One of our school’s initiatives and undertaking this year is to implement a more Universal Design for Learning (UDL) approach for the teacher’s instruction. This initiative paired with this course’s research into implementing mobile technologies into learning environments could not have come at a better time. During the span of work time for this lesson, our school hosted a presenter on an inservice day for topic of UDL. I was, of course enamoured. The speaker’s presentation and the nudge from the workplace got me researching about UDL. One of my main takeaways from researching and the presentation, is that technology integration is the crux of successful UDL implementation.
In the book, “Universal Design for Learning in the Classroom,” the authors make mention of technology’s integration as early as page 6. While first urging moving away from static print sources, the article goes on to mention “UDL, on the other hand, calls for taking advantage of the power and customizability of modern technology to deliver, by design, flexible instructional practices directly within the core instructional curriculum where students can access them on an individualized basis” (Hall et. al, pg 6). The book goes on to say this on page 11: “What role does technology play in applying the UDL Guidelines? Technology gives us many opportunities to customize education to meet individual needs.” We know that no two learners are the same, yet we provide them with the same static textbook, and everybody gets the same thing. We cannot serve everybody the same black coffee.
The UDL Guidelines break down into 3 core principles for designing learning experiences:
For the full UDL Guidelines breakdown, click HERE .
Utilizing mobile technologies can really make UDL implementation a lot easier with these goals in mind. First, multiple means of engagement take some of the the staticness out of the class. Instead, enhance the same questions from a worksheet into gamified quizzing activity…totally doable with technology’s assistance. Gearing students up with motivational activities they want to do can certainly do wonders for their motivation and will to learn. Multiple means of representation can be achieved by students acquiring the same knowledge through different mediums. Rather than just providing a story article, students should be able to access a read aloud or video regarding the same topic. Again, those static sources don’t have the same capabilities as do the screens abundant in homes and classrooms. Lastly, multiple means of action/expression involves the creation aspect of the final product. Contrary to a static test or quiz throughout a unit of study, technology affordances allow students to become more expressive with how they demonstrate their understanding. Connected and networked devices are absolutely necessary in order to achieve UDL components.
Savvy designers are creating games for classrooms that provide student a rich learning experience for students while also informing teachers of student progress with backend data. Jim Diamond, Principal Investigator for the company Playing with Data, states “Well designed games have the potential to be very strong learning environments.” Classroom gameplay on the computer isn’t playing computer games for the sake of playing computer games. Instead, they’re structured and finely crafted to provide teachers meaningful information on the backend. The ability to view the plethora of data on student performance by skill is indispensable for the teacher, and can help them more effectively do their job. In order for teachers to rely on the data, they need a well-thought-out, practical, and easy-to-use dashboard. A simple and effective dashboard tremendously helps teachers find the information to help guide their instruction, provide feedback, and intervene when necessary. Educational gaming goes much deeper than what may originally thought of. Not to mention that a strong gamified platform would hit many UDL aspects.
Strong UDL hinges on the teacher’s intentional use of strategic technologies. Well-designed games can provide teachers with loads of formative assessment data while students feel they’re just playing. I’m quite interested in the educational gaming market, and will keep a close eye on the industry.
References:
CAST (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from http://udlguidelines.cast.org
Hall, T. E., Meyer, A., & Rose, D. H. (2012). Universal design for learning in the classroom: Practical applications. New York: Guilford Press.
Hi TJ,
The 3 core principles for designing learning experiences can be much easier to implement with the help of mobile technologies. By providing students with multiple means of engagement, representation, and expression, we are helping them engage in learning that is motivating to them. One challenge that many teachers face is to design assessments that will allow students to accurately demonstrate their understanding. If teachers can provide multiple “options” for students to demonstrate their understanding, more students will be successful. Providing options also allows students to have a choice in the process, which will likely increase their motivation.
As we all know, some students do not perform well on tests and quizzes. Sometimes these tests include large amounts of information and require multiple days of preparation, especially in middle and high school. Many of these types of tests significantly impact a student’s overall grade. This high stake testing produces results that do not truly reflect student understanding. This is why college admission is no longer determined simply by test scores. Like you said, technology affordances allow students to become more expressive. Some students may only be able to show their understanding by drawing a concept or speaking about something. In my classroom, I have several ESL students who struggle with test format and the language of tests, but when the test is read to them and they can speak the answers rather than write, they able to show their understanding much clearer.
I think a lot of people assume that classroom gameplay is just for entertainment. In researching for my final project, I read several articles about this developing area of educational technology. The general consensus is that games are powerful tools that can engage and motivate learners. Since students tend to enjoy games, the games become a natural motivator. As one article put it: “Students love of gaming provides a natural motivator which can be cultivated to encourage a love of learning.” By providing teachers with formative data, they can provide more personalized and timely feedback. I also plan on watching the educational gaming industry to see how it continues to develop.
TJ,
I am a huge fan of the framework of universal design for learning and so your description is something that resonated with me. Personally, I have performed previous research of this framework and how it can apply to all different set of learners. In my classroom that is designed for specialize academic instruction for students with special needs, I have found tremendous benefit amongst my higher functioning students with autism. A quotation that you inputted which really stood out to me was that technology gives many opportunities to customize education to meet student needs. Your embedded visual with the goals that you depicted encompass from what I seen with UDL in enhancing learning experiences for all. By establishing content given in these goals, it is terrific that you lead into to the design of the framework with the emphasis of mobile integration. Gameplay could be an enriching opportunity where all students can achieve goals of engagement, representation, and expression. When I think of gaming, I can recognize it applicability with a generalized audience that is highly inclusive in addition to facilitating ways of expression. UDL is a tremendous framework due to its flexibility and it is awesome TJ that you were able to consider as one of takeaways for yourself through this course. Excellent work.
TJ,
I really appreciated how you incorporated a professional development for this course. Gamification is something that I utilize a lot in mathematics. It is definitely a strategy that I have found increases student motivation. The two of the three core principles that you mentioned I have heard of and seen as important concepts in designing instruction from multiple sources. Both multiple means of engagement and representation are something that I strive to include in my own classroom. I try to vary the means of practice activities for each topic to meet all students’ needs. From Quizizz, to Google Forms, to traditional paper and pencil worksheets to IXL Math and Desmos by varying the activities, I feel like I keep my students interested in learning. I hope you continue to learn about this topic to better your teaching craft. Great post!
Sara C.