I love this quote from one of my career transition colleagues, Marianne Moore from Virginina, “it is not acceptable for kids to be silent passengers in the classrooms and teachers need to change/facilitate that process so that kids are engaged!”
Today marks the conclusion of another successful week of teaching graduate students about the framework of universal design for learning (UDL). This is our eighth year of offering this course at GW University in Washington, DC and I’m always encouraged when students leave the week long institute stating that they’ve learned so much. This speaks to me as an instructor that we’ve accomplished what we hoped — to impart the information they needed to learn, to clarify clear goals that they understood, and to engage them in a learning experience that engaged their interests.
Indeed, so much has changed and evolved in the field of UDL since our first offering of this course in 2003. Texts have been written, websites have debuted, the UDL principles have been clarified and expanded, and legislative references to UDL have helped to anchor a definition and direction. These are exciting times. Unfortunately, so many educators still need to understand the what, how and why of UDL.
As students left our institute this week, I was impressed with their ability to grasp the big picture. To quickly identify the differences between UDL and assistive technology and why each are important. To recognize the effective design of an online course portal and why this design helps to highlight the critical features of a course, offer multiple means of representing the course information, and encouraging multiple avenues that engage the learner.
Every educator hopes that their students will assimilate new knowledge in their classes. As they practice their craft, they become true guides on the side in this learning process–recognizing the strengths and interests of the learner, sharing the vast array of information and resources and, designing an instructional setting that can reach and meet learners through their multiple neural channels.
It is always a wonderful experience to watch learning unfold in a well-designed classroom. Information is shared in multiple ways, students are engaged, interactions are lively, enthusiasm is high, and content is absorb. For most educators, I’d say this is the experience we strive for in our classrooms. The culmination is then in the final evening, when students share their work with others. The final products and presentations share a richness in content and information that includes all the key points. Information is related in a comprehensive fashion and students relate their full command of this new knowledge.
This was the scene and experience I had the great honor of observing this past semester at Virginia Commonwealth University. My colleague, Dr. Susanne Croasdaile, chose the framework of universal design for learning to apply to her Introduction to Research Methods course. She shared information through multiple ways–textbook, assigned readings, lecture, video clips, models, guest speakers, and a full-featured online course space in Blackboard. She gave students multiple ways to demonstrate their knowledge–discussions, individual class blog posts, written papers, reports, hands-on problem solving activities, and a final poster session depicting a research study. Finally, she engaged their learning through–varied opportunities to learn the material, choices in ways to share their knowledge, shared stories about each researcher (complete with a picture playing card), hands-on exercises to dig into the material, and varied uses of digital approaches to enrich the content.
My observations were confirmed when students noted that this was one of their favorite classes. That they completely enjoyed the instructor because she took the time and effort. This was no easy task for such a course that covers the topics of research methods. That explores the intersections and distinctions between quantitative, qualitative, and mixed research approaches. But the stories were shared with great expansion. At times I felt we knew many of the noted researchers personally. A great learning experience!
Last week I attended one of my favorite national conferences, the annual National Technology Innovators Conference in Washington, DC. Many wonderful presentations, national speakers, and thought provoking discussions. The opening drew from a recent NCTI Issue brief that was shared in draft format and just released, http://www.nationaltechcenter.org/index.php/2009/11/16/rpt-innovation-for-assistive-technology/. Exciting to see that universal design for learning is one of the five top trends noted in this report!
I always look forward to this conference and know that I will leave with information about future trends and emerging innovations. This was certainly no different than previous years. I was excited to hear that social media continues to be a force we must contend with and find ways to use for leveraging information. As a tool used often by students, social media offers freely available tools that can be used to collect and share best practices in learning technologies.
The promise of technology for the future in education was also underscored in the messages delivered by newly appointed national education technology director, Karen Cator. Her mention of the importance of access and reaching all students were especially important to this attendee. I’m excited that Dr. David Rose will be offering wisdom to the shaping of the Education Technology Plan and the importance of considering evidence based practices such as universal design for learning. Ms. Cator closed with a request asking for stories and examples that they can review as they draft this future plan. Consider sharing at https://edtechfuture.org/ Share your story!
On Wednesday, September 16, 2009, I had the opportunity to join over 100 other educators from around the country convene at the National Education Association in Washington, DC. Our mission, to discuss and share about the topic, “Creating Great Public School through Universal Design for Learning and Inclusive Practices“. A great day unfolded as we settled into round table discussions about the concept of UDL, best practices, current research, and the promise for more. For some of us this was information we understood and had longed to see digested by so many. For others, this was their first introduction to the promise of such practices.
NEA President-Elect provided a rousing introductory speech as noted below. All left with a commitment to promote this message and encourage collaborations that can continue to raise awareness and understanding. I’m excited about this opportunity and look forward to watching how the future will be shaped through this important UDL lens.
I’m addicted to the website TED Talks. These folks offer such a comprehensive array of informative discussions on topics across technology, entertainment and design. But, I love them even more as I appreciate their design and functionality…offering the clickable ease to turn on/off subtitles in a range of languages.
Last week I had the opportunity to join a colleague in sharing best practices in universal design for learning, differentiated instruction and the uses of assistive technology. I thought some of the e-tools that she shared were worth passing along. First, to establish that baseline again, universal design for learning means we’re keeping in mind 3 guiding principles: (1) providing multiple means of representation to support the recognition brain networks, (2) providing multiple means for action and expression to support the strategic brain networks, and (3) providing multiple means for engagement to support the affective brain networks. Some e-tools that might be used to facilitate instruction/ learning through these principles might include:
Language translators: Applied Langauge, Google Translator
Interactive books: Starfall, The UDL BookBuilder
Graphic organizers: My Noteit, The Brain, Mind Map, Inspiration
Center for Digital Storytelling | Scratch | Toondoo | Kodak Lesson Plans
Choices to motivate: National Geographic Kids, Discovery Channel, Smart Science Education, Teacher Tube, Science News 4 Kids, Math.com, Illuminations Interactive, National Library of Virtual Manipulatives
Flexible grouping: Moodle, Cable in the Classroom, Reading Pen Pals, Read-Write-Think
Over these holidays I’ve had more opportunity to sit and chat with folks, hear their stories, and listen to the lessons in these. One shared reminded me of the importance of keeping options open. This gentleman, now in his 70’s, recounted some of his early college experiences with me over a cup of coffee. Aspring to become a mechanical engineer, he had pursued several routes for his degree. His first was the obvious, seeking training where his GI Bill monies could be used. He also desired to attend the state’s land-grant institution — known for it’s reputation in engineering. However, once he arrived at this school, his ability to flourish through the teaching/learning process did not happen and in his words, “the instructors were not focused on what we were learning but on their institution’s reputation”. He then transferred to a more medium sized institution and found the reverse, instructors were focused on his learning and objective. He even found some professors to allow him the flexibility to take exams at their homes — when his work schedule prevented him from attending the exam during formal class hours. This gentleman achieved his goal and obtained his degree in mechanical engineering and has an accomplished career. His path to learning offered options and eventually the flexibiity he needed to succeed.
Today, I’m encouraged by an article on the front page of the Washington Post – Metro Section (11/30/08) entitled, “Stuck-in-the-Past VA Physics Texts Getting Online Jolt”. The article discusses the work of a project initiated by the state secreataries of education and technology to encourage a group of teachers to write their own chapters of texts online. The thinking behind this idea is that these educators can help to enhance and “speed discoveries into science and engineering classes”. As these authors also note, “textbooks are often breathtakingly expensive, overly general, unchallenging or outdated as soon as they appear” (http://www.washingtonpost.com/wp-dyn/content/article/2008/11/29/AR2008112901809.html).
I’m especially drawn to the author’s comments that highlight how this notion of flexbooks can reach all learners. Again as these authors note, “the format could also make it easier for teachers to add new perspectives and customizable lessons, depending on the students’ cultural backgrounds or interests”. Hooray, a strong support for the foundational thinking around universal design for learning. Using digital media for creating flexible instructional materials that could meet the needs of all learners!!
This thinking also complements reference to a project I heard discussed at the recent National Technology Innovation Conference in DC where Ck12.com – a revolutionary discussion of offering more “flexible textbooks” was mentioned. Google founders and developers discuss the potential ck12 offers in the future thinking of this revolutionary design at <a href=”http://www.youtube.com/watch?v=ZGB0KhoZTgU”>http://www.youtube.com/watch?v=ZGB0KhoZTgU</a> As these offers contend, this “Web 2.0″ approach to textbook design infuses multiple digital opportunities and applications.
A few years ago, I was in the midst of working through my doctoral coursework. Each semester brought two classes and the mass of readings and assignments. This particular spring semester of 2004, I encountered one of the toughest professors during my doctoral program. Known for her emphasis on perfect academic writing skills, she taught us how to improve and expand our writing abilities; a skill much needed in the academic profession. She also built these requirements into the assigned readings and projects for the content of the course–history of higher education. The class was tough, the reading assignments voluminous, and the workload extreme. But she pushed us to learn by the techniques she employed.
This was a difficult class for me as it often occurred on either Friday night or Saturday and after a long week of work. Shifting one’s focus and attention after driving long distances and completing work tasks was not an easy venture. But, I looked forward to her lectures, to the content, and to the knowledge that we gained. This instructor followed the the seven principles of good practice in undergraduate education and recognized the importance of active learning strategies. While there was lecture, often we were divided into groups, challenged by a required debate on historical events, or required to discuss particular topics within the readings. She also blended media into her instruction. As we reviewed the history that shaped education during the 1960-70 era, I was taken back to a time in my development through an array of video footage. It enticed the learner to attend to the details and engaged interest by the relevance in topic. She also used an online course management system – Blackboard – to post our course readings and links to video clips. This provided a wonderful “digital resource” that we could revisit to review. I was also impressed when she brought in a collection of family photos — sharing a personal side of her own story and development during significant periods of higher education history. The personal connection provided additional meaning and connectivity for me–someone who likes to know more about the “people” side of people.
And, though she may not have known it, she was practicing good approaches that complement what we mean when we talk about universal design for learning (UDL). She strengthened our recognition networks by supporting background knowledge in the varied digital tools that she added to the lecture materials. She offered us multiple opportunities to represent our knowledge through written papers, debate presentations, group discussions and reports, and through digital communications. And finally, she offered us some choices in our learning through her variety and strengthened our affective network connections. I’m reminded of how important teaching techniques can be when reaching learners — of all ages, types, and attentions. An article in last week’s Education Week points to a professor’s use of technology that captures such approaches and builds on a current theme that may have special meaning to his students, http://www.edweek.org/ew/articles/2008/10/08/07curriculum_ep.h28.html
