Blended Solutions: Blended Solutions: Hitting the Sweet Spot of Hitting the Sweet Spot of Universal Design for Learning(UDL)Universal Design for Learning(UDL)

The 15th Sloan-C International Conference on Online Learning October 30, 2009

Presented by Sarah Bryans Bongey, M.Ed.

““Universal design is the design of products and Universal design is the design of products and environments to be usable by all people, to the environments to be usable by all people, to the greatest extent possible, without the need for greatest extent possible, without the need for

adaptation or specialized design.”adaptation or specialized design.”–Ron Mace–Ron Mace

Ron Mace, 1941-1998 Founder, Center for

Universal DesignRamp in Ferris Elementary Schoolarchrabe.com

Sidewalk with curb cuts

The framework from the Center for Accessible Special The framework from the Center for Accessible Special Technologies (CAST) was used to guide the project.Technologies (CAST) was used to guide the project.

A site in our college’s Course Management System (CMS) A site in our college’s Course Management System (CMS) was used to deliver UDL supplementation to a F2F biology was used to deliver UDL supplementation to a F2F biology course with an enrollment of 116. The students who were course with an enrollment of 116. The students who were involved in this Spring semester intervention continued involved in this Spring semester intervention continued

from the Fall 2008 semester of a year-long class. from the Fall 2008 semester of a year-long class.

Due to the fact that this study tracked a consistent Due to the fact that this study tracked a consistent population, involving the same instructor, and similar but population, involving the same instructor, and similar but more advanced subject matter, it was possible to make more advanced subject matter, it was possible to make

longitudinal (e.g., Fall-to-Spring) observations as well as longitudinal (e.g., Fall-to-Spring) observations as well as comparisons with groups from previous years. comparisons with groups from previous years.

Next: A screenshot of the Spring Biology 2120 course Next: A screenshot of the Spring Biology 2120 course site.site.

Representation: Representation: Podcasts & Audio BlackboardsPodcasts & Audio Blackboards

Representation: Representation: Integrated GlossaryIntegrated Glossary

Vocabulary words (like “Peripheral” at left) are hyperlinked to definition, pronunciation & audio

Representation: Representation: Study GamesStudy Games

Strategic: Strategic: Objectives linked in PDF and MS Word formatsObjectives linked in PDF and MS Word formats

Strategic: Strategic: Course NotesCourse Notes

Strategic: Strategic: Self-TestsSelf-Tests

Strategic: Strategic: Personal Grade InformationPersonal Grade Information

Affective: Affective: Online Office Hour with Professor and Chat Online Office Hour with Professor and Chat

Logs for those who can’t attend synchronouslyLogs for those who can’t attend synchronously..

Affective: Affective: OptionsOptions

Affective: Affective: Study Aids – Options for engagementStudy Aids – Options for engagement

Evaluation question Measurement MethodDo students benefit academically from the UDL intervention?

Student self-report on surveyObjective evaluation of grades/points as compared to grades from previous semesters.

Do students with special needs feel that the UDL site represented benefits over standard supplementation methods?

Survey question as to whether the UDL enhancements improved learning/experience over previous semester. Filter result according to Disability self-report and compare with general population. Also conduct follow-up interviews.

What were the observable or self-reported changes in study habits?

Survey questions (included open-ended) Comparison of time spent in online site (available from the student tracking records maintained by the CMS).

Do students prefer UDL design and delivery of their courses?

Survey question:

Indicate your level of agreement with the following statement: Availability of the added features provided this semester would lead me to select the section involving more extensive features as opposed to the other.

How should this design be adjusted or improved?

Student survey (open-ended comments)Interviews

Should this pilot/research be expanded?

Evidence of benefits perceived by students,instructor, designers, and evaluators.

Findings:Findings:Created Evaluation Tools

Survey ResponsesInterviews

Existing Evaluation ToolsStudent Tracking Data from CMS

Conscripted Evaluation Tools: Student Grade Data

The way the material is presented in the site helps me understand the material better.

Strongly Agree -- 45% (22)Agree -- 41% (20)Disagree -- 6% (3)Strongly Disagree -- 4% (2)Don’t Know -- 4% (2)

Source: BIO2120 Student Survey, 5/2009Source: BIO2120 Student Survey, 5/200950 Respondents (43% of 116)50 Respondents (43% of 116)

The site helps me to be more organized for this class.

Strongly Agree -- 46% (23)Agree -- 42% (21)Disagree -- 2% (1)Strongly Disagree -- 4% (2)Don’t Know -- 6% (3)

Source: BIO2120 Student Survey, 5/2009Source: BIO2120 Student Survey, 5/200950 Respondents (43% of 116)50 Respondents (43% of 116)

Please express your agreement or disagreement with the following statement: I would make a special effort to register for a lecture/lab class that includes the same variety of resources (e.g., notes, podcasts, self-tests, etc.) as those provided in the WebCT component of this course.

Strongly Agree -- 67% (32)Agree -- 27% (13)Disagree -- 0% (0)Strongly Disagree -- 0% (0)Don’t Know -- 6% (3)

Source: BIO2120 Student Survey, 5/2009Source: BIO2120 Student Survey, 5/200950 Respondents (43% of 116)50 Respondents (43% of 116)

Source: BIO2120 Student Survey, 5/2009Source: BIO2120 Student Survey, 5/2009Optional and open-ended comments from Student Optional and open-ended comments from Student Survey: Four most common themesSurvey: Four most common themes

Course design was effective (6) Course design was convenient (4) Instructor was excellent (3) Inclusion of Instructor-edited lecture

notes (5):◦ Liked lecture notes (3)◦ Disliked lecture notes (2)

Student Tracking Data

Fall, 2008(126 students)

Spring, 2009 (UDL)(116 students)

Total # User Sessions 6542 7251

Avg. Session Length 5 minutes, 29 seconds 8 minutes

Source: Blackboard/WebCT Student Tracking Log Source: Blackboard/WebCT Student Tracking Log Biology 2110/2120Biology 2110/2120

Annual Grade/Score Performance Annual Grade/Score Performance (Note: Spring 2009 reflects UDL Intervention)(Note: Spring 2009 reflects UDL Intervention)Based on comparison with previous years, grades from Based on comparison with previous years, grades from UDL intervention were not statistically significant.UDL intervention were not statistically significant.

Biology 2110/2120: Anatomy & Physiology

Evaluation question Measurement MethodDo students benefit academically from the UDL intervention?

Student self-report on surveyObjective evaluation of grades/points as compared to grades from previous semesters.

Do students with special needs feel that the UDL site represented benefits over standard supplementation methods?

Survey question as to whether the UDL enhancements improved learning/experience over previous semester. Filter result according to Disability self-report and compare with general population. Also conduct follow-up interviews.

What were the observable or self-reported changes in study habits?

Survey questions (included open-ended) Comparison of time spent in online site (available from the student tracking records maintained by the CMS).

Do students prefer UDL design and delivery of their courses?

Survey question:

Indicate your level of agreement with the following statement: Availability of the added features provided this semester would lead me to select the section involving more extensive features as opposed to the other.

How should this design be adjusted or improved?

Student survey (open-ended comments)Interviews

Should this pilot/research be expanded?

Evidence of benefits perceived by students,instructor, designers, and evaluators.

Questions (Case Study)Questions (Case Study)

Why was there no increase in grades despite comments that students strongly perceived the design as effective?

Is there an optimal and replicable balance of supports? Does this balance change with grade level or disability? Are some features counterproductive for some students?

Based on positive reactions of students, would this LMS delivery of UDL be equally or more effective with various subject matter as well as with a more diverse group of students and age groups?

To contact project participants or and to review a paper associated with this presentation please visit: http://resources.css.edu/it/atc/Sloan-C-UDL.pdf

ReferencesReferencesBryans Bongey, S., Cizadlo, G., & Kalnbach, L. (2005). Using a course management

system (CMS) to meet the challenges of large lecture classes. Campus-Wide Information Systems, 22(5), 252-262.

Burgstahler, S., (2009). Universal Design for Instruction (UDI): Principles, Practices, and Examples. University of Washington Do-it Center. Retrieved October 4, 2009, from http://www.washington.edu/doit/Brochures/Academics/instruction.html

Center for Applied Special Technology (CAST). Universal Design for Learning (UDL) Guidelines. Retrieved December 11, 2008, from http://www.cast.org/publications/UDLguidelines/version1.html

Center for Universal Design (CUD). (2009). About UD: Universal Design History. Raleigh: North Carolina State University. Retrieved October 4, 2009, from http://www.ncsu.edu/www/ncsu/design/sod5/cud/about_ud/udhistory.htm

Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal Design for Learning. Alexandria, VA: Association for Supervision and Curriculum Development.

The University of Guelph, (2009). Principles of Universal Instructional Design (UID). Guelph: University of Guelph. Retrieved October 4, 2007, from http://www.tss.uoguelph.ca/uid/uidprinciples.cfm