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.

Fantastic.

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?

Sure.

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.

Okay.

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--

Right.

-- 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,

my pronunciation,

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.