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Universal Design for Learning: Summary

In this module, we: 

  • Explored the 9 UDL guidelines and cited many examples of how the guidelines can be put into practice.  
  • Considered the shortcomings of UDL and investigated some alternative frameworks.

You should now be able to:

  • List the 9 guidelines of Universal Design for Learning (UDL).
  • Describe 1-2 practical examples of how each guideline could be enacted in a learning environment. 
  • Apply these strategies to enhance accessibility in the classroom. 

If you’d like to continue your learning, check out the Learning Catalogue module on Accessible Teaching Techniques, the MacPherson Institute Events Calendar for the next offering of our Universal Design for Learning Workshop series, or the CAST-UDL Website for additional resources and events. 

Learning Catalogue Module Reflection and Feedback 

At present, this reflection and feedback form is currently only available to those with a McMaster email address. If you would like a copy of the form, please contact mi@mcmaster.ca. 

To record your final reflections for your journals or portfolios and to help us enhance and improve the learning experience of this module, please complete the  Learning Catalogue Module Reflection and Feedback form. 

  • You will need your MacId to access the form. 
  • Ensure you select the option Send me an email receipt of my options at the bottom of the form. 

References

Al-Azawei, A., Serenelli, F., & Lundqvist, K. (2016). Universal design for learning (UDL): A content analysis of peer-reviewed journal papers from 2012 to 2015. Journal of the Scholarship of Teaching and Learning, 16(3), 39-56.
https://doi.org/10.14434/josotl.v16i3.19295

Avenue to Learn Knowledge Base. Avenue Help. (n.d.). https://avenuehelp.mcmaster.ca/exec/   

Burgstahler, S. (n.d.). Universal Design of Instruction (UDI): Definition, principles, guidelines, and examples. Universal Design of Instruction (UDI): Definition, Principles, Guidelines, and Examples | DO-IT. https://www.washington.edu/doit/universal-design-instruction-udi-definition-principles-guidelines-and-examples   

CAST (2018). UDL: The UDL Guidelines. Universal Design for Learning Guidelines version 2.2. Retrieved January 31, 2024, from https://udlguidelines.cast.org/ 

Furnham, A., De Siena, S., & Gunter, B. (2002). Children’s and adults’ recall of children’s news stories in both print and audio-visual presentation modalities. Applied Cognitive Psychology, 16(2), 191-210.
https://doi.org/10.1002/acp.777

Gerlic, I., & Jausovec, N. (1999). Multimedia: Differences in cognitive processes observed with EEG. Educational Technology Research and Development, 47(3), 5-14.
https://doi.org/10.1007/bf02299630

Kalyuga, S., Chandler, P., & Sweller, J. (2000). Incorporating learner experience into the design of multimedia instruction. Journal of Educational Psychology, 92(1), 126-136. 
https://doi.org/10.1037/0022-0663.92.1.126

Leahy, W., Chandler, P., & Sweller, J. (2003). When auditory presentations should and should not be a component of multimedia instruction. Applied Cognitive Psychology, 17(4), 401-418.
https://doi.org/10.1002/acp.877

Linebarger, D. L. (2001). Learning to read from television: The effects of using captions and narration. Journal of Educational Psychology, 93(2), 288-298.
https://doi.org/10.1037/0022-0663.93.2.288

Mayer, R. E. (2003). The promise of multimedia learning: Using the same instructional design methods across different media. Learning & Instruction, 13(2), 125-139. 
https://doi.org/10.1016/S0959-4752(02)00016-6

Moreno, R., & Mayer, R. E. (2002). Verbal redundancy in multimedia learning: When reading helps listening. Journal of Educational Psychology, 94(1), 156. 
https://doi.org/10.1037/0022-0663.94.1.156

OCAD University. (n.d.). The Inclusive Design Guide. Welcome to The Inclusive Design Guide | The Inclusive Design Guide The Inclusive Design Guide. https://guide.inclusivedesign.ca/   

Posey, A., Rose, D., & Meyer, A. (2017, August 9). Celebrating a career of innovation: A retirement farewell conversation with David Rose. YouTube. https://www.youtube.com/watch?v=XW_pfwtNGF8   

Rose, D. (2011, October 7). Introduction to UDL. YouTube. https://www.youtube.com/watch?v=MbGkL06EU90    

Rose, D. (2019, August 23). “From Affect to Effect: Why emotional design is at the core of Universal Design for Learning” David Rose, Keynote Address – Universal Design in Education Conference. 2015. Dublin Ireland. YouTube. https://www.youtube.com/watch?v=shsfhDqZ1ss   

Tabbers, H. K., Martens, R. L., & van Merriënboer, J. J. G. (2004). Multimedia instructions and cognitive load theory: Effects of modality and cueing. British Journal of Educational Psychology, 74(1), 71-81.
https://doi.org/10.1348/000709904322848824

Tindall-Ford, S., Chandler, P., & Sweller, J. (1997). When two sensory modes are better than one. Journal of Experimental Psychology: Applied, 3(4), 257-287.
https://doi.org/10.1037/1076-898X.3.4.257

University of Guelph. (n.d.). Universal Instructional Design. Universal Instructional Design – UofG OpenEd. https://opened.uoguelph.ca/student-resources/Universal-Instructional-Design   

World Wide Web Consortium (W3C) Accessibility Guidelines (WCAG) 2.2 (Updated 5 October 2023. First published July 2005). Web Content Accessibility Guidelines (WCAG) Overview. Web Accessibility Initiative (WAI). Retrieved January 31, 2024, from https://www.w3.org/WAI/standards-guidelines/  

World Wide Web Consortium (W3C) Accessibility Guidelines (WCAG) 3.0 Working Draft. (July 24, 2023). Web Content Accessibility Guidelines (WCAG) Overview. Web Accessibility Initiative (WAI). Retrieved January 31, 2024, from https://www.w3.org/TR/wcag-3.0/