles referencing UDL and DI as complementary theories, independent models, and DI as being embedded within UDL. I use DI and UDL within my current instruction, but never made a strong distinction between the two. I need to go back and study this in greater depth to understand the different approaches identified in articles.

# data[].attributes.attachment_link.title
Exploring the interrelationship between Universal Design for Learning (UDL) and Differentiated Instruction (DI)- A systematic review

# data[].attributes.headline
Continuing with differentiated instruction, do constraints impact the creative output of engineering students?

# data[].attributes.subject
Continuing with differentiated instruction, do constraints impact the creative output of engineering students?

# data[].attributes.body
In other words, if I optimize individual choice and autonomy, will it impact their self-efficacy and creativity? When should I provide constraints in order to inspire creative problem-solving? This is a tough one.

Research indicates that creativity and self-efficacy were increased when participants received a design task with explicit constraints and objectives as compared to those with fewer explicit constraints and objectives.

I may be straying from the issue, but I'm interested in providing autonomy along with appropriate constraints in order to represent a complex problem.

# data[].attributes.body
BARNGA is a simulation game where players are challenged to reassess their normative assumptions and their cross-cultural communication. Using an ordinary deck of cards, participants are divided into groups and can only communicate during gameplay using drawings or notes. They are unaware that each group has a different set of rules. Individuals switch groups to continue play and are faced with confusion and frustration. How do we interact with people who have differences in the way they do things? Here's a video about how to facilitate the game within a classroom setting. This game was accessed from a University of Michigan Inclusive Teaching website. https://sites.lsa.umich.edu/inclusive-teaching/barnga/

# data[].attributes.body
Learning Designed is a community of educators who use the framework of Universal Design for Learning to help champion learner variability and improve learning outcomes.

# data[].attributes.body
The Universal Design for Learning Credentialing & Certification Initiative (UDL-CCI) provides an opportunity for two levels of individual certification in UDL. The Level One course costs $30 and the Level Two course costs $60. For anyone considering using UDL, these courses would provide a great way to learn from the experts.

# data[].attributes.attachment_link.readable_text
1. Home

2. Our Work

3. Current & Past Projects

4. UDL Credentials & Certifications for Educators & Product Developers

Project Name
The Universal Design for Learning Credentialing & Certification Initiative (UDL-CCI)

Project Description

CAST and the UDL Implementation & Research Network (UDL-IRN) are leading a field-building initiative to stimulate, support, and sustain best practices in Universal Design for Learning. This includes developing credentials and certifications that focus on product development, classroom instruction, and school-wide implementation of UDL. The ultimate vision is to meet the growing demand for UDL and how UDL addresses the needs of all learners.

The UDL credentials are available on the Learning Designed platform with supporting resources and access to a global online community. The credentials include:

Credential 1: UDL Mindset: This introductory credential covers the key concepts of UDL, such as variability, barriers, and expert learning, and serves as the perfect starting point for a UDL credential journey.

Credential 2: UDL Analysis: In this credential, participants analyze a real- world scenario and determine how the design reduces barriers, supports learner variability, and connects to the UDL Guidelines.

Credential 3: UDL Application: Participants plan, implement, gather feedback, and revise their own design of a learning experience (i.e., lesson) using UDL. This credential supports participants to work through the UDL design process, or the intentional planning of the goal, assessment(s), materials, methods, and physical environment.

In addition to the credentials, there are certification opportunities:

UDL School Implementation Criteria

The UDL School Implementation Criteria defines a roadmap for UDL implementation across all aspects of a school, including School Culture and Environment, Teaching and Learning, Leadership and Management, and Professional Learning. The purpose of the criteria is to support an ambitious vision for schoolwide implementation of UDL and provide a flexible roadmap for how to achieve this vision.

Visit the UDL School Implementation Criteria

UDL Product Certification

The UDL Product Certification, developed in partnership with Digital Promise, is designed to evaluate how strongly an edtech product's design is aligned to the UDL framework. Products must provide transparent communication about accessibility practices and conformance to customers, and must align to the UDL Guidelines, demonstrating how the product's design features provide multiple ways for learners to engage with the learning experience, access the learning materials, and express their knowledge and skills.

Visit the UDL Product Certification

All criteria in the credentials and certifications were developed in collaboration with an advisory board of school leaders, educators with years of experience with UDL, and implementation specialists who support schools and districts. The credentials and certifications were also built on a foundation of research from the implementation and improvement sciences, as well as research from across the UDL field.

Testimonials

After using the self-assessment as a district team we saw that each of our schools needed growth in a particular area. This was a great tool to get that conversation and thought process moving.

Mike Nikson, Instructional Technology Coordinator, Sheboygan Falls School District

Having the criteria to reflect on was very valuable. We really had to think about where we are, what we are doing really well, and what we weren't.

Laurie Martin, Social Studies Department Chair, Bartholomew Consolidated School Corporation

Timeline

2016 - present

Funders

Oak Foundation
Office of Special Education Programs, U.S. Department of Education

Partner

UDL-SICC Advisory Board

Project Leadership

James Basham, Principal
Steve Nordmark, Director

Contact

For inquiries about UDL credentials and certifications in the Learning Designed platform, please email support@learningdesigned.org.

Top of Page

# data[].attributes.attachment_link.title
UDL Credentials & Certifications for Educators & Product Developers - CAST

# data[].attributes.attachment_link.description
We're leading a UDL field-building initiative around credentials and certifications for educators and product developers.

# data[].attributes.headline
BINGO! UDL ON CAMPUS · Universal Design for Learning in Higher Education

# data[].attributes.subject
BINGO! UDL ON CAMPUS · Universal Design for Learning in Higher Education

# data[].attributes.body
Knock long enough, and someone will finally answer the door. Here is the ultimate resource for UDL based course design in higher education. It is provided by the Open Professional Education Network, which is funded by the Bill and Melinda Gates Foundation. This site is very comprehensive and provides a vast amount of resources for the application of UDL within university settings.

# data[].attributes.attachment_link.readable_text
About This Section

This section describes how to plan and design for the variability present in today's postsecondary classrooms. Universal Design for Learning (UDL) is an educational framework that incorporates flexibility into the curriculum from the outset in order to avoid time-consuming retrofitting after the fact. UDL helps faculty members and instructional designers plan their curriculum in ways that reduce barriers to learning and facilitate meaningful participation by all students.

# data[].attributes.attachment_link.description
This section describes how to plan and design for the variability present in today's postsecondary classrooms. Universal Design for Learning (UDL) is an educational framework that incorporates flexibility into the curriculum from the outset in order to avoid time-consuming retrofitting after the fact.

# data[].attributes.headline
DOUBLE BINGO! Application of UDL principles within rubrics and syllabi.  

# data[].attributes.subject
DOUBLE BINGO! Application of UDL principles within rubrics and syllabi.  

# data[].attributes.body
http://udloncampus.cast.org/page/planning_syllabus
The syllabus and the rubric play an important role in providing the right amount of flexibility to meet individual needs and a structure that works for everyone. At this site, they provide best practices for both. This will be bookmarked and referenced often.

# data[].attributes.attachment_link.description
What is this resource about? This resource contains information about developing a syllabus and an Example of a syllabus highlighting UDL considerations.

# data[].attributes.body
Harvard provides great resources for educators. While this web article is focused on K-12, it references the intersection of UDL and building creative confidence. This is exactly what I hope to achieve in higher education.

# data[].attributes.attachment_link.readable_text
Universal Design for Learning (UDL) is an inclusive approach to instruction that eliminates learning barriers and provides students with many ways to engage with curriculum and show what they know. The principles of UDL can also be used to help students tap into their creativity and agency as artists, even if they have formed an impression of themselves as “not an artist.”

In her recent book, Art for All: Planning for Variability in the Visual Arts Classroom, Boston Public Schools visual arts instructor Liz Byron offers practical tips and guidelines to help art teachers transform their approach to lesson design. The goal, she says, is to help students understand the material at a deeper level — to help them become “expert learners by giving them opportunities to be goal-directed, resourceful, purposeful.”

Usable Knowledge sat down with Byron to talk about how to identify barriers, balance student agency and artistic expression with goal setting, and how to assess student work.

When you’re planning a lesson for your students, where do you start? How does having a specific goal help organize your planning without inhibiting student creativity?

I start by looking at the standards and then think about what I want my students to know and do around that standard. From there, I compose a goal. I always need to make sure there are options to achieve that goal. For example, in middle school students may be creating a collage that represents a social issue they care about. Collage is somewhat rigid — it’s a very specific media. But there are options around how they create their collage and what it’s about. It gives them some empowerment to make choices, but it’s also not a free-for-all. It’s still connected to a standard.

How do you balance artistic freedom and choice with a goal-oriented, rigorous lesson plan?

Earlier in my career, kids had a totally choice-based classroom, and I had a lot of kids floundering. The way to become an expert art learner is to have an understanding of art and what it is, have some skills, understand the materials in the room and how to use them, and know how and where you get inspiration, what you do when you get stuck. These are all things you learn over time. Kids can initiate choice but can get stuck. Then, I can’t meet all their needs [because their needs are so different]. You have to give kids options for action and expression, but it doesn’t have to mean you have 25 totally different projects happening. There’s a balance.

# data[].attributes.attachment_link.description
The principles of Universal Design for Learning can help lower barriers and build agency in the visual arts.