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Dr. Seán Bracken Principal Fellow of the Higher Education Academy Principal Lecturer

Transforming Higher Education through Universal Design for Learning: A personal and conceptual journey. Dr. Seán Bracken Principal Fellow of the Higher Education Academy Principal Lecturer University of Worcester. Goals.

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Dr. Seán Bracken Principal Fellow of the Higher Education Academy Principal Lecturer

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  1. Transforming Higher Education through Universal Design for Learning: A personal and conceptual journey Dr. Seán Bracken Principal Fellow of the Higher Education Academy Principal Lecturer University of Worcester

  2. Goals • To briefly share my personal educational journey and provide a rationale for adoption of Universal Design for Learning (UDL) • To provide an insight into the core attributes of UDL and their application to HE contexts • To prompt your own questions regarding the the potentials for, and interfaces between; Lesson Study; Culturally Sustaining Pedagogies; and, UDL .

  3. An academic journey starting from here I am….. • Course Leader for the Post Graduate Certificate in Special Education Needs and Disability Coordination (NASENDCO) I am also….. • Learning and Teaching Coordinator School of Education with an interest in TEL • Lecturer in the Higher Education pedagogy – PG Certificate in Higher Education Learning and Teaching How did I get here…..?

  4. My journey as an educator

  5. My walk to work – the schools I see Fort Royal Community Special School – I was a member of the Board of Management at this school Newbridge: Short Stay School / Student Referral Unit - Stanley Road Primary School – A ‘regular’ ‘maintained’ Government primary school.

  6. Who are our present and future learners in Higher Education what does this mean for learning, teaching and assessment? How can we solve complex challenges in these domains?

  7. Starting with Assessment How is policy experienced? How can we extend our understandings of its implementation? What are students’ digital experiences with assessment?

  8. We value the diversity of our students and staff, and actively promote an inclusive learning environment by fostering positive relationships across the institution, celebrating diversity and challenging discrimination.  Universal Design for Learning has inspired our understanding of inclusion, and our goal is, where possible, to anticipate and remove barriers to learning for all students by providing inclusive practices in learning, teaching and assessment. Principles of Inclusion at the University of Worcester – taken from the (forthcoming) Inclusion Toolkit.Research question: What are student experiences of learning and assessment?  

  9. Our shared goal is to develop… How do we get there?

  10. Multiple means of Engagement • Caring and prioritizing / The WHY of learning - Engagement (Affective dimension – How can we build on curriculum relevance) Whose faces are reflected in the curriculum? Whose stories and experiences are incorporated into the curriculum? • How can we decolonize our teaching through culturally sustaining pedagogies? What do we do to maximize engagement through positive identities and the building of resilience?

  11. Multiple means of Representation • Recognition & Comprehension / the ‘WHAT’ of learning: What are the multiple ways in which we incorporate symbols and languages to strengthen student’s prior learning? How are our universities purposefully enabling access via information technologies? How is learning captured and disseminated amongst peers? How do we facilitate access to learning in a diversity of ways ?

  12. Multiple means of Action and expression • Skills & Strategies (executive function – thinking about how learning is organized and exemplified) / HOW of learning • How do we support students to organise learning in effective ways so it can be retrieved and importantly how is this reflected in our assessment items? How do students learn from assessments (and/or their engagement with learning tools) to enhance their future executive functioning?

  13. Research passion… • How can we progress ways to enable ALL students access to, and generate better learning and social outcomes from, the interface between innovative: • Conceptual frameworks • Culturally sustaining pedagogies • Universal Design for Learning • Methodologies • Lesson Study • Research focuses (involving multiple agents) • Learner intersectionality • Digital identities, literacies and affordances.

  14. Additional resources and references • Bracken, S., & Novak, K. (2019). Transforming higher education through universal design for learning: An international perspective. London: Routledge. • Hanesworth, P., Bracken, S., & Elkington, S. (2019). A typology for a social justice approach to assessment: Learning from universal design and culturally sustaining pedagogy. Teaching in Higher Education, 24(1), 98-114. doi:10.1080/13562517.2018.1465405Link • CAST website. (ND) Available from http://www.cast.org/ Accessed 12th Sept 2018. • Dudley, P. (2014). Lesson Study: a handbook. Available from http://disde.minedu.gob.pe/bitstream/handle/123456789/5017/Lesson%20Study%20a%20Handbook.pdf?sequence=1&isAllowed=y • Meyer, A., Rose, D. and Gordon, D. (2014) Universal design for learning; Theory and practice. Wakefield, Ma; CAST.

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