Week 5 Blog

     Part 1 : 

    The article from Inclusive Instructional Design : Applying UDL to Online Learning explains how UDL designs and implements classroom learning for students with different needs. UDL’s three main principles are multiple means of representation, action and expression, and engagement. When writing and delivering lessons, these should act as a foundation. Students that have disabilities, need further support, or more learning options, should be able to have access to the digital tools that can help them. The article explains the importance technology can play in giving students support in the classroom. Tools such as text-to-speech, visuals, online reading sites, and so on.  The UDL Design Cycle, which is a design process that analyzes student learning, objectives, assessments, and materials with UDL guiding principles, helps with increasing student access to online instruction. It also introduces the UDL Reporting Criteria which helps guide educator planning, lesson delivery and implementation. In my current lesson that I am working on, I am teaching a 4th Grade reading Unit about Geology. Students are to write a paragraph about a natural disaster. Students are using an online “Geology Choice Board”. The choice board contains several resources such as online articles, student-friendly videos, visuals, and so on. This digital tool will help students as they work to take notes, and acts as a resource for students who may struggle with reading, being able to listen to articles read aloud. Students will also type their paragraphs on a google doc when they are ready for a final draft. This gives students access to tools such as spelling check tools, text-to-speech, suggested edits, and more. 

Part 2:

The CAST UDL Guidelines consider many strategies that could be implemented into lessons for diverse learners. Firstly, supporting multiple ways students perceive information. For example, giving students options to listen to a story or text versus reading it. In a reading lesson this might look like students using chromebooks and an online website connected to the curriculum to listen to an audio version of a chapter. This helps students with different needs, such as ELL students or SPED students. Another strategy is to provide students with multiple options of engagement and consider their interests. For example, giving students choice when it comes to their learning. This might mean letting them pick from a list of options for their final project. Such as creating a video, making a slideshow, a digital poster or infographic, etc. These strategies align with UDL’s guidelines and goal in having all students engaged during a lesson. 

Part 3 :

The NETP addresses the “digital use divide” by describing student access to internet and digital devices. The digital use divide highlights the gap in how technology is used to enhance learning. Some students use technology for creative benefit and collaboration, while others engage with it as more of a distraction to learning. UDL supports narrowing down the digital use divide by explaining lessons should use technology meaningfully and should be aligned to meet the students’ needs. NETP Guidance asks educators to design lessons that use technology and integrate it in a purposeful way, which implements UDL’s strategies to make lessons more inclusive and use technology meaningfully to support student critical thinking and creativity.

References : 

Rao, K. (2021). Inclusive instructional design: Applying UDL to online learning. The Journal of Applied Instructional Design, 10(1). https://dx.doi.org/10.51869/101/kr

CAST. (2024). CAST Universal Design for Learning guidelines version 3.0 [Graphic organizer]. https://udlguidelines.cast.org

U.S. Department of Education, Office of Educational Technology. (2024). A call to action for closing the digital access, design, and use divides: 2024 National Educational Technology Plan.