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Using Universal Instructional Design

Using Universal Instructional Design. A Study of Faculty Processes and Universal Instructional Design Strategies to Broaden t he Pathway to Academic Success. Our Mission.

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Using Universal Instructional Design

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  1. Using Universal Instructional Design A Study of Faculty Processes and Universal Instructional Design Strategies to Broaden the Pathway to Academic Success

  2. Our Mission University of the Rockies provides high-quality, accessiblelearning opportunitiesglobally for diverse groups of individuals seeking preparation for life goals, professional practice, service, and distinguished leadership.

  3. Presentation Outcomes As a result of this presentation you will be able to: • Identify the principles and essential components of Universal Instructional Design (UID) • Explain how University of the Rockies addresses each component • Describe potential impacts of utilizing essential Universal Instructional Design components

  4. Seven Guiding Principles of Universal Instructional Design • Equitable use • Flexibility in use • Simple and intuitive use • Perceptible information • Tolerance for error • Low physical effort • Size and space for approach and use (Burgstahler & Cory, 2008, pp. 7-8)

  5. Essential components of Universal instructional design • Creating a welcoming classroom • Determining the essential components of a course • Communicating clear expectations • Providing constructive feedback • Using natural supports • Considering diverse learning styles and abilities • Enabling students to demonstrate knowledge in multiple ways • Promoting interaction among and between faculty and students (Burgstahler & Cory, 2008, pp. 64-67)

  6. Essential Components Already in Use All of our courses include: • Weekly and course level outcomes • Thorough course guides/syllabi • Multiple opportunities for feedback • Required weekly instructor guidance • Mandatory levels of instructor participation • Announcements

  7. Essential Components Already in Use All of our courses include: • Accessible media • Accessible HTML in our courses • HTML 5 coding techniques and principles • Very limited use of flash-based platforms and products • Color-contrast

  8. Quality Matters – Rubric standards

  9. Our Checklists Many UID standards are already incorporated into our course quality measurements. Accessibility and equitable, universal access to learning are at the heart of those standards.

  10. Purpose of our study To better understand how our faculty knowingly and unknowingly utilize the essentialcomponents of Universal Instructional Design in their course design and teaching practices.

  11. Our Faculty Questionnaire We asked our faculty, “How do you use UID in your class?”

  12. Results & Analysis To what extent do you focus on each component in your course design and/or instruction?

  13. WHAT WE LEARNED

  14. Communicating clear expectations

  15. Creating a welcoming classroom welcoming classroom

  16. constructive feedback constructive feedback

  17. Promoting interaction

  18. FINDINGS FROM THE SURVEY The need to refine our questions: • What form[s] of “expectation setting” result in superior learning outcomes? • How does the “welcoming classroom” affect student engagement, persistence, and retention? • To what degree are key feedback mechanisms missing, and what is the impact on student learning? • What innovations could help create richer interaction for students in online learning environments?

  19. What we learned • Define terms – common language • Survey additional faculty regarding their use of UID principles • Survey students about their accessibility to course content • Further incorporate UID strategies into course development process • Develop a plan to support faculty in utilizing UID principles • Continuously evaluate faculty use of UID principles and student accessibility to course content

  20. universal instructional design in the learning environment • Weimer’s Five Key Elements to Learner-Centered Teaching as they relate to Universal Instructional Design (Weimer, 2003) • Balance of Power: Who owns the learning? • Role of Teacher (Grasha, 1996) • Expert • Formal Authority - “Sage on the Stage” • Facilitator • Delegator • Demonstrator

  21. Why do… Fonts and colors Matter? It shouldn’t matter; we should be creative; we should express ourselves

  22. We never know how our presentation may impact student learning

  23. universal instructional design in the learning environment • Responsibilities for learning – knowledge vs. wisdom • Function of content • Practical application • Presentation formats • Purpose and process of evaluation - continuous feedback • From professors to students • From students to professor (Weimer, 2003)

  24. references Burgstahler, S.E., & Cory, C.C. (Eds). (2008). Universal design in higher education from principles to practice. Cambridge, MA: Harvard Educational Press. Grasha, A.F. (1996). Teaching with style. Pittsburgh, PA: Alliance Publishers. Weimer, M. (2003). Focus on learning, transform teaching. Change, 35, 48-54. Retrieved from http://search.proquest.com/docview/208050887?accountid=39364

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