AE Module One: Leveraging a UDL Mindset to Guide Alternate Delivery Course Development
Universal Design for Learning “is a framework that guides the design of learning goals, methods, materials, and assessments, as well as the policies surrounding these curricular elements, with the diversity of learners in mind.” (CAST, 2017) The framework consists of three principles that address learner variability through intentional design of the learning experience: multiple means of representation, multiple means of action/expression and multiple means of engagement.
Each UDL principle is divided into multiple checkpoints, found here: http://udlguidelines.cast.org/. UDL is primarily a framework that guides reflective practice on the part of the teacher and helps students develop increasing accountability as expert learners.
From a Universal Design for Learning perspective, success in using technology in education depends on how technology is used and with what intentions rather than if it is used. Technology can help teachers to design learning for barrier mitigation. However, technology can also present barriers to learning. Learning goals come first; technology use in the classroom is in service of these. Technology and UDL are complementary but not codependent. UDL principles can be used to inform technology choices (Black & Moore, 2019).
Finding time and efficiencies in your course often starts with a plan for presenting content to your students differently and building in ways for students to engage with your course purposefully and meaningfully.