Principles of universal design applied to learning design and learning resources
These notes are part of a series for the book.
Outline
- Introduction
- What is universal design in the context of education?
- Applying the seven basic principles of universal design to instruction
- Creating a new set of principles tailored to instructional settings
- Adding unique instructional principles to the seven principles of universal design
- How is universal design applied to disabled students, e-learning, and higher education?
- Universal design and web accessibility
- Universal design and e-learning resources
- Some case examples of universal design as applied to e-learning
- Critical silences: What proof is there that universal design in education works?
- Critical silences in the design wars
- Design confusion
- A storm in a teacup?
- Conclusion
Notes
Important: Universal design is a process. There is no single design (of anything) that will be accessible to everyone. The universal design process, then, hopes to create things that are useful to the widest range of people; and for the remaining people, alternatives must be created.
Several people have taken the seven principles of universal design and used that as a starting point for defining how universal design can be applied to the learning design and individual learning resources (the micro level).
Seven principles of universal design
- Equitable use
- Flexible in use
- Simple and intuitive
- Perceptible information
- Tolerance for error
- Low physical effort
- Size and space for approach and use
See also: These were first defined by Story et al. in 1998.
Universal design, Burgstahler and the DO-IT (Disabilities, Opportunities, Internetworking, and Technology) Center
This team applies the seven principles to instructional design, but also adds steps to make sure that accessibility is considered in advance (proactively instead of reactively). Their process also is applied at the analysis stage (when identifying learning goals and objectives) as well as during the design of each resource.
Examples at the micro level:
- Communicate via email because it is accessible and asynchronous (which gives people the time they need to compose responses).
- Make sure web pages are accessible to assistive technologies.
- Provide electronic copies of any printed material.
- Add captions or transcripts to videos.
See also: Applying universal design
Universal design for learning, CAST (Center for Applied Special Technology)
This team identify three overarching principles for Universal Design for Learning (UDL), which include multiple means of representation, expression, and engagement. That is, provide various ways for learners to acquire information and express what they have learned, and multiple ways to engage with the learning material.
Examples at the micro level:
- Provide digital text and voiceover files of the same text being read aloud.
- Allow learners to create multimedia presentations to demonstrate learning.
- Give learners access to a choice of tools to find and store information.
Universal design for instruction, Center on Post-secondary Education and Disability (CPED)
This team’s approach is called Universal Design for Instruction (UDI). There list is the original seven principles for universal design (with definitions that show them applied to instruction), plus an additional two principles.
- Equitable use
- Flexible in use
- Simple and intuitive instruction
- Perceptible information
- Tolerance for error
- Low physical effort
- Size and space for approach and use
- A community of learners
- Instructional climate
Examples at the micro level:
- Use a web-based LMS with links to all resources.
- Use a variety of instructional methods, such as lecture, discussion, and independent reading.
- Provide texts in digital formats.
- Encourage learners to communicate with each other in discussion groups and chat rooms.
Common ground
Universal design ‘does not mean designing an application that is fully usable by everyone; it is not about eradicating the need for accommodations, but minimising them’ (Seale, 2014, p. 178). When you apply the principles of universal design to your work, you are proactively providing access instead of relying on learners to request access and then reacting to those requests. It’s a mindset in which you are not providing something special, you are providing good design.
Examples at a course-wide or LMS level
For any of the above, there are more examples given of the micro level than the macro level. Seale references two case studies illustrating universal design principles applied at a macro level.
- In one course, students choose the format for their class (face-to-face lecture or asynchronous web-based); they are all given books, software, and a study guide; and they are allowed to use the software on campus or at home.
- In one online course, the LMS’s web pages and discussion forums are well designed and organized; directions are highly structured; and live feedback displays to encourage learners.