Universal Design for Learning

Overview and Introduction: The WHAT and WHO

Universal Design for Learning (UDL) is a framework for designing with everyone in mind, regardless of background and taking into account learner variability. Think of ramps that make buildings accessible for wheelchair users, but are convenient for parents pushing strollers or someone with bad knees and usable by everyone else. Or doors that open with a push button designed for those with difficulty grasping or pulling the handle, but which health sensitive users utilize to avoid touching a surface. In education, this means taking into account learning materials that are equitably accessible to people with varying vision, hearing, mobility, or other non-typical needs, like using appropriate color contrasts, and captions, and offering options. UDL can be used across all learning platforms and materials. While it does take some thought and time to build for, as it becomes part of regular practices there is more efficiency and greater payoffs as it reaches a larger audience equally without interruption.

The three principles of UDL [1] are:

UDL can be used by everyone who works with learners or colleagues across the university, but in particular instructors creating courses for university students as an effort to create an equal classroom experience for all to succeed, putting into practice the ASU charter [2]. UDL is especially valuable to learners, acting as a tool to support them in deepening their understanding of their own learning processes [3].

Implementation and Timing: The WHEN, WHERE, and HOW

UDL should be a consideration throughout the course planning process beginning with Canvas set up and navigation. Pay particular attention to UDL while designing assessments and activities so that all aspects of the course meet a diverse population’s learning needs, and are accessible. Such considerations enable students to fully participate in course activities.

This framework can be employed throughout any course and can have an impact on every element of a class. It may be helpful to remember to start small. Pick one area of the course this semester to focus on and then move on to another area in future semesters. Where one spends the most time on UDL will be particular to the course’s history. Try to think about what areas students tend to struggle the most with either in terms of success or completion.

Here are some questions to consider for how to plan for UDL with a course:

Here is how UDL should be implemented in higher education courses [4]:

These are common areas to drill into to see if the course can offer alternate methods of delivery or completion so that more students can get the most out of the activities and demonstrate their mastery of the learning objectives.

Take a look at course learning objectives and consider what options there are for creating assignments that students can complete in varying ways. One way to do this is by mixing types of classroom assessments which can be frequent and low-stakes (in-video quizzes in the same unit as a discussion prompt or minute paper, for example). Also consider instructional materials and whether they include a variety of reading, videos, example problems, and practice opportunities for students to show success in a variety of ways while also giving a more rounded view of their understanding. Including authentic assessments also helps to create a practical learning experience and one where students can relate personally to the material and see the value to their future working lives.

Finally, determine if there are potential unintentional accessibility barriers to the course. Check to make sure that students can obtain downloadable documents for any written instruction, and that those documents are accessible and accurately read by a screen reader. Make sure there are captions for any audio or video components of the course. Group work should be designed so that all students have the time, technology, and methods for communication necessary to complete the assignment.

Rationale and Research: The WHY

Universal Design for Learning creates a learning environment where students have the best chance to succeed, and instructors can get better information about what their students are actually learning. When a course is designed with UDL principles, and students are given choice and influence over their own learning, they are more likely to be confident,  motivated, and engaged.

Additional Resources and References