Search results

1 – 10 of 302
Article
Publication date: 1 December 2023

Breanne A. Kirsch

The purpose of this case study is to determine the effectiveness of the UDL academy in terms of the number of UDL techniques used by faculty after participating in the academy and…

Abstract

Purpose

The purpose of this case study is to determine the effectiveness of the UDL academy in terms of the number of UDL techniques used by faculty after participating in the academy and surveys to explore faculty perceptions of UDL.

Design/methodology/approach

This quantitative case study utilized faculty surveys about the UDL academy, class observations and review of course syllabi to determine the effectiveness of the UDL academy and explore the experience of implementing UDL.

Findings

The UDL initiative has been a positive and effective experience. Broadly, faculty have had positive perceptions of UDL implementations based on faculty surveys. The effectiveness of the UDL academy was demonstrated by the number of UDL techniques used by faculty increased significantly for faculty that participated in the UDL academy. The control group of faculty members did not increase the number of UDL techniques used based on class observations and a review of course syllabi.

Research limitations/implications

This research is from one librarian's perspective since the librarian led the UDL initiative and is the sole librarian with faculty status currently at the institution. As a proponent of UDL, the librarian's perspective may be biased. Librarians can implement UDL to reduce educational barriers and support student success. Additionally, librarians can offer support to faculty in learning about UDL by offering a similar UDL academy.

Practical implications

Most faculty were able to incorporate UDL elements into their courses and responded positively to the concept of integrating UDL in the classroom, feeling that it helped improve their teaching. These results demonstrate that faculty can integrate UDL into higher education to use effective teaching strategies after participating in a UDL academy.

Originality/value

This paper is an original work describing a campus UDL initiative from a librarian's perspective.

Details

Reference Services Review, vol. 52 no. 1
Type: Research Article
ISSN: 0090-7324

Keywords

Book part
Publication date: 4 October 2012

Holly Buckland Parker

Larger numbers of students are entering higher education with more diverse learning needs. While laws are in place to create equal access to education for all, government-mandated…

Abstract

Larger numbers of students are entering higher education with more diverse learning needs. While laws are in place to create equal access to education for all, government-mandated learning supports for students with documented disabilities vary significantly from K-12 education to higher education. Universal Design for Learning (UDL) is a course design framework based on Universal Design in architecture, neuroscience research, and the latest technology, to design learning environments and curriculums that are accessible to all students in every learning environment. This chapter reviews literature on the history of Universal Design concepts, starting with Universal Design in architecture and moving into UDL. A review of the learning preferences of Millennial students, along with the neuroscience of learning and its connection to the principles of UDL, is also included in the literature review. This chapter also includes a section on Dr. Buckland Parker's study which documents four faculty members who chose to work with a small team of faculty development specialists to redesign their large enrollment courses using the principles of Universal Design for Learning.

Details

Transforming Learning Environments: Strategies to Shape the Next Generation
Type: Book
ISBN: 978-1-78190-015-4

Keywords

Open Access
Article
Publication date: 28 February 2023

Douglas Sanford and Filiz Tabak

This paper aims to improve the understanding of student readiness for universal design for learning (UDL), thereby reducing a barrier to its adoption by management faculty. It…

Abstract

Purpose

This paper aims to improve the understanding of student readiness for universal design for learning (UDL), thereby reducing a barrier to its adoption by management faculty. It explores how students’ personality (conscientiousness and openness to experience) affects their readiness to embrace UDL and investigate how that relationship is mediated by self-directed learning (SDL).

Design/methodology/approach

Analysis uses survey data from students in management courses. From these data are created multi-item constructs and control variables. A mediated regression model that uses bootstrapping to estimate parameters and standard errors generates the results.

Findings

The findings were that SDL is strongly related to student readiness for UDL and that SDL fully mediates the relationship between conscientiousness and UDL. Openness to experience, however, directly relates to UDL without any mediation.

Research limitations/implications

This research applies only to one institution and two management courses. The methodology used in this study is limited to one part of the UDL model, which is a measure of student readiness to engage in choice. Future research can extend this model to other courses and institutions and other parts of the UDL model.

Practical implications

These findings provide insight into the student characteristics that enable them to gain empowerment and motivation from the UDL approach. Implementation of UDL in management education may require learning management strategies that accommodate student readiness for UDL. This study makes progress in identifying student characteristics that explain this readiness.

Social implications

UDL can improve management education by making it more accessible to students with different personalities and learning styles.

Originality/value

This study developed a method for analyzing the applicability of UDL in management education. It also devised and implemented a new survey measure for student readiness for UDL.

Details

Organization Management Journal, vol. 20 no. 3
Type: Research Article
ISSN: 2753-8567

Keywords

Article
Publication date: 9 September 2022

Stephanie Lynn Craig, Sean J. Smith and Bruce B. Frey

This paper examines instructional coaching as a means to support teachers at all levels in primary and secondary schools in implementing new and innovative practices using the…

Abstract

Purpose

This paper examines instructional coaching as a means to support teachers at all levels in primary and secondary schools in implementing new and innovative practices using the Universal Design for Learning (UDL) framework as a design guide.

Design/methodology/approach

This mixed-methods study compared the impact of an instructional coaching intervention around the implementation of the UDL framework on educators versus the UDL implementation efforts of educators who did not receive the coaching intervention. Coached participants shared their experiences with the coaching cycle. These qualitative data were collected through teacher interviews, self-assessments, and observations. The data assisted in the interpretation of the quantitative findings from a quasi-experimental pre-test–post-test comparison group design.

Findings

The results of this study revealed positive outcomes for teachers in knowledge and application of UDL, although not at statistically significant levels. The qualitative data collected supported the positive gains and revealed that teachers valued and changed their practices from the use of coaching as they navigated the implementation of UDL in their learning environments.

Research limitations/implications

One limitation to be noted includes the district site that participated in this study had used the UDL framework for several years and maintained high expectations for teachers to increase their UDL-aligned practices each year. Therefore, all teachers who participated in this study were under the same district evaluative expectations to participate in professional development at some level to increase proficiency with UDL implementation, whereas a district in the beginning stages of UDL implementation might serve as a better gauge of growth. Additionally, the control participants were self-identified and not randomly assigned.

Originality/value

This study is one of the first conducted that investigates the effect of instructional coaching on teachers' increased understanding and implementation of the UDL framework. This study examines instructional coaching as a stand-alone professional development in supporting teachers' use of UDL in design-inclusive classrooms. Written into US law, the UDL framework is a scientifically valid framework that supports teachers with the design of flexible and accessible classrooms for an increasingly diverse population of students.

Details

International Journal of Mentoring and Coaching in Education, vol. 11 no. 4
Type: Research Article
ISSN: 2046-6854

Keywords

Article
Publication date: 22 November 2011

Marcin Davies, François Carrez, Juhani Heinilä, Anna Fensel, Maribel Narganes and José Carlos dos Santos Danado

Mobile computing enables end‐users to create small services on their mobiles and share valuable and context‐aware information with others. The purpose of this paper is to…

Abstract

Purpose

Mobile computing enables end‐users to create small services on their mobiles and share valuable and context‐aware information with others. The purpose of this paper is to introduce a platform for end‐user generated mobile services – so‐called microservices.

Design/methodology/approach

As a key component the authors present a microservice description language for user‐driven mobile service creation and platform‐independent service execution and rendering. The paper also gives insight into the authors' visual authoring tool. The chosen design approach is evaluated in two phases: an intermediate evaluation with a small hands‐on trial and an online survey; and a final laboratory test with 24 test users in total.

Findings

The paper provides empirical insights about the methods and motivations of end‐users creating small mobile services. The main purposes of service creation would be mostly to exchange information, stay in contact, and just for fun (on the basis of non‐commercial use). The evaluations also indicate the visual drag and drop approach of putting service blocks together as being the most favored in terms of user satisfaction.

Originality/value

The concepts and findings introduced in this paper will help in designing mobile service authoring environments, which is appealing to software communities/vendors and mobile network operators. The presented platform is, to the authors' knowledge, the first designed and implemented infrastructure enabling end‐user mobile service creation.

Details

International Journal of Pervasive Computing and Communications, vol. 7 no. 4
Type: Research Article
ISSN: 1742-7371

Keywords

Article
Publication date: 5 December 2023

Niki Fullmer and Katie Strand

This case study explores how universal design for learning (UDL)-informed online instruction modules developed during COVID-19 can better support student information literacy…

Abstract

Purpose

This case study explores how universal design for learning (UDL)-informed online instruction modules developed during COVID-19 can better support student information literacy outcomes. This study will also examine how hybrid learning lends itself to UDL and may resolve some of the issues within library instruction.

Design/methodology/approach

This case study explores how a team of librarians at Utah State University developed three UDL-informed modules to support library instruction and hybrid learning during the height of the COVID-19 pandemic. A survey was sent to composition instructors to understand how they utilized the three new UDL-informed modules and if the modules helped their students reach information literacy outcomes.

Findings

Findings from this case study describe how academic libraries should adopt the UDL framework to support best practices for online learning as well as inclusive pedagogies. The findings indicate that the UDL-informed modules developed for hybrid instruction help students meet information literacy outcomes and goals.

Originality/value

The authors present a case study examining the current climate of information literacy instruction and UDL while providing actionable instructional practices that can be of use to librarians implementing hybrid instruction.

Details

Reference Services Review, vol. 52 no. 1
Type: Research Article
ISSN: 0090-7324

Keywords

Book part
Publication date: 3 November 2017

Jodi Louise Pilgrim and Angela Kris Ward

The purpose of this chapter is to describe the Universal Design for Learning (UDL) framework and explore ways UDL decreases potential barriers for diverse students while…

Abstract

The purpose of this chapter is to describe the Universal Design for Learning (UDL) framework and explore ways UDL decreases potential barriers for diverse students while increasing opportunities to learn. The sociocultural theory of Lev Vygotsky (1978) serves as a theoretical framework for UDL. Vygotsky (1978) placed much emphasis on the role of the social interaction in the development of cognition stating, “Every function in the child’s cultural development appears twice: first, on the social level, and later, on the individual level” (Vygotsky, 1978, p. 57). Additionally, he focused considerable attention on language and private speech. The ability to express oneself in any environment, particularly the classroom, is critical to intellectual development. Another pivotal concept is that of the Zone of Proximal Development (ZPD), which reflects the point between what a child has previously learned and can complete independently and that which they cannot do, even with supports. Our intent was to use student examples, or case studies, of typical diversity in the classroom, to demonstrate the application of UDL principles. Specifically, we provide ways planning for representation of material, expression of material, and engagement in material, which can benefit all learners. The case study examples demonstrate ways effective planning can benefit learners in many areas. The case studies presented in this chapter reflect a small portion of the diverse population in classrooms across the nation. Yet the case studies demonstrate ways planning can incorporate students “in the margin” while at the same time benefitting all students in the classroom. Addressing diversity through the UDL lens helps teachers accommodate individual differences through intentional instructional design, while at the same time providing resources for all students in the classroom.

Details

Addressing Diversity in Literacy Instruction
Type: Book
ISBN: 978-1-78714-048-6

Keywords

Book part
Publication date: 20 April 2023

Tamara Stenn and Dorothy A. Osterholt

Neurodiversity can be considered a cognitive disability that marginalizes people who experience and interpret the world differently. An estimated 19% of all US college students…

Abstract

Neurodiversity can be considered a cognitive disability that marginalizes people who experience and interpret the world differently. An estimated 19% of all US college students have disclosed a disability (NCES, 2021). Typical forms of neurodiversity are attention-deficit hyperactivity disorder (ADHD), autism, and dyslexia. There is a growing belief that entrepreneurship is well suited for neurodivergent individuals because they can specifically design and control their environments resulting in a better fit and more positive outcomes (Austin & Pisano, 2017). There is also the belief that neurodivergent people’s unique perspectives and “superpowers” lead to new innovative ways of thinking and doing business. These superpowers can allow neurodivergent people to hyper focus and outperform others (Austin & Pisano, 2017).

However, real challenges counter these positive outcomes. For example, while those with ADHD are often drawn to being entrepreneurs because they can quickly initiate, improvise, and seek novelty – their ability to engage in reflection, thoroughness, and efficiency is strained. Thus, ADHD helps and hinders entrepreneurs (Hunt & Verhuel, 2017). The same holds true for other types of neurodiversity.

Entrepreneurship education becomes more nuanced as it matures and grows. An example is the “learn by doing” method of teaching entrepreneurship. Grounded in self-determination and planned behavior theories, “learn by doing” highlights the importance of autonomy, competence, and relatedness when engaging in entrepreneurship endeavors. Heutagogy (self-guided learning) and andragogy (applied learning) approaches have an effective impact on this type of entrepreneurship pedagogy. However, these open-ended approaches present barriers for neurodivergent learners who need more structure with projects broken down into small steps.

This chapter presents a case study view of how Universal Design for Learning (UDL) frameworks support “learn by doing” approaches to build a neurodivergent-friendly entrepreneurship mindset on campus. It includes a combination of approaches that support executive function (EF) mastery, assessment, and self-development, including multimodal ways of teaching (visual, audio, and kinesthetic), self-regulation, and social interactions. Here, the authors demonstrate how neurodivergent students learn to anticipate, manage, and benefit from their differences using the UDL engagement–regulation–persistence Framework. The lessons shared in this chapter can help entrepreneurship educators see ways various teaching methods can benefits all learners and how the addition of various programs can be more inclusive for neurodivergent students.

Details

The Age of Entrepreneurship Education Research: Evolution and Future
Type: Book
ISBN: 978-1-83753-057-1

Keywords

Article
Publication date: 5 January 2010

Sarah Bryans Bongey, Gerald Cizadlo and Lynn Kalnbach

The purpose of this paper is to plan, implement, and deliver universal design for learning (UDL) benefits to a large class of undergraduate biology students.

1270

Abstract

Purpose

The purpose of this paper is to plan, implement, and deliver universal design for learning (UDL) benefits to a large class of undergraduate biology students.

Design/methodology/approach

This pilot project used an online course site in the course management system (CMS) to establish a universal design (UD) and maintain it throughout a semester‐long class in undergraduate biology. Although the class is traditionally taught in a face‐to‐face lecture and lab format, this intervention is used to expand the representational, strategic, and affective aspects of the course.

Findings

Survey results and follow‐up interviews as well as student usage statistics and points earned on tests are collected and analysed, with the resulting data used to generate conclusions relating to the benefits of a UDL‐compliant supplemental site versus a supplemental site that does not apply UDL principles. While the students perceived‐added value in the UDL‐enhanced site, the overall intervention does not lead to improved grades leading to the possibility that there may be a “sweet spot” or optimal blend of tools and approaches.

Research limitations/implications

Further research will be needed in order to establish a more reliable mode of using supplemental online course sites to deliver UDL. Specifically, it will be important to expand this pilot case to a wider range of courses including those that include more diverse populations of students.

Practical implications

The CMS represents a potential means of delivering UD benefits in an optimal and replicable manner. It will be important to expand this pilot effort to identify an optimal balance of supports and also to increase its generalizability by including a wider range of courses, as well as those that include more diverse populations of students.

Originality/value

This paper uses a potentially replicable strategy to deliver the benefits of UD to college students. If an optimal balance of supports can be identified, this supplemental use of an online course site in the CMS could serve to deliver academic and student satisfaction benefits to a wide range of students, including those in the K‐12 setting.

Details

Campus-Wide Information Systems, vol. 27 no. 1
Type: Research Article
ISSN: 1065-0741

Keywords

Article
Publication date: 28 March 2022

Abeer Toson Mohamed, Malak Abdrabuha Alqurashi and Sara Alshmmry

This study aims to identify the degree to which general education teachers use the principles of universal design for learning (UDL) in teaching and evaluating students with…

Abstract

Purpose

This study aims to identify the degree to which general education teachers use the principles of universal design for learning (UDL) in teaching and evaluating students with learning disabilities, moderated by gender, experience and qualification. Ethical approvals were requested and reported from teachers prior to their participation.

Design/methodology/approach

This study collected questionnaire data from male and female teachers from the eastern region of the Kingdom of Saudi Arabia between 2019 and 2021.

Findings

General education teachers were devoted to using UDL principles for teaching and assessing students with learning disabilities. The one used most often was “Providing multiple tools for presenting information by the teacher.” Moreover, there were statistically significant differences between participants whose experiences were 5–10 and < 5 years toward the third principle (providing learning opportunities that suit individual differences among students). Additionally, there were no statistically significant differences possibly ascribed to qualification. However, there were statistically significant differences between those who held postgraduates and diploma holders, also showed that there were no statistically significant differences at <0.05 that could be ascribed to qualification variable.

Originality/value

Teachers use UDL principles specifically. The current research is distinguished from previous studies as it targets teachers of general classes and measures how much they use UDL in teaching and evaluating students with learning disabilities. To the knowledge of the researcher, no Arab studies have examined this subject.

Details

Journal for Multicultural Education, vol. 16 no. 4
Type: Research Article
ISSN: 2053-535X

Keywords

1 – 10 of 302