Universal Design for Learning and Virtual Environments
Posted on May 11, 2008
Filed under Helpful and tagged design, Teach/Learn, UDL
UDL or Univeral Design for Learning is a simple concept and echoes Don Norman’s point that well-designed things are self-explanatory. Unfortunately our high-tech world is riddled with far more poorly designed widgets than well designed ones. They often frustrate us or make us feel dumb. Few of us recognize them as such, but instead think there’s something wrong with us. Why would they sell such a stupid thing, we think to ourselves instead of saying What a poorly designed widget.
Consider for a moment, a learning situation which makes a learner frustrated or feel dumb. When we design learning with UDL principles, we’re in effect stating that we’re designing learning that is self-explanatory. Feeling dumb because she can’t find the syllabus in the course management system isn’t the fault of the learner but of the course designer. ENACTs UDL Guidelines
Learning that’s designed well, allows for all learners to succeed.
Applying these UDL guidelines when choosing technologies for teaching and learning is important because technology adds layers of richness and complexity to the learning endeavor and can easily muddle it.
Administration- A CMS such as Blackboard centralizes all course related administration. Over the course of their career, students become familiar with BB’s functions and the CMS becomes a utility. Building a course website is nice, when it’s done by a skilled web designer. Websites must be 503 compliant and should be easy to use. Is the time spent on webdesign better spent with something else?
Representation - Provide multiple examples of core concepts in multiple forms. Connect key ideas using varied methods.While technologies facilitate multiple representations, it’s important to consider their properties and enabling surrounding conditions. For example, 2D representations of content have more fidelity in 2D environments. 2D environments are far more accessible than 3D environments.
Expression - Identify and provide tools and scaffolding to accommodate varied entry points and paths to success. Set out clear end goals. Expression and media are intertwined; it’s important to assign the appropriate media to end goals, and have adequate scaffolding. For example, students may need to learn visual literacy in order to work successfully in a visual medium.
Engagement - Allow for alternative levels of challenge and support, and contexts for performance. Articulate long term goals in obtainable objectives. Engagement is connected clearly to course objectives not to technologies. For example, students shouldn’t spend more time dealing with the technology than accomplishing the goal. Tools facilitate not inhibit learning goals.
Assessment - Provide varied forms of assessment which align with course objectives. Use assessments which measure students’ development (knowledge, skill and emotional) accurately. When choosing technologies, consider the alignment of course objectives>assessment>technologies. Measuring students’ satisfaction with a technology doesn’t indicate they have learned.
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I like how you relate Don Norman’s ideas about design to UDL.
I’ve worked with Blackboard- it is often frustrating to use!