Using Universal Design for Learning Guidelines

to Evaluate a Computer Assisted Note Taking

Software Solution

Andrea Mangiatordi

University of Milano Bicocca, Milan, Italy

andrea.mangiatordi@unimib.it

Abstract. Universal Design for Learning is a framework proposing a set

of guidelines for making learning more accessible to all learners, focus-
ing on the concept of variability. By supporting information deconding,
strategic thinking and engagement, UDL guidelines provide educators
with a methodology for the creation and the evaluation of inclusive les-
son plans. This paper discusses the application of UDL principles to the
activity of note taking, which is one of the main strategies that can be
used to support learning, particularly in secondary and post-secondary
education. It requires different skills: capturing and decoding informa-
tion from instructors is essential, as it is the ability to organize notes
effectively. Moreover, note taking requires attention: if a lesson is boring,
motivation can drop to the lower possible levels and notes can be totally
useless. One specific software package called Evernote is analysed, which
allows to write and to capture content for notes in different contexts. The
hypothesis is that it can be used in learning contexts adopting a UDL
approach. The features of Evernote and of related products are hence
examined following the principles and guidelines provided by UDL, with
the intent of providing insightful information about its possible use and
about its limitations. The analysis shows that even if Evernote can not
provide support to all UDL checkpoints per se, it has at least one useful
feature for the implementation of each guideline.

Keywords: Evernote, note taking, Universal Design for Learning, guide-

lines.

1 Introduction

Universal Design for Learning, or UDL [1], is a framework for instructional con-
tent creation and evaluation, addressing the variability of learning. It proposes a
set of guidelines based on educational neuroscience research evidence. Brain func-
tionalities are divided in three main domains, connected to an equal number of
neural networks: the recognition network has the function of collecting and
decoding input coming from outside the learner, connecting it to background

T. Di Mascio et al. (eds.), Methodologies and Intelligent Systems for Technology 157
Enhanced Learning, Advances in Intelligent Systems and Computing 292,
DOI: 10.1007/978-3-319-07698-0_20,  c Springer International Publishing Switzerland 2014
158 A. Mangiatordi

knowledge; the strategic network manages strategic thinking and problem

solving, determining how a learner interacts with the learning environment; the
affective network connects the inputs and the requests to memories and feel-
ings, encouraging or inhibiting participation, goal setting and engagement.
UDL identifies three main principles addressing the specific functions of each
network, suggesting to provide: a) multiple means of representation, b) multiple
means of action and expression, c) multiple means of engagement.
From these principles descend nine guidelines, each having a set of checkpoints
to be verified by educators preparing or evaluating a lesson plan. The guidelines
will be listed and discussed in section 3. UDL implementation basically requires
educators to take action in order to lower barriers to learning for their students.
In informal learning contexts, however, learners need to develop strategies in
order to be effective and need stronger motivation than in formal learning. UDL
was initially developed with the specific intent of providing support to students
with special needs. Its approach, however, is based on general brain functioning
and not on specific intervention on particular impairment, and is actually useful
for all students [2].
The activity of note taking is central in supporting learning processes. Tak-
ing notes requires different skills, and it is possible to classify them using the
above described UDL principles. The recognition network captures and decodes
information coming from the senses: many note taking systems allow to record
such information by various means, like handwriting, OCR, voice recording and
speech recognition. Users can decide which tools to combine in order to be ef-
fective in capturing information, and often mix a variety of techniques [3]. The
strategic network is involved when it comes to structuring, organizing and se-
lecting information. Digital note taking tools allow both to organize the content
of single notes and to manage collections of notes. Features like full-text search
and tagging allow to navigate content in an efficient way. Finally, the affective
network is involved in the sense that emotional feelings can alter the efficiency
in note taking: a boring lesson in a formal learning context can be very difficult
to follow, as well as uninteresting information in an informal setting is probably
unlikely to be taken into account. Moreover, supporting the affective network
also means providing scaffolds to break complex goals into simpler objectives.
The diffusion of the Web led to a significant increase in the amount of infor-
mation that every person is exposed to on a daily basis. This strengthened the
need for note taking systems, and not only for formal learning contexts. Tools
like Diigo [4], Microsoft OneNote [5] and Evernote [6], as well as many others,
are all suitable for those who need to keep and organize information. In the
following sections Evernote will be specifically examined and checked against
the guidelines proposed by UDL, in order to describe its possible application in
learning contexts. It was chosen as a focus for two main reasons: it is available
as a native application on many different platforms (Microsoft Windows, Ap-
ple OSX, Apple iOS, Android) and has a web interface for ubiquitous access.