Universal Design for Learning (UDL) in Higher Education

The UDL is a form of teaching within an environment designed for as many

different types of students and learners as possible, such as varied ages and learning
abilities. The UDL is a student-centered learning environment in which teaching is
flexible and learners can be engaged. By creating a learning environment in which an
emotional response is triggered allows for students to better remember information as
well as apply it.

Three principles of UDL:

1. Experiential learning - having active experiences within the classroom allows for
integration of emotion and long term memory.

In my fungi class, I can use experiential learning techniques by creating an activity
that will help students engage with the information. For example, King Tut’s tomb
was recently discovered buried beneath the ground where they also found a fungi
that they wouldn’t normally expect to see. We worked through why students might
think this would be in groups, and kept adding clues to the scenario. Eventually it
was guessed and explained that this fungi was proliferating because it was able to
use Nitrogen from King Tut’s corpse. This particular fungi is not known for digesting
bodies, so this piece of information was surprising and a bit disturbing. The example
created an emotional response due to learning through activity and experience.
2. Environment for learning - universal design (UD) originally referred to the
architectural design of the environment or building which contributed to access to a
broader range of individuals.
3. Assessment of learning - diversity in assessment allows all types of learners to show
that they understand the material, as not everyone use the same form of expression.

Limitations:
1. UDL could take a vast amount of time to implement all three learning principles.
2. UDL may prove challenging in a larger class setting. I personally disagree with this
after watching Dr. Addy do an amazing job using UDL with 100 students. It does add
more work with marking, but if you have T.A.’s to help it could be very possible to
use UDL with 200 students.. I would agree, however, that any more than 200 would
make UDL very difficult.
3. Experts, or teachers, may sometimes make assumptions about the novices, or
students. During an explanation an expert might jump from A to C without explaining
B because the concept of B seems very clear or unnecessary; the novices may feel
differently. Experts might allow for 3 minutes to solve a problem, since it would only
take them 2 minutes, while the students might need 5 or more minutes to solve the
same problem. In UDL learning this difference in approach between novice and
expert needs to be identified and understood by the expert for efficient teaching.

Neural networks:
1. Recognition - understanding the “what” behind information by recognition and
perception. 

Multiple means of representation - provide information through multiple platforms,
such as textbooks, powerpoints, lectures, tinkering and discussion, so that all types
of learners will comprehend information.


2. Affective - understanding the “why” behind information through engagement and

emotions.

Multiple means of engagement - provide multiple forms of involvement, such as
discussions, activities and group work, to engage students with collaborative
challenges. In the fungi class there is a broad range of activities, as we are
constantly trying to provide different forms of problems and challenges, both in a
group and as individuals, to allow for engagement. I will try to come up with my own
real world application problems that can be worked on in groups for final exam
preparation. 


3. Strategic - understanding the “how” behind information with organization and

execution.

Multiple means of action and expression - provide multiple platforms to express the
learned information, such as assignments, multiple choice exams, written exams,
presentations and others, so that all types of learners can demonstrate that they
understand the information.