Really excited to have
a special guest for this webinar, Eric Moore.
Eric comes to us from UDLHE,
and the University of Tennessee,
Knoxville, as well as Scott Ready
who is the Accessibility Evangelist at Verbit.
I'll allow them to introduce themselves further,
but we're really excited about this topic.
The Universal Design for Learning is
something that we keep hearing about a lot
from our customers and
just the community of higher education in general.
It's really become a great focus.
So we're very excited to have you here today,
this is meant to be quite interactive,
so we really would love
to have you submit your questions,
we'd love to answer them live.
We'll basically reserve the last 15 minutes of
the webinar to really tackle all of those questions.
But we encourage you throughout
the webinar as we're going through
the presentation to really submit
those questions as they come to you,
and we'd really be happy to tackle them.
If for some reason we don't get to
tackle them live on this webinar,
we'll definitely be doing follow-ups after.
If for some reason you do have to jump off throughout,
we'll also be sending out
on-demand of the webinar as well,
so you'll have access to that.
But I think we're ready to get started,
so I will turn it over to Scott and Eric.
Eric, if you'd like to start, introduce yourself.
Sure. Danielle already did a lot of it.
But as a Universal Design for Learning specialist at
the University of Tennessee and
a consultant for UDL in Higher Education in general,
I've really had a unique opportunity, I feel,
get to hear from lots of people on what they're
experiencing with UDL integration around the country,
around the world, and to get to put into
practice myself here at Research 1 Institution.
So that's something I'm very
fortunate to have that opportunity and I love to
share about what we're learning with the world.
So thank you for this opportunity.
Thank you Eric for joining us.
I'm Scott Ready and I have
over 30 years in education and inclusion,
worked in various different capacities if you will,
from state agencies to
federal projects within higher education in K12.
My parents were both deaf.
They were instructors at
the Missouri School for the Deaf,
so I had the awesome privilege of growing
up in that culture and in that community
of individuals that has
seen technology develop over a lifetime.
So with that, let's get started.
Danielle, will you share the presentation?
Yes, I'm going to be sharing my screen right now.
Well, here's our agenda for the next hour.
We're going to get started and take a look
at a foundation definition,
a refresh on UDL,
and how it's evolving over the time.
As Danielle said, there's been a lot of interest in UDL.
There's very few conferences that you can
go to in this field that doesn't
have at least a session or two
around UDL and what is taking place.
So Eric's going to set the foundation for us there,
and then research to validate UDL in design application.
We're going to talk about some of
the leading research that has taken place.
But all of that wouldn't be good if we didn't also take
a look at the key strategies and
models for effective implementation.
When we implement something,
then what are some of
the models so that we don't have to reinvent the wheel?
Then talk a little bit about
technology and how that is really
enabling UDL and inclusion to really take place.
Then as Danielle said,
at the end we'll have some time for Q&A.
So please, all throughout this session
feel free to submit
your questions and we will be able
to hopefully address all of them,
if not most of them at the end of the session.
So with that, Eric,
we produced a webinar with CAST previously
that was a great intro to the concept of UDL.
But let's do a quick refresher and talk about what
UDL means briefly and how it's evolving.
I'm glad to do that.
Well, one of the first things I'd like
to establish is that UDL itself is not a method.
It's not something that we do.
Rather, like any other framework,
it's really a way of thinking
about teaching and learning,
and it's designed to help give all
students an equal opportunity to succeed.
In practice, UDL really calls for flexibility
and learner decision-making in
the way that they access materials,
the way they engage with it,
and how they show what they know that aligns
with the three learning networks in UDL,
what we call the effective network,
which deals with how we engage with learning experience.
The recognition network, which is how
we comprehend and perceive information,
and the strategic network which deals with how we take
action and express ourselves
with the learning experience.
Ultimately, UDL is designed to
develop what we call "expert learners".
The primary goal of UDL is
not necessarily content acquisition,
but the development of expertise and learning itself.
We like to say in UDL that when you're an expert learner,
content is grist to the mill.
You can learn anything you want to learn,
you're very good at learning,
you love learning, you want to do more.
That's the ultimate goal of UDL.
One of the things that I like to
establish is the difference between
UDL and other models that also deal with inclusion,
specifically accessibility and accommodation models.
These three models, I want to establish really early,
are not in conflict,
they are significantly different but
they're symbiotic; they're mutually beneficial.
In a UDL environment,
it's very hard to imagine somebody saying that we're
practicing UDL if they're not also accessible,
if they don't also provide
accommodations to those who need them.
UDL, I think is the culmination of the objective
that's sought after with
accommodations and accessibility.
Consider for example,
when we're differentiating these terms,
who is getting access to what?
So on the next slide,
if we look at for example accommodations model,
then in terms of who gets accessibility,
accommodations are given only to those who
have registered preexisting disability.
So for example, if you have a hearing loss
or if you have a certain type of learning disability,
you need to document that,
bring it to a disability services center
and get the support necessary for that.
What do they gain access to?
Typically, we're gaining access
to materials and environments.
So materials might be for example,
for a student with dyslexia,
they might have an accommodation where all of
the text materials are made available in
an auditory form for example,
or for a student who's in a wheelchair,
they might ensure that on class field trips and so forth,
there's opportunities to ensure that
they're able to participate.
The accessibility model I think expands
in both directions,
not only do people with disabilities gain access,
but also there's broader benefit
whether we're aware of it or not.
So for example, the provision of
closed captions is one opportunity in
which obviously people who are deaf or hard of
hearing benefit significantly in closed captions.
But we now have copious evidence that
shows that everybody improves attention,
retention, and comprehension of
videos when they use closed captions.
When we build accessibility into
the learning experience into the environment itself,
now individuals don't have to go
seek out special accommodations,
it's available there for everybody and so there's
a broader benefit and greater extent of its effect.
UDL, I think expands on this still further,
where not only does it benefit everybody,
but in fact- if
you'll go ahead and hit that animation Danielle,
it benefits everybody and it
includes this element of coaching.
So let's look at captions again.
With an accommodations model,
we might just have captions there.
Sorry, somebody would get access to the captions,
in accessibility model they're
available on all the videos in the class.
In a UDL model,
I would take one step further and I would
talk to the students about the value of captions,
and why they should try turning them on,
and how that might benefit them.
That coaching element you can see is not just about,
I want you to retain this content better,
but I want you to learn something about learning itself.
I want you to get better at learning and to develop
skills and strategies that you can take with you,
outside my class and
outside the formal learning experience.
There have been some important changes in
higher education that think really
open up avenues for UDL to take more effect.
First of all, I think we have
a growing awareness of learner variability
as the norm and
rather than the exception in higher education.
Where traditionally, we tend to think in terms of
bright lines between disabled and not disabled,
honor student, remedial student and so on and so forth.
We have this clearly defined parameters
and we just sort of assume that those who
don't have a special tag are lumped
into this mythic average cluster.
What we're seeing now is
more and more attention to
seeing that our students are in fact
variable and that variability is
significant and that variability is
predictable and that variability is not
a problem unless the environment makes it into a problem.
There's also new prioritizations
in terms of skill development.
So we're moving away from
just focusing on hard skills into prioritization of what
is sometimes called soft skills or more accurately called
professional skills or
essential skills things like leadership,
collaboration, critical thinking, reflection,
these types of skills that we're
seeing students need for life and work in
the 21st century are
the exact skills that UDL
seeks to develop in our learners.
Furthermore, we're seeing
a rapid emergence and demand for
new technologies like
augmented reality and virtual reality,
the use of 3D printing in learning and
creation and also the expansion
of online learning environments.
As these new technologies and
new media of learning began coming forth
that opens up opportunities to talk
about how we can use these new technologies,
these new environments to
maximal effectiveness and UDL as a design framework,
is one way that we can begin framing those conversations.
In this way, we've begun to see
institutes of higher education respond.
So we're seen system make and
systematic intentional practice and
institutes of higher education has two examples.
Johns Hopkins recently started a program called
Huddle Hopkins UDL effectively
and as far as I've been able to
understand from conversations with them,
they're basically working with developing a cohort of
faculty would become experts in
UDL themselves and begin practicing it themselves,
but also take that back to their departments at
their colleges and spread the value of UDL
and the support for UDL they're in
that sort of hub based network is very powerful.
What we're seeing there and at UT Knoxville
we're found in similar process.
We're working up to that at this point,
is that UDL in higher education
really needs to be a collective effort.
We have seen lots of places
where individual practitioners or
isolated practitioners at a campus are doing UDL.
But if fizzles out or never comes to
his full potential because
we're not getting that strength of networking.
When we see people come in
together within the department, across departments,
between staff and faculty like construction design,
student disability services and so forth,
we begin to see a change in
culture and ultimately that's what UDL is.
It's a change in the way we
think about teaching and learning.
It's a change of how we empower students and faculty and
just the way that we view and
value education and the role of education.
We're seeing this development of
national and international community of
practices beyond individual institutions as well.
So for example, the UDL Higher Education Network,
which I'm representing today,
started with seven people three years ago.
Now we have over 500 members.
We had UDL Higher
Education Digital conference last October,
that was just a figment of
our imagination one year before and
attracted over 400 people
from 17 countries and four continents.
We're very proud of that.
But really what we're seeing is that,
this community of practice around media
is growing and that's essential.
We're also seeing emerging research and research agendas
around UDL and this is perhaps been the slowest coming.
Part of that is because where UDL tends to find
its most immediate success in higher education,
tends to be the more community college and teaching
oriented colleges where people are
ready to invest in high-quality teaching and learning.
So to get into places where
researchers are full time and that's
a part of somebody's full-time job,
we're getting there and
that research agenda is beginning to
unfold. Scott, did you want to enter?
Yes. Danielle, you got the slide?
There we go. Okay, great.
So now that we've laid a firm foundation as
to the framework of what UDL is.
The next question that I often hear is
around the validation of the framework.
Would you share with us some of
the research that has taken
place around UDL and that is up and coming?
I will be glad to.
One of the things to understand about this is that,
because UDL is not a method,
we can't necessarily frame UDL cleanly as
an independent variable like
there I did UDL, what happened?
So instead, what I tend to be seeing is UDL
is a secondary independent variable, if you will.
By which I mean with their practices that we
know will work that have impact, but how do we choose?
How do we get people to use
those practices and how do we know
which practices to apply in a certain situation?
That's where UDL comes in.
So in the two examples of research I'm going to show you,
on the one hand you could say, well,
it was the methods that they
ultimately chose that lead to the outcome.
But they wouldn't have chosen those methods had they
not been thinking from a UDL perspective.
So that for example, it's Gravel, Edwards,
Buttimer and Rose and they wrote in a book,
their chapter in a book.
Can you go back one slide to know about
how they were doing
this research in the context of a graduate level,
graduate teacher education course where they were wanting
to get away from traditional lecture approaches.
Go ahead now, sorry.
So what they found at
the end of this research for example,
was one student talked about how she told
her teaching fellows she felt
more like a true member of the class,
learned a lot about herself and gain
new insights into her learning disability and what it
meant for her learning simply because of
the note-taking system that they employed.
This note-taking system which really used
flexibility and options and choice
making and all submit notes
published for all of the students in the class to
share and to learn from what's highly
motivating for students and really
transformed a lot of students.
The seemingly one little thing that was
framed from the perspective of UDL
made huge changes for the learners.
Another study, Davies, Schelly and Spooner explored
the question of does faculty training and UDL work?
So they just did a five-hour training for
faculty in UDL and they collect,
pre and post data in terms of
high-impact practices those faculty
used over the course of
the term and they wanted to see if
UDL training would lead them to
using more of those best practices,
the results were overwhelming.
They found significant outcomes in terms of how,
which practices faculty use,
how often they use them in the outcome on students based
on those simply because they received UDL training.
So while it's entirely possible that they might have used
those practices independent of being trained in UDL?
They didn't and they wouldn't necessarily
know how to unless they had
a framework that would guide
the effective use of those practices in context,
which is what the training provided.
So the big idea for me as what we're
seeing in the research at this point is that,
UDL, first of all,
isn't something you do it the way we think.
It's a mindset, it's a culture change.
But it informs what we do,
this means that UDL should
be intention research-based practices,
the provision of learner choice and
autonomy is all of those things,
but it's how we do it,
why we do it as well and UDL environments,
learners not only learn better,
but they learn to learn better.
Wow, I know I'm taking away
several key points here
and writing notes down as you're talking, Eric.
As with everything though,
implementation is critical and
it's only as good as it's able to be applied.
So Eric, do you have
some key tips that will really assist us
in being able to implement and
apply UDL in our learning environments?
What I like to think about UDL
as a culture change like we talked about,
and you can't change culture by yourself.
So if you're going to practice UDL,
you need to build a community.
Then, in spite of that process,
I'd like to start with pain points
or organic opportunities.
So for example, if people think everything is going well,
that's not a great opportunity to come in and say,
"Hey, when you do it you change everything."
So what you want to do is look for those opportunities,
maybe the schools facing losses
or push-back regarding accessibility,
maybe we have a huge grant that's going
to give us an opportunity to invest in new technologies,
maybe we're bringing our courses online.
Any time you have somethings in flux,
there's opportunities and there might be challenges here,
that's a great opportunity to look at how can we take
this opportunity and maximize
the outcomes for our learners,
for our community and that's
a great opportunity to start talking about UDL.
At the same time, I think it's important to
see that success begets success.
It was very rarely do you see UDL start from a top-down,
is almost always bottom-up.
You almost always see
an individual faculties become a cluster of faculty,
become a department, become a college,
become the university implementing UDL.
When you collect that success in individual class,
I encourage people to do action research.
Just document what's happening.
How are you making the choices that you're making?
How is UDL informing that?
How are your students responding?
What's their voice in all of this?
When you collect that data and share it with
department chairs or deans, with provost,
with presidents, then we begin to get
the administrative buy-in and
we scale from there going upward.
So as far as some examples,
let's say that we're confronting
some preconceptions and actively challenging them.
So if we have faculty, for example,
who have a preconception that's very common,
that the more difficult course is,
the better it is for learning.
This is a very common conception in higher education,
"I want my course to be hard."
I think that we need to separate
this idea of difficulty from
appropriate challenge or the quality of the outcome.
Maybe what we need to start thinking is,
"Is my course rigorous?
Does the students say that my course is hard?
But, can they do remarkable things
by the end of the learning experience?"
If students find it not painful,
not difficult to be able to
learn to do remarkable things,
then I call that really high quality teaching.
So sometimes we need to hit
those misconceptions or preconceptions head on,
and use that opportunity to
facilitate conversation of how we might grow together.
A second way is to think about using design thinking.
A lot of us says faculty in
higher education tend to start our conversation of,
"I'm going to be teaching a new course,
what textbook am I going to use?
What materials do I need to
assemble to transfer knowledge to my students?"
From a design thinking perspective, we don't start there.
That's the last thing we talk about.
We start by thinking about who are our learners?
We know now from a UDL perspective,
they're going to be predictably significantly
diverse and I want to know where
are they going to be by
the end of the learning experience.
Then, as long as they get there,
they really care how they got there
or do I care more about the fact that they're there?
So can I provide flexibility
and choice in the process that will
enable more students to achieve more remarkable outcomes?
A third way to approach it is to model, model, model.
This is actually my dissertation,
is something I'm very passionate about.
I think if we're going to be teaching people about UDL,
we need to get them experiences with UDL.
Then we need to explicitly
reflect on those elements and why they work.
As an example, in a workshop that I
sometimes deliver about assessments in UDL,
I often start by trying to
define what is an assessment and I put that
up there and let you define assessments
here because we can have different conceptions of this.
Then, I say, but I can give you a minute and 30 seconds.
To do this, I'm going to ask you to
take out your smartphone or
tablet and record yourself
explaining to me what an assessment is.
Now that's time take away for
a minute and 30 seconds, totally dead paining,
whether in a crowded room of adults,
many of them over 40,
never made a selfie video on
their lives and they're struggling.
They're obviously struggling.
I let a minute and 30 seconds expire and then I ask them,
"Okay, so go ahead and turn those in."
They're chuckling, "Is he serious?"
Eventually, we debrief and I ask them,
"What did I just assess?"
On the one hand, I thought I was
assessing what you think assessment means.
On the other hand, I was actually assessing
your capacity to make a selfie video in a minute
and 30 seconds in a crowded room of other adults and
that is completely irrelevant
to whether or not you know what assessment means.
What I'm doing there,
is I'm engaging them in learning experience.
Before we even talk about why we
need to change our assessments or
how we can change our assessments,
or how you doing forms all of that, first,
they've got to see the value and
that's something that we believe in UDL.
If you're seeing that here in this workshop,
then how can you do that in your classroom?
How can you engage your students
and help them see value and
meaning of the learning experience
before you begin talking about content?
In terms of an institution,
as a couple ideas,
if your institution is moving courses
online like UGK as right now,
tie UDL accessibility into
the conversation and the design plan.
The last thing that we want is for
people to push things out and
get attached to poor-quality designed materials.
I think UDL an accessibility need
to be part of the conversation upfront.
They need to be part of how we put courses online,
how we think about, who are
the learners that we're reaching and all of them.
I have a course available to tiny.cc/UDLonCanvas,
is a massive open online course,
is designed to walk through,
how can UDL mashed with the features of
the Canvas learning management system and others have
been adapting that for blackboard and other LMSs.
It says it's a CC license
and I encourage people to do that.
That's one way to look at how we can begin using
LMS features to activate some of the principles of UDL.
If your institution is responding
to accessibility lawsuits or
a threat of accessible velocities
and you're in a position to help,
then help, but don't stop there.
We want to move from fear to inspiration.
Oftentimes, with accessibility, we have people
doing this because we're afraid of lawsuits,
because we have to comply and just check the boxes.
We want to get people to a point where they actually see
this really makes a difference for our learners.
One of the most powerful ways that I've found to do
that is to have the students to speak for themselves.
Have them talk about what accessibility
has meant to them and how classes that
were designed with the principles of UDL enable
them to learn in ways that they
were never able to before.
This can become a very powerful way
to continue to motivate faculty and
administrators to continue the work of
implementing UDL and accessibility together for everyone.
So as Eric shared with
us at the beginning of this webinar,
accommodation and UDL is symbiotic but very different.
One meets the needs of a very specific audience,
and the other enhances the experience for all,
but then incorporating
that coaching element within the UDL.
So with that, I honestly think that captioning is again,
one of the best examples of how technology
really creates an environment that benefits all students.
Technology can increase accuracy within the captioning,
it can lower the cost of captioning,
and really provide a quicker turnaround.
So let's take a look at that now.
So with that, there are many examples,
and Eric alluded to several of those
about how captioning enhances
the content engagement for all students.
No longer is that a question.
That's been proven,
but how many of you have tried to search for
a specific term or phrase and
a video after fast forwarding,
rewinding, depending on how important it is?
Typically you just give up and just sit
there and just watch the entire video again,
trying to find that one exact spot.
But oftentimes students won't do that.
Oftentimes students will just disengage.
So captioning enables you to be able to search.
So have you ever heard of a term in class,
for example, but was unsure how to spell that term.
Maybe even you were assessed on that term,
but you weren't able to recognize it on
the assessment because you've never
really seen that term before.
Again, captioning provides you
that ability to not only hear the term,
but to also read those terms in your class.
One last example, have you ever had
a professor that has an accent
and you're unable to comprehend all of what's being said?
Well, I think we all get the picture here and,
one statistic I like to share is that 85 percent
of Facebook videos are watched silently,
and when I ask my participants in
webinars or in workshops or
just going around talking with people,
90 percent of the people tell
me that they use captions on
a regular basis when they're watching
movies or they're in a noisy environment.
So it's really become the norm now in
society and among all individuals.
So it's really up to us to take
this information back and like
Eric was saying, build that community,
build that awareness within our institutions,
and share the information that
you are able to obtain today,
and here's the main point that
I've come to use over and over again.
It has almost become my mantra,
is that rather than have
captioning be an accommodation feature,
let's make it a learning feature.
So I think that I can really drastically enhance
the engagement of our students with their contact.
So with that, Danielle,
I want to ask what questions have come in that we
would be able to then engage with the participants here?
Sure. So to begin with,
I think we are seeing
definitely more of a shift toward online.
So what one of our audience is wondering kind of
the relationship between UDL and
online courses with that shift happening.
Yeah, I think we're seeing
more faculty who feel very
confident about teaching in a brick-and-mortar setting,
find themselves often much less
confident in the context of an online setting.
I happen to be a social learning theorist.
So I adhere to the phrase that
teachers teach how they've been taught
not how they've been taught to teach.
So if I have a lot of examples to fall back on,
I'm teaching in an in-person classroom,
I'm likely to gravitate towards those.
When it comes time for me to teach in a classroom,
if I haven't received any formal training
because sometimes even if I have.
However, when moving to an online environment,
far fewer faculty, at least at this point in time,
have had a lot of experience
learning in an online setting and
so the openness to learn is absolutely essential here.
So we're seeing faculty openly saying,
I need help bring my course online.
I need to learn how do I do the pedagogical work
in the context of an environment where I
don't get to see my students.
I don't see them raise their hands.
I don't get to have them necessarily
talk to each other in real time.
What does that look like?
The inquisitiveness is a perfect avenue
to begin introducing new concepts.
UDL being just one, accessibility being another.
Things like instructional design in general,
and how that influences
the design of the online learning experience.
Lots of things I think are coming into that,
largely just because the faculty are
prepared to learn in that situation.
I think we are seeing also a lot of
students are more discerning,
more demanding of what they expect
to see when they take an online course.
When I took my first online course in probably 2005,
the quality of online learning was not great,
but it was novel and I just took
what I saw because I didn't have
any schema or basis to challenge it.
But now there's so much available
online for getting high-quality learning.
Some of it very informal,
but really intellectual like TED, YouTube, Khan Academy,
these types of things that have
really demonstrated that people
do learn online on a regular basis,
and if they're going to pay money to
attend a institute of higher education than learn online,
they have high expectations of what
the quality will be like and
what their experience would be like.
So again, that's offering them
the opportunity to have
these conversations and it is happening.
So we're starting to see faculty tap
more into the structural design departments,
into communities of practice to
improve the quality of their online courses.
Yeah, it's interesting. I've been in
the online environment now for 20 years.
Started with WebCT back in the old day
and it's interesting, like you said, Eric,
that when it was introduced,
it was the one tool that
was just out there to be able to be used with everything.
But now as it's developed,
it's been refined, and so now
there's various versions of it.
In order to be able to use
a more well-honed tool to
be able to fit the needs of
various environments and various needs.
So being able to take that and not just
throw online to the educational community,
but be able to really analyze and
how are we going to use this pedagogically?
Are we going to use it in a hybrid environment?
Are we going to take the tools and
really use it to the benefit
of education rather than just
having a different modality of delivering courses.
I think there's a lot of things that
also apply with UDL in that same front,
being able to look at UDL and how are we
going to use that pedagogically that
benefits the educational environment
as opposed to just looking at
it as just an overall framework.
Absolutely. Yeah. I think that it comes to two points.
First, I think is how instructors need to
design their courses with the best practice in mind--
-- but the coaching element is hugely important.
The common misconception is
that the students who are coming up,
these traditional students, 18-24-year-olds or so ,
are experts at learning online.
That's just not necessarily true.
Just because they grew up with social media,
they know how to use Twitter and Snapchat and
Instagram and so on and so forth for their social lives,
does not necessarily mean they know how to learn online.
So UDL reminds us of that,
reminds us of the value of coaching.
We've been talking about captions a couple times in here,
and that's just one example where
the vast majority of students in my experience who
would benefit from captions don't know to
turn them on unless they're in an obvious situation.
So those types of little tips and tricks that
we can give our students to help them learn better.
To me, this is what technology is.
Technology allows individuals to make choices
in a way that previously
it would have to be an executive decision.
So in a traditional classroom,
brick-and-mortar with no technology,
I might recognize that some of my students will do
better if they're listening to the book,
some of them will do better if they're reading the book,
some will do better if they have both.
So I have to either split them up
into different parts of the classroom physically,
or I have to do one and then the other.
It's very teacher mediated.
Whereas in a technology environment,
now the students who are equipped with the knowledge and
the skill of how to use
software and technology to, for example,
convert a PDF into an audio file can say,
I would prefer in the situation to listen to it while I'm
reading up because I know
that as an English language learner,
that's a great way to enhance my vocabulary,
and individuals can begin to make those choices.
What we're trying to do is teach
them what choices are available to them,
how and why to use them,
and then how in fact to utilize them.
Love it. Danielle, what's next?
Yeah. So we have another question coming in
based on what you kind of both just mentioned.
Would you recommend using
open captions as opposed to close captioning
to avoid students not being
aware that captioning is an option?
If I'm given the choice between the two of them,
I would always choose closed captions
and I'll explain why in a moment.
That said, I want to start
by pointing out there is research that
shows that open captions do not hurt anybody.
So if I happen to be in a lecture hall,
and I'm showing a video in the front of the class,
I will always open caption that.
For those of you who are
unfamiliar with this terminology,
open captions basically just means it's on,
you can't turn it off.
Closed caption is what you can turn off and on.
So I would always use
captions when I'm presenting to a group.
Now when it's possible,
when I'm teaching online and
the students have their own copies of the videos,
then I would use closed captions because you might find
some students who say as an individual,
and the research is really looking at a large group,
an individual might say,
"I find it distracting and
I can process it better if I'm just listening."
There are always going to be exceptions to the rule,
and so I want them to be able to
accept themselves in that situation.
I also want students to be decision-makers.
I want them to choose to turn it on,
because if they only
experience captions when they're forced on,
then they get used to that passive,
"I'll just receive captions if they're
on" and they're not learning to think,
"You know what, captions benefit me,
I should turn them on."
So rather I'm actually
involvement with that coaching aspect,
encouraging them more than once to
turn them on and getting them to feedback on that maybe.
The goal of UDL again,
is not to just to get the content to them,
in which case I would certainly use open captions,
the goal is to get them to be informed decision-makers,
and closed captions are I think in
that situation more effective to that end.
I agree. Another component to that
is to make sure that the captions are done with quality.
I oftentimes think that goes I had said,
but I just wanted to make that point.
Great. We did have a question come in about if
the PowerPoint presentation in
this webinar will be available afterwards.
So I just wanted to quickly address that yes,
we will be sharing and on-demand
link for you to re-watch the webinar
as well as the presentation itself and the PowerPoint
slides and we'll also be adding a transcription to this.
So you'll be able to search and go through
if there are specific elements of
this that you'd like to go back
to just as another helpful feature.
By just going forward with the next question,
I know Eric you've started to get into this,
but just some beginner steps for a school that maybe
isn't super invested in UDL and is
really looking to just start to make their way there.
Do you have some tips or
best practices on just first getting started?
Yeah. I guess it depends on who it is that's starting it.
Oftentimes is coming from faculties,
sometimes it's somebody from
instruction design or a disability support services,
very rarely is an administrator,
and it is an important distinction of K12 to Higher Ed.
We're in K12 and a strong administrator can get people on
board and add people
together to move forward with the new initiative.
Have found that in Higher Ed,
an administrator comes in with
something that the faculty don't
yet have buy-in for is not going to make any progress.
So it does tend to come from a bottom-up perspective.
So let's say in my context,
I was in the instructional designer.
That was my role here coming in with UDL.
Ultimately it's about making your team.
So the very first thing that I did was
I worked with the other instructional designers
on my team to help them
become informed and expert in UDL.
To me that meant just integrating into
the processes that already existed.
What I did not want to do is have it be something that we
tack on at the end of our design process.
It had to be, you already have
a highly effective design process,
what does this add to what already
works to make it even better?
So for example, I created an oxymoron of
a interactive bulletin board where we
had a bulletin board that
would present specific scenarios.
Like for example, students
come in to a given lesson are variable in
terms of the background knowledge and
skill that they have with regards to
this lesson in a traditional approach who
aim for the middle and those who need remediation,
those who are ready for more challenging approaches,
they're just going to have to muddle through.
I designed this such that it was like one
of those folders where you could just flip it up.
So on the front was the scenario and you flipped it up,
and I provided a specific way that we
could address this barrier using
the features of Canvas and this was relevant
at the time because we were transitioning to Canvas,
and I invited them with a QR code
to share another way that we could approach this,
either in in-person classroom or online.
We rotated the scenarios
every week and so we would get to
see people in the hallway
stopping and looking and thinking.
It wasn't about what methods are you using,
it was how are you getting to choose
a method that you're using
and why are using those methods?
It was about recognizing
the variability of our learners and why we
needed to be flexible in
the way we designed learning experiences.
I also would break into our team meetings.
We have several different teams,
we're jumping to the team meetings with
10 minutes what is UDL?
What is learner variability in the framework of UDL?
How is UDL different from accessibility and
things that we're talking about here as well?
Those 10 minute just introduce
a theory and have a little conversation
about it and then throughout
the week we're putting it into
practice with what we're actually doing.
The key takeaway, and everybody is
not going to approach it the same way I did,
but for me the key takeaway was again,
I needed to see who's around me and how can I make this
relevant to them instead of hoping that
they're going to come and see
the value in what I believe in.
If I were a faculty I would use a very similar approach,
wanting to share these ideas
with people in my department,
inviting them to come watch my class and
give me feedback when
I'm putting these things into practice,
giving them specific look force that kind of thing.
I would also want to be collecting
action research, looking at,
I know in the past my students have really
struggled with this particular assessment or
with this particular concept and I've got
historic data on that so as to really have a baseline,
and I'm going to use UDL to
rethink how I present this assessment,
this concept to allow them to learn through this module.
Then get the student results and feedback based on that,
and we can then begin demonstrating, look what happened.
Sure it was the method, but I wouldn't have used
the method if I wasn't thinking from a UDL perspective.
So begin collecting that
not only as an individual faculty,
but I begin to get my colleagues doing that as well,
we get a rich collection of
evidence where we use many different methods,
but it was all framed with
the UDL perspective and look what happened.
As you collect those,
publish them as white papers,
blogs, whatever makes sense,
even journal articles would be fantastic if they get to
the level of maturity and
share those with department chairs,
with deans, share them with grant committees to get
funding to support buyout and things like that.
It's really about scaling.
One of the point then is that faculty often
feel that the biggest barrier is the fact they
just don't have time to do what they perceived to
be the overwhelming work of redesigning course with UDL.
Into that, it's really important to
see Rome wasn't built in a day,
we can do this as an iterative process.
I always like to start with those pin points again,
where the student is struggling right now,
let's fix that this semester,
and let's get that natural feedback.
Again, I'm socio-cognitive.
So I think that that social feedback
motivates me to want to do more like that next time.
So then I look through for
something else I can do and pretty
soon I'm not patching holes, I'm enhancing quality.
It might be three or four semesters
down the road I look back,
I've come along way and it wasn't actually that
painful when you broke it
down into step by step along the way.
Great. That was really helpful.
Another question that's coming in
is specifically around additional resources.
Christine, one of our attendees actually called out
implementing UDL on the Canvas platform, Eric,
which is one of the things that you I think we're
involved with about access to a resource like that,
gaining access to it,
as well as additional resources that you might
recommend for individuals to consult in this process.
Yeah. I see the question there. It is free.
That was one of the things that I was very
passionate about is it's open education resources,
and I wanted to contribute to that.
There's a direct link. So you're free to join that.
You don't have to have a subscription to
Canvas or anything of that nature.
Canvas network is basically just a MOOC host.
Some of the MOOCs on
there do have fees associated, but this one does not.
So I encourage you to take a look at that.
As far as other resources,
I would strongly recommend udloncampus.cast.org.
So this was a website that
was redeveloped maybe about four or
five years ago at the Center for
Applied Special Technology or CAST,
which is the origin and the mastermind behind UDL.
So their website is focused specifically on
higher education with great resources and examples,
strategies, and so forth.
It's a great place to start.
CAST has also published
a book called UDL Theory and Practice,
and you can find that book at udltheorypractice.cast.org.
In that form, you
can create an account but that's free as well.
You can buy in a print copy,
I think it's 40 or $50.
But they're intentionally trying to drive people to
the online format because they see again,
like we've been talking about in here,
that's where UDL really thrives.
So they give people the flexibility
of multimedia representation of content,
the ability to interact with the book,
they basically re-envision what is the textbook,
and does it have to be as static as it always has been.
But it's also bar none
the best introduction to UDL I've ever encountered.
So that's a great thing to read.
If you enjoy reading, you might also
look into a couple of books.
Tom Tobin and Kirsten Behling released Reach Everyone,
Teach Everyone last year,
which is a great introduction to UDL on
higher education as something to practice.
They do a good job of exploring not
just what does UDL look like in the classroom,
but what does it look like in admissions,
in dorm life, in
student services, and so on and so forth.
My colleague Jodie Black and I
also published a book earlier
last year called UDL Navigators in Higher Education.
That's intended to be a field guide for
people who may be like you or
the ones who are spearheading
UDL efforts in the context of higher education,
get some pragmatic ideas and strategies to tie UDL into
existing frameworks and concepts
that we see in higher education.
To provide you some other choices
other than just printed material,
if you go to YouTube,
I know that Tom Tobin also has a series
of videos that you can watch about UDL.
It touches on a lot of
the important points that are also in his book.
Eric, do you know of other videos that are
available by other individuals that produce those?
Well, you can look at the UDL IRN,
there their YouTube channel,
and among other things,
all of the videos that were recorded from
the UDL Higher Education Digicon
last October are available there.
They also have network and learn sessions,
the organization, one of them I'm
representing here is the UDL Higher Education Network.
We have quarterly meetings and we have one coming up,
and our videos are also hosted in
the UDL IRN YouTube channel.
So those are more round tables rather than presentations
or conversations about issues that we're facing.
For example, how do you start the conversation of UDL?
Or what is the state of the research in UDL?
Those type of specific themes that we look at in
those quarterly meetings in conversation.
Then I would also encourage people to look
at the website learningdesigned.org.
Learningdesigned.org is a joint venture between CAST,
UDL IRN, and I can't remember which other organization,
but it's meant to be
a one-stop shop for all things UDL related,
including you can now get certifications
at two levels there and they're working on a third.
They have a resource bank that
have people that you can get in contact with,
with networks, and so on and so forth.
So that's a good matter resource
to be in folklore around as well.
There is a learning designed,
I'm responding to the chat to request for the hyperlink.
Perfect. Danielle, you're on mute.
I think we're getting to the last couple
of minutes of this session.
So just it or see
any big key takeaways that you really
would like people to walk away from,
maybe your top one or two points,
if the higher education folks that are listening could
really focus and hone in on what you might suggest there,
just some inspirational note to end on, I'd like.
Sure. Well, first of all,
I've said it a few times but it bears repeating,
you've got to find your people.
UDL is not something you can practice on your own.
You might do it for
a little while, but you will burn out.
That's not all of it and a huge part of it.
Again, UDL is about teaching our students to learn,
and if they've only experienced that one time in
one class it's not going to change them.
They'll be like, "I had that great
professor that one time".
When we see it begin to be every class in
this department is taught with UDL and it's explicit,
the students start using that language,
they start internalizing it,
that's when we really begin to see
a significant change in who they are,
as learners, as experts in learning.
So find your people,
make a team, whatever that looks like it sometimes.
Sometimes you can't get it
internally, then reach externally.
That's what UDL Higher Education Network was about and
remains to be about. So find some people.
The second thing is to don't doubt your own significance.
As an individual, we've seen over,
and over in places of higher education,
UDL gets started because of somebody,
and it's not usually somebody with power.
It's really important to see that.
Is somebody who you see is the value in this
and decides that they want to push forward with it,
finding their people, collecting the data,
doing all of that work, being the navigator.
So I've often reflected back on a poem
that's been attributed to several sources,
including Benjamin Franklin.
I don't think any of that is true,
but it's a great poem.
It goes something like, "For
the want of a horse shoe nail,
the shoe was lost.
For want of the horse shoe, the shoe was lost.
For want of the horse, the rider was lost.
For want of the rider, the message was lost.
For want of the message, the battle was lost.
For want of the battle, the war was lost.
For want of the war, the kingdom was lost.
All for the want of a horseshoe nail."
Sometimes the most seemingly insignificant of us,
like here I am as
an instructional designer that in a huge campus
with 25,000 undergraduate students
in a tiny derelict building on campus,
but I had been able over
the course of three years to have
huge conversations and we now
have vice provost talking about UDL,
and I'm excited about that.
I don't mean to take credit for that myself entirely,
but it is about how I found people, who found people.
You've got to expand and you've got to start something.
It might in the UDL Higher Education Network that we
have this saying that "Nobody is coming for us."
So when we talk about we
would love to see it, this or that.
I say, "Great. Present it.
We propose it. Take in on.
You got a leadership position. This is what we do."
So in November of 2018,
we said, "Wouldn't it be great
to have a digital conference?"
Then, we know there are people
from all over the world who
would love to attend something like that as well.
Who's going to do it? It's got to be us.
So we got people together and we made it happen,
and 11 months later it happened.
That's the initiative I think that we need to see if
we want to change the culture of higher education.
If we want to change what it
means to be a higher education learner,
a higher education faculty,
people have to start rocking the boat.
Honestly, I think that's you.
Eric, this has been absolutely fantastic.
I've taken a page full of notes already and I
can't wait to go back and watch this session again.
I know that our participants have
taken away a lot of great information too.
So with that, Danielle,
you want to take us out?
Absolutely. So thank you all so much for joining.
As we mentioned before, we will
definitely make this available on demand,
and we will send you an e-mail notifying you when it
is up on our website and you can start re-watching it.
We also encourage you to
continuously keep in contact with us.
We're doing a lot of these webinars quite frequently,
just really surrounding higher education,
themes and trends we're hearing about,
technologies that we're really interested in,
and we'd love to also hear from you.
So if there are speakers that
you'd like to hear from in the future,
questions or topics that you'd like us to address,
please feel free to respond
to any of the emails you've received
from us directly and we will be happy to address those.
So thank you everyone and have a great rest of your day.
Thank you for joining.