Universal Design for Instruction (UDI):Universal Design for Instruction (UDI):Moving Beyond Accessibility into Classroom Moving Beyond Accessibility into Classroom

ApplicationApplicationWorld Usability Day New England

November 8, 2007

Manju Banerjee, Ph.D.University of Connecticut

Loring Brinckerhoff, Ph.D.Educational Testing Service

• Is there a need for Universal Design Is there a need for Universal Design for Instruction?for Instruction?

• What does the paradigm of What does the paradigm of Universal Design for Instruction Universal Design for Instruction (UDI) bring to pedagogy?(UDI) bring to pedagogy?

• UDI as a partnership model: UDI as a partnership model: Application through “tech Application through “tech enhanced’ and “non-tech” solutionsenhanced’ and “non-tech” solutions

Presentation ObjectivesPresentation Objectives

In 2000 In 2000 100 million Internet users around the world Among 18-29 yr old – 88% use the Internet; among 30-49 yr old – 84% http://www.http://www.pewinternetpewinternet.org/PPF/r/163/report_display.asp.org/PPF/r/163/report_display.asp

68% of Americans use a computer for their work; 84% say it is essential for their job http://www.npr.org/programs/specials/poll/technology/index.html

Need for a New Paradigm for Instruction –The Changing Postsecondary Landscape

2002 – Online undergraduate college application was2002 – Online undergraduate college application was 55% in 1998 and climbed to 90% in 200255% in 1998 and climbed to 90% in 2002 http://www.http://www.campuscomputingcampuscomputing.net/.net/

2003 - “To succeed in today’s information-based 2003 - “To succeed in today’s information-based economy, students need to know how to use economy, students need to know how to use

technology to create and transform information.” technology to create and transform information.” (Kurt Landgraf, President ETS)

2006 - “Freshman are arriving on campus with2006 - “Freshman are arriving on campus with better better technologies than their colleges have to offer.”technologies than their colleges have to offer.” (Chronicle of Higher Education, September 22, 2006)

Need for a New Paradigm for Instruction –The Changing Postsecondary Landscape

2004 demographic profile of students:2004 demographic profile of students: 38% of the student population was 25 or older38% of the student population was 25 or older 7% more women than men were enrolled7% more women than men were enrolled 30.4% were racial/ethnic minorities30.4% were racial/ethnic minorities 3.4% were international students3.4% were international students 39% were attending college part-time39% were attending college part-time(Chronicle of Higher Education Almanac, 2006)(Chronicle of Higher Education Almanac, 2006)

Need for a New Paradigm for Instruction –The Changing Postsecondary Landscape

Need for a New Paradigm for Instruction –The Changing Postsecondary Landscape All Disabilities LD 1978 2.3% no data

1984 4% 1.2%

1998 9.8% 3.5%

2004* 11.3% 7.5%Henderson, 1999; *Chronicle of Higher Education, 2006Henderson, 1999; *Chronicle of Higher Education, 2006

Universal Universal DesignDesign

The design of products and environments to be usable by all people, to the greatest extent possible without the need for adaptation or specialized design.Center for Universal Design, North Carolina State UniversityCenter for Universal Design, North Carolina State University

Universal Design for InstructionUniversal Design for Instruction

“UDI is the proactive design and use of inclusive instructional strategies that benefit a broad range of learners including students with disabilities.”

(Scott, McGuire, Shaw, 2001)McGuire, & Embry (2002)

Qualitative Research Theory

Identifying Research Problem

Formulating Hypotheses

Variables

IndependentControl Intervening

Dependent

Leads to Leads to

These are based on

May be

Basic Tenets of Basic Tenets of UDIUDI

Anticipates the needs of diverse Anticipates the needs of diverse usersusers

Builds in inclusive features from the Builds in inclusive features from the beginningbeginning

Benefits a broad range of Benefits a broad range of individualsindividuals

Often promotes cost and/or time Often promotes cost and/or time saving in the long runsaving in the long run

Results in a more inclusive climateResults in a more inclusive climateMcGuire, 2006

McGuire, M. (2006)

www.facultyware.uconn.edu

What can UDI bring to What can UDI bring to pedagogy?pedagogy? UDI encompasses “ good instructional

practice” and helps to ground these practices in evidence-based theory

Encourages us to consider the breadth of issues in (1) planning, (2) delivery, and (3) assessment of instruction that promotes inclusive instruction

Creates a common language for dialogue

(Mcguire, 2006)

Equitable use

Principles of

UDI

Flexibility in use

Simple and intuitive

Perceptible information

Tolerance for errorLow physical

effort

Size & Space for use

Community of learners

Instructional climate

1. 2.

3.

4.

5.6.7.

8.*

9.*

*Scott, McGuire, & Shaw 2001

Principle 1: Equitable UsePrinciple 1: Equitable UseInstruction is designed to be useful and accessible by people with diverse abilities Faculty Instructional

TechnologistDisability ServicesPersonnel

• Understand that “access” should address both physical and cognitive access

• Recommend technologies for (1) multiple representation,(2) multiple engagement, (3)multiple expression

• Ensure that access does not reduce equity

(i,e., access maintains a competitive edge)

Principle 1: Equitable UsePrinciple 1: Equitable UseInstruction is designed to be useful and accessible by students with diverse abilities Application:

(Non tech) – Copies of PowerPoint slides, scribed notes(Tech) – Technology tools embedded into content, delivery, and assessment so as to support/scaffold student learning Example:- Adobe Acrobat professional (highlights PDF files and allows drop-in margin notes- http://www.wordtalk.org.uk/ (free plug-in text-to-speech application)

Principle 2: Flexibility in UsePrinciple 2: Flexibility in UseInstruction is designed to accommodate a wide range of individual abilitiesFaculty Instructional

TechnologistDisability ServicesPersonnel

• Anticipate abilities at both ends of the learning spectrum• Look for ways to supplement core content for varying levels of background knowledge

• Technologies for creating advance organizers, outlines, dynamic notes•Links to content enrichment

• Learning/disability

resources linked to syllabus

Principle 2: Flexibility in UsePrinciple 2: Flexibility in UseInstruction is designed to accommodate a wide range of individual abilities

Application: (Non Tech) – Varied delivery of instruction(Tech) - Repository of “link” to tools that help in managing, sorting, and filtering information

Example:- Visual mapping/outlining tools * Inspiration - http://www.inspiration.com/- Summarizing tools * Microsoft Word – Tools – Auto summarize

Principle 3: Simple and IntuitivePrinciple 3: Simple and IntuitiveInstruction is designed in a straightforward and predictable manner; eliminates “unnecessary” complexity

Faculty Instructional Technologist

Disability ServicesPersonnel

• Identify construct irrelevant barriers to course content and assessmente.g. style of presentation

• Assist in creating a dynamic repository of resources that help to clarify a topic(electronic cliff notes)

• “Search” strategies online

(e.g. archiving a search; selecting search words)

Principle 3: Simple and IntuitivePrinciple 3: Simple and Intuitive

?

Instruction is designed in a straightforward and predictable manner; eliminates unnecessary complexityApplication: (Non-Tech) – Clearly stated course expectation/rubrics(Tech) - Locate and identify a list of legitimate websites/e-resources that can help to further explain the topic

Example:- Tutorials for search and navigation skills for effective and efficient learning in open learning environments, like the Internet.

Principle 4: Perceptible InformationPrinciple 4: Perceptible InformationInstruction is designed so that information is communicated effectively to the student,regardless of ambient conditions or sensory abilitiesFaculty Instructional

TechnologistDisability Services

• All students equally engaged?

• Display of information vs. content• Disclosure

• Course design based on Principles of Instructional Design• Multi-media enhancement/accessibility

• Differentiated instruction for postsecondary

• Assistive technologies

• Self-advocacy

Principle 4: Perceptible Principle 4: Perceptible InformationInformationInstruction is designed so that information is communicated effectively to the student,regardless of ambient conditions or sensory abilities.

Application: (Non Tech) – Style of delivery of instruction(Tech) - Ways to construct/create course content in addition to course authoring tools such as WebCT(Create content for an audience of n=many vs. n=average)Example:- Web 2.0 – Wikis- Voicethread.com (Free account for educators, allows you to import graphics and add text comment)

Principle 5: Tolerance for ErrorPrinciple 5: Tolerance for ErrorInstruction anticipates variations in individual students learning pace and prerequisite skillsFaculty Instructional

TechnologistDisability Services

• Multiple opportunities for demonstrating learning

• Fairness issues

• Ways to create logs/record of multiple learning opportunities and learning outcomes

• Error/miscue analysis

Principle 5: Tolerance for ErrorPrinciple 5: Tolerance for ErrorInstruction anticipates variations in individual students learning pace and prerequisite skills

Application: (Non Tech) – Allow for multiple drafts of assignment(Tech) – Portable technologies and technologies that allow easy conversion into different formats on location

Example:- Think pad- iPod

Principle 6: Low Physical EffortPrinciple 6: Low Physical EffortInstruction is designed to minimize nonessential physical effort in order to allow maximum attention to learningFaculty Instructional

TechnologistDisability Services

• Fatigue factor(often related to lab work and long class sessions)

• Ergonomics(physical and cognitive)

• Assistive technologies

Principle 6: Low Physical EffortPrinciple 6: Low Physical EffortInstruction is designed to minimize nonessential physical effort in order to allow maximum attention to learning

Application: (Non Tech) – Session breaks; seating(Tech) – Tech supports for extensive note-taking

Example:- Speech-to-text technologies- http://www.livescribe.com/sneakpeek/index.html

Principle 7: Size and Space for Principle 7: Size and Space for Approach and UseApproach and Use

Instruction is designed with consideration for appropriate size and space for approach, reach, manipulation, and use regardless of a student’s body size, posture, mobility, and communication needsFaculty Instructional

TechnologistDisability Services

• Issues concerning real and virtual space

• Platform compatibility

• Nettiquette guidelines

Principle 7: Size and Space for Principle 7: Size and Space for Approach and UseApproach and UseInstruction is designed with consideration for appropriate size and space for approach, reach, manipulation, and use regardless of a student’s body size, posture, mobility, and communication needs

Application: (Non Tech) – Preview of physical premises, temperature(Tech) – Tech support for physical access

Example:- FM systems

Principle 8: A Community of Principle 8: A Community of LearnersLearnersThe instructional environment promotes interaction and communication among students and between students and faculty

Faculty Instructional Technologist

Disability Services

• Communication opportunities

• Technologies that support cohesiveness among the students(Makes differences in tech skills less apparent)

• Nettiquette guidelines

Principle 8: A Community of Principle 8: A Community of LearnersLearnersThe instructional environment promotes interaction and communication among students and between students and faculty

Application: (Non Tech) – Collaborative projects, group assignments(Tech) – Tech support for online collaboration

Example:- Discussion board- Blogs

Principle 9: Instructional Principle 9: Instructional ClimateClimateInstruction is designed to be welcoming and

inclusive. High expectations are espoused for all studentsFaculty Instructional

TechnologistDisability Services

• Inclusive instruction

• Range of instructional technologies – high to low end

• Statement in syllabus about diversity and disability

Principle 9: Instructional Principle 9: Instructional ClimateClimateInstruction is designed to be welcoming and

inclusive. High expectations are espoused for all studentsApplication: (Non Tech) – Modeling expected behavior(Tech) – Instructional expectation used to drive technologies used in the course and not vice versa

Example:- Synchronous and asynchronous discussions on inclusive behaviors

Audience Q and A